G10 MYP Science Practice Questions: Biology Unit

Explain and Evaluate

Patterns can help you predict form, function, changes and usefulness of stuff.

To be successful on the upcoming test you will need to know how to interpret the Criterion A rubric
and how to use the command terms listed below. In the questions on the next page, we will practice
how to Explain and Evaluate on an MYP test. Can you find these command terms on the rubric?
What level are they associated with?

CRITERION A– KNOWING & UNDERSTANDING

ASPECT LEVEL 1-2 Level 3-4 LEVEL 5-6 LEVEL 7-8

1. Explain You state scientific You outline You describe scientific You correctly
scientific knowledge scientific knowledge explain scientific
knowledge knowledge knowledge
2. Apply You apply scientific You apply You apply scientific You apply scientific
knowledge to understanding to scientific understanding to solve understanding to
solve problems in suggest solutions understanding to problems in familiar solve problems in
familiar and to problems in solve problems in situations and familiar and
(un)familiar familiar situations. familiar suggest solutions to unfamiliar
contexts situations. those in unfamiliar situations.
situations
3. Analyze and You interpret You interpret You analyze You analyze and
evaluate information to make information to information (by evaluate
information to judgements make identifying parts, information to make
make scientifically relationships or scientifically
scientifically supported causes) to make supported
supported judgements. scientifically judgements.
judgements supported judgements.

Outline: Give a brief account.

Describe: Give a detailed account or picture of a situation, event, pattern or process
Explain: Give a detailed account of causes, reasons or mechanisms. 
Analyze: Break down in order to bring out the essential elements or structure. To identify parts and
relationships, and to interpret information to reach conclusions.
Apply: Use knowledge and understanding in response to a given situation or real circumstances
Evaluate: Make an appraisal by weighing up the strengths and limitations

Aspect 1: State, Outline, Describe and Explain Scientific Knowledge

Read over the rubric and command terms. Brainstorm what goes into a “good” explanation. Think
about how an explanation may differ from a description.
Group Think/Pair/Share: Before answering the question below, use the whiteboard in your group to
plan out your answer (intro, body, conclusion). Think about what elements will be important to
include? Could a diagram help your explanation?

Explain Practice Question

Explain the difference between mechanical and chemical digestion. Use examples to support your
explanation.

Mechanical Digestion is the step of digesting without chemical reactions and only through physical
actions. For example, chewing is a form of mechanical digestion as the teeth is mashing up the food
against the hard palate of the mouth which will help break the food into smaller chunks, increasing the
surface area for the other processes.
Chemical digestion is digestion with chemical reactions such as using acid and enzymes. An example
of chemical digestion is also in the stomach done through the salivary glands. The salivary glands
secretes saliva which contains the enzyme, amylase which breaks down carbohydrates into simple
sugars. The saliva coat the food which has already been chewed up by mechanical digestion and the
enzyme starts breaking the carbohydrates of the food down into monosaccharides such as glucose.

Share your answer with someone outside of your group and have them give you feedback. Were you
missing anything? How could you improve for next time?

Aspect 3: Analyze and Evaluate Information to Make Scientifically Supported Judgments

QUESTION #1
Read over the rubric and command terms. Brainstorm what goes into a “good” evaluation. Think
about how an evaluation may be different than an interpretation.

Group Think/Pair/Share: Before answering the question, use the whiteboard in your group to plan
out your answer (intro, body, conclusion). Think about what elements will be important to include?
 Evaluate Practice Question

The Body Mass Index (BMI) is a measure for human body fat based on an individual’s weight in
relation to their height (see equation below). The graphs below depict the mortality rate of individuals
with various forms of Cardiovascular Disease or heart disease (CVD), which includes numerous
problems, many of which are related to the process of atherosclerosis or plaque build up.
BMI = mass (kg)
height (m2)

Figure 1: Relationship between BMI and Cardiovascular Disease Figure 2: Relationship between Cardiovascular
Mortality Disease Mortality, exercise and BMI

Figure 3: Relationship between Cardiovascular Disease, physical activity

and alcohol consumption

Using the graphs above, evaluate the following claim made by Dr Mantzoukis: “When it comes to
cardiovascular disease (CVD), inactivity is a greater predictor of mortality than either BMI scores or
alcohol intake”.

Hint: Remember to use examples, scientific reasoning and to weigh both sides of this claim.

Inactivity is shown as a factor in graphs 2 and 3. In graph 2, it is shown that someone who is unfit is
around 3 times more likely to have the risk of cardiovascular disease. In graph 3, it is said that a
person who is physically inactive is the most likely to get heart disease. There is a clear correlation
between inactivity and cardiovascular disease. However, having all 3 predictors of BMI scores,
inactivity and alcohol intake will provide a better understanding of the causes of cardiovascular
disease(CVD). As seen in the charts provided above, all 3 of these predictors are intertwined.
Therefore, there isn’t one predictor of mortality for cardiovascular disease that is more accurate than
the other.

Share your answer with someone outside of your group and have them give you feedback. Were you
missing anything? How could you improve for next time?

Aspect 3: Analyze and Evaluate Information to Make Scientifically Supported Judgments

QUESTION #2
Read over the rubric and command terms. Brainstorm what goes into a “good” evaluation. Think
about how an evaluation may be different than an interpretation.

Group Think/Pair/Share: Before answering the question, use the whiteboard in your group to plan
out your answer (intro, body, conclusion). Think about what elements will be important to include?

Evaluate Practice Question

Figure 7.7 above shows the increase in the red blood cell count of a group of mountaineers as they
ascended a mountain.

1) Describe the changes over the first four weeks.

Over the first four weeks, the mean red blood cell count is at around 5.7 x10^12 per dm^3. This is an
increase of around 1.24 (rounded to 2 d.p) x10^12 per dm^3 mean red blood cells from the amount at
0 weeks.

2) Calculate the percentage increase in the red blood cell count over this period.

The percentage increase in the mean red blood cell count over the period of 4 weeks is 23.91% which
can be rounded up to 24%.

3) It took the mountaineers two weeks to reach maximum altitude. What happened to the red blood
cell count after they reached this altitude?
Their mean red blood cell count kept on increasing until it peaked at 6.3 x10^12 per dm^3 at the
period of 8 weeks and the red blood cell starting lowering again after that in the coming week.

4) Explain why it is useful for the body to produce more red blood cells at high altitude.

It is useful for the body to produce more red blood cells at high altitude as it keeps the body’s energy
known as ATP running for longer. Having more red blood cells also mean the nutrients are
transported throughout to the body faster. Since there is a lack of oxygen at a high altitude, the body
will trigger the response for oxygen which is carried in the red blood cell to be transported at a faster
rate. Therefore, it keeps the body running and breathing properly.
5) Using the data, evaluate the following claim made by Ms Homanchuk: “Before racing in a
marathon, it is part of a good training program for athletes to train at high altitude.”

Hint: Remember to use examples, scientific reasoning and to weigh both sides of this claim.

In real life situations, many athletes will sleep in higher altitude tents or train at high altitude before a
major competition or marathon. By increasing the amount of red blood cells in their bloodstream, this
can increase the workloads of the heart, thus the cardiovascular system and the respiratory system.
The effect of increased red blood cells in the body can last up to 2 weeks, which makes it effective for
the athlete to train at a high altitude before racing in a marathon. The benefits of this is that the
athlete’s body will now have a surplus of energy in reserve. By having this surplus of energy, it can
help the athlete to reach new points of speed and help them do their best at the marathon.
Information taken from: https://www.on-running.com/en-hk/articles/running-and-training-at-high-
altitude

Share your answer with someone outside of your group and have them give you feedback. Were you
missing anything? How could you improve for next time?