Read the question carefully, word by word, before writing your answer:  Know exactly what you're being asked to answer so you can find the exact answer, not just information related to the answer. 

Use the article or video provided for obtaining the information.  

• If you can’t find the information, reread the text - word by word - in the resource.   The information is there.   It will reveal to you.  
• If necessary, take a break, then reread the text or watch the video again more carefully. 

Refrain from using Google search engines to look up answers especially when the resource is already provided; the searched answer in a Google search is often the incorrect answer for the question asked! 

As an answer, don't state that "the information is not available", even if the linked resource is not accessible.

• e.g.  Q:  Describe fully the action of cortisol, in the presence of insulin, on lipoprotein lipase (LPL).  (Hint: View this resource.)  (0.5 pt, COM)
  • Incorrect - Cannot answer because the resource was unavailable.
    • Never leave a question without a response.  This indicates surrender.  The teacher would not ask the student a question that she or he cannot answer. 
    • If the weblink is broken, using the internet to find another source for the answer.  Inform the teacher that the provided link is broken.  Weblinks change in real time.  Thus, the link may not work after the assignment is assigned despite the link working before.

• e.g. Q: Identify the name of the course of the study.  Describe it.  (0.5 pt x 2 = 1 pt , COM)
  • Incorrect - Science.  (Only the first question was answered.  The second question still needs to be answered.)
    • • Better - Science.  It's the study of the physical parts of the world and how the parts behave when they interact with each other.  Through observations from experiments, we add to our knowledge of science.
• e.g. Q: The individual biomass of bacteria, archaea, and protists is greater than the biomass of birds and mammals combined.  Explain fully how this possible by connecting with your knowledge of the relative size and reproductive rates of bacteria, archaea, and protists.  (0.5 pt x 2 = 1 pt, APP)
  • Incorrect - Archaea, bacteria, and protists undergo asexual reproduction, which is faster.  (The answer also required a claim on the relative size of the organisms.)
• e.g. Q: Identify the names of two subjects related to science.  (0.5 pt x 2 = 1 pt, KU)
  • Incorrect - Biology.  (The question asked for the names of two subjects.  Only one was given.)
    • • Better - Biology and chemistry.
• e.g. Q: Explain fully why the E484K mutation in the SARS-CoV-2 B.1.3.51 lineage is very concerning to the patient with the variant.  (0.5 pt x 2 = 1 pt, APP)
  • Incorrect - The virus can escape the antibodies.  (According to the marking scheme, two claims need to be presented for full points.  For the second point, make the claim about the effect of the virus that can escape antibodies on the health of the patient.)

Type in the font type of Arial or Times New Roman.  The font size is 11 or 12 points.  Colour of text should be black.  Do not highlight or underline full responses.  (You want the content of the response to be the only focus of the reader's attention.)  

• e.g.  Incorrect - The cell contains a nucleus.  (Refrain from underlining your response.  Underlining detracts from the content of the text, which is what you want the reader/marker to pay close attention to.)
• e.g.  Incorrect - The cell contains a nucleus.  (Type your response in black.  Another colour detracts from the content of the text, which is what you want the reader/marker to pay close attention to.)
• e.g.  Incorrect - The cell contains a nucleus.  (Type in the traditional font type of Arial or Times New Roman.  A fancy font type detracts from the content of the text, which is what you want the reader/marker to pay closer attention to.)

https://www.grammarbook.com/grammar/cnt_gram.asp

https://www.grammarbook.com/punctuation/capital.asp

Capitalize only the first word in a sentences, names, and titles.  The school subject English is capitalized.  (Academic writing is not done in the same style as texting a friend.)

• e.g.  Incorrect - my post-secondary courses include science, math, and english.  i should speak to professor singh and ms. wong.  (Avoid writing as if texting.)
  • • Correct - My post-secondary courses include science, math and English.  I should speak to Professor Singh and Ms. wong.
• e.g.  Incorrect - A Cell contains a Nucleus.  It contains important Instructions for Building a Cell.  (Only capitalize the first letter of the sentence or titles.)

Avoid starting a sentence with a co-ordinated conjunction (e.g.  And...  But...  Nor...  For...  Or...  So... Yet...).  Co-ordinated conjunctions join words, phrases, or clauses as logical equals.

• Correct - We started to go home but we ran out of gas.  (Two independent clauses joined.)
• Correct - She was a good leader for she can delegate we..  (Two independent clauses joined.)
• e.g.  Incorrect - And I went to the meeting.  
  • • Correct - Mary and I went to the meeting.  (Two subjects join.)
• e.g.  Incorrect - Yet I was happy.
  • • Correct - I was tired yet happy.  (Two adjectives join.)
• e.g.  Incorrect - But I fished in the afternoon.
  • • Correct - I swam in the morning but fished in the afternoon.  (Two verbs joined.)
• e.g.  Incorrect - She wanted to leave the office.  But she knew that duty called her to finish the project.
  • • Correct - She wanted to leave the office.  However, she knew that duty called her to finish the project.

Numbers are always written as words at the start of sentences.  Numbers from zero to nine are always written as words in sentences:

• e.g. Incorrect - 22 days ago, the first day of class began.  (Numbers are always written as words at the start of sentences.)
  • • Correct - Twenty-two days ago, the first day of class began.
• e.g. Incorrect - I had 4 dollars and 29 cents.  (Numbers from zero to nine are written as words in the middle of sentences.)
  • • Correct - I had four dollars and 29 cents. 

Avoid writing sentence fragments; all sentences have a main idea, subject, and action verb:

• In the sentence "I study science", "I" is the subject.  "Study" is the action verb.  "Science" is the main idea. 
• e.g. Q: Describe fully the relationship between the deer and the wolf in the food chain.  (0.5 pt, COM)
  • Incorrect - The wolf is a carnivore.  Ate the deer, which is a herbivore.  (The last sentence doesn't have a subject.)
    • • Better - The wolf is a carnivore.  The wolf ate the deer, which is a herbivore.  (Separate sentences using a period.)
      • Better - The wolf is a carnivore, so it ate the deer, which is a herbivore.  (Add a conjunction between the clauses.)
• e.g. Q: Contrast dogs and cats with respect to the following: noise made, presence of "pack" social behaviour (no or yes).
  • Incorrect - Cats - meow, no.  Dogs - bark, yes.
    • • Correct - Cats purr and don't exhibit social behaviour.  Dogs bark and exhibit social behaviour.

The pronoun (e.g. "it", "he", "she") refers to the previous noun.   Avoid dangling modifiers (which illogically modify a word):

• e.g.  A cell contains a nucleus.  It contains DNA.
• e.g.  Incorrect - A cell contains DNA.  It's fed with sugar.  
  • • • Correct - A cell contains DNA.  The cell is fed with sugar.  (Repeat the subject word again in the next sentence if necessary.)
• e.g. Incorrect: The sun was out on Monday.  It wasn't out on Tuesday.
  • • • Correct - On Tuesday, the sun wasn't out.  It was out on Monday.  
• e.g. Q: Lumper is a type of potato which is prone to a disease caused by a fungus.  Explain fully, using your knowledge of the effects of biodiversity on ecosystem resilience, how growing only the "lumper" variety of potato resulted in the Irish famine in the 1840s.  (0.5 pt, COM)
  • Incorrect - When the fungus ran rampant, it didn't have the resistance to fight back.  ("It" refers to the previous noun, which is the fungus.  Replace "it" with the words "potato population" if they're the ones without the resistance.)
  • Incorrect - The famine killed thousands of people because they will all vulnerable due to the lack of genetic diversity.  ("They" refers to the previous noun, which is people.  The main subject in the question is the people, not the people.)

Avoid run-on sentences. (Academic writing is not done in the same style as texting a friend.)

• e.g.  Incorrect - I went to school I learned science.  (Ensure that each sentence has its own main idea, subject, and action verb.)
  • • Better - I went to school.  I learned science.  (Split into two separate sentences.)
    • Better - I went to school where I learned science.  (Add a conjunction between the main clause and subordinate clause.)

Break up long run-on sentences into smaller sentences, each with its own main idea, subject, and action verb:

• e.g.  Incorrect - I attend David & Mary Thomson Collegiate Institute and it's a high school and it's located in Scarborough.
  • • Correct - e.g.  I attend David & Mary Thomson Collegiate Institute.  It is a high school.  It is located in Scarborough. 

Avoid writing in the tone of a very casual conversation; avoid slang:

• e.g. Incorrect - I gotta work 'til eight.
  • • Better - I have to work until eight o'clock.
• e.g. Q: Explain fully, using your knowledge of the effects of biodiversity on ecosystem resilience, how growing the "lumper" variety of potatoes resulted in the Irish potato famine in the 1840s.  (0.5 pt x 2 = 1 pt, COM)
  • Incorrect - Well, you see, thousands of potatoes died because the lumpers were the same.   If one died, they all died, you know?  (Avoid the tone of conversation in formal writing.)
    • Correct - The "lumper" potato population were genetically identical.  There was no genetic diversity.  They all didn't have resistance to the fungi.  Thus, all the potatoes died.  As people didn't have potatoes, the main staple in the diet, the people became hungry.

Avoid using abbreviations used in text-messaging:

• e.g. Incorrect - WRT...  Better - With respect to... 
• Units for measurement can be written out the first time (e.g. centimetre).  Afterwards, the abbreviation can be used (e.g  cm).

https://www.grammarbook.com/punctuation_rules.asp

A comma (,) is used to separate at least three nouns when listing in a sentence:

• e.g.  We invited Sally, Jeff, and Marcus.  
  • • e.g.  Incorrect - We invited Sally, Jeff and Marcus.  (One comma after Sally suggests that you're talking to Jeff and Marcus.)

A comma (,) is used to separate two complete clauses or sentences between a co-ordinating conjunction (e.g. "and", "but", "or"):

• e.g. Incorrect - That frog is slimy, I don't want to touch it.
  • • Better - That frog is slimy, so I don't want to touch it.  (Add a co-ordinating conjunction between the two clauses.)
    • Better - That frog is slimy.  I don't want to touch it.  (A period is added to create two separate sentences, each with its own subject, action word, and main idea.)

Commas (,) are used to surround an interruptor in a sentence:

• e.g.  I think that you should know, since it might make a difference, that your shoes don't match.  

A comma (,) is used after a word or clause that introduces a sentence:

• e.g.  In fact, nobody know that you went home early.  
• e.g.  After we examine every piece of the model, we can start assembling it.

A colon (:) is used to list at least three items after a complete sentence:

• e.g.  My courses include the following:  science, English, and math.
  • • e.g.  Incorrect - My courses include: science, English, and Math.

Avoid the use of the colon if the list includes less than three items.

• e.g.  My courses include science and English.

Use a semi-colon (;) to join two ideas in separate sentences, but the ideas are close enough to be part of one sentence:

• e.g.  My dog is hyperactive; she won't stop barking or sit still.

Use a semi-colon (;) after using three commas in a sentence:

•  https://writingcenter.unc.edu/tips-and-tools/semi-colons-colons-and-dashes/
• e.g.  My courses include the following:  English, math, geography; plus the sciences of biology, chemistry, and physics.
  • • Better - My courses include the following: English, math, and geography.  My courses also include the sciences of biology, chemistry, and physics.

Apostrophe always goes after whoever owns it:

• e.g.  Mary's e-mail...   Last night's game...   The boys' game...  
  • • Incorrect - Chris's e-mail....  Last nights game...  The boys's game...  

Avoid using an apostrophe on possessive pronouns:

• e.g.  Is this yours?  The e-mail is hers.    
  • • Incorrect - Is this your's?  The e-mail is her's. 

• If the question asks to identify (i.e. state or name),  find the answer among the possibilities.  Provide a one-word answer.  (1 pt)
  • e.g. Q: Identify the powerhouse of the cell.   
    • Correct - Mitochondria.
  • e.g. Q: Identify the general term defined as a micro-organism that causes a disease like COVID-19.  (0.5 pt, KU)
    • Incorrect - SARS-CoV-2.  (The question is asking for the term, not for a specific example.  If so, the question would be phrased as "Identify an example of a micro-organism that causes a disease like COVID-19.)
• If the question asks to describe, write a detailed, accurate account of characteristics of a situation or topic.  Define and elaborate on a topic by providing examples.  Always provide examples if possible, after the term is defined.   Describing is the most common type of question.  (1-2 pts)
  • e.g. Q:  The author mentioned that the word mutation "strikes a more ominous note" in the pandemic. Describe what the word ominous means.  (Hint: Look it up if you're not sure!)
  • Incorrect -  Ominous means that something bad or unpleasant is going to happen. Harmful mutations may cause genetic disorders or cancer.  (Harmful mutations wasn't asked for in the question.  The question didn't ask to exemplify something that's ominous.)
• If the question asks to explain, connect your answer to the main idea in the question to the science concept learned.  Provide details of causes, reasons or mechanisms to clarify or tell why.  Clarify the why and how:  for example, why does the biological process occur and how does the biological process work?  Providing examples are a great way to ensure that all points for earned.  Explaining is the second-most common type of question.  (2+ pts)
  • e.g. Q: Explain fully the colour of the blood of the horseshoe crab. (0.5 pt, TI).
    • Incorrect - The colour of the blood is milky blue.  (The answer identified the colour of the blood but didn't explain it.)
• If the question asks to justify, provide, support, provide reasoning, or discuss; make a claim and give evidence of it.  Connect your claim to the evidence collected or presented.  Discuss how the claim is possible using your evidence.  The key is to reference the data, usually a graph or chart, and use it to build your case.  (2 pts)
• If the question asks to predict or determine,  make a statement of what you expect to happen in the future, then explain why you think your prediction is valid using evidence from the question or scientific knowledge.  (In AP Biology, critical thinking requires students to memorize facts and be able to apply them to predict what could happen.  This is called critical thinking.)  (2 pts)
• If the question is asking to propose, come up with a reason why something happens.  This question is a less-intense version of a prediction question.  (1 pt)
• If the question is asking to construct or create a graph, complete the following:  Label the independent variable and dependent variable on the X and Y axes.  Properly scale the axes with units (or you'll miss the score).  Correctly plot the graph.  (3 pts)
• If the question is asking to graph or draw, add a line or extrapolate where you think a new data value would go on the graph.   The question may ask you to predict something but in drawing form.   (1 pt)
• If the question is asking to estimate, review data and then predict a reasonable value or result.  (1 pt)
• If the question is asking to indicate or enter, the question is always about the graphs, figures, tables, or images.  Examine them, then identify where something should be located or what something is, along those lines.  (1 pt)
• If the question is asking to make a claim, given the events, what do you expect to happen?  This is a very short version of the predict and propose questions.  (1 pt)
• If the question is asking to pose a question, given a scenario, what is a valid scientific question based on that situation?  I almost always recommend asking some sort of ethics question if possible.  You can also ask a cause-and-effect type of question.  Be sure that the question is relevant and quick to write as it's worth only one point.  (1 pt)  
• If the question is asking to construct or design an experiment, complete the following:  Identify independent and dependent variables.  Identify constrants.  Identify controls.  Specifically state that you'll use a large population.  Specifically state that you'll run multiple trials.  (>3 pts)
• If the question is asking to calculate, complete the following: Determine the statistical significance of something.  Identify a probability.  Determine a standard deviation or another math equation, given the formula.  Full sentence answers aren't required, but you need to show your work and clearly label your answer.  (1 pt)
• If the question asks to contrast, identify unique differences between the terms.
  • Write out answers in full sentence form for questions asking to contrast.

• e.g. Q: Contrast a dog and a cat with respect to the presence of pack-like behaviour (no or yes) and its ability to bark (no or yes).  (0.5 pt, TI)
  • Incorrect - Dog: no, yes.  Cat: yes, no.  (Answers are not clear because they don't connect directly to the questions.)  
• e.g. Q: Contrast (identify unique differences) type 1 diabetes with type 2 diabetes with respect to the reasons for pancreatic cells not functioning (body is resistant to excessive insulin produced or white blood cells kill pancreatic cells.)  (0.5 pt x 2 = 1 pt, TI)
  • Incorrect - Type 1 can be triggered by the environment like an infection.  Type 2 is based on lifestyle choices.  (The response needed to choose from the options in the question.)
• e.g. Q: Contrast a live attenuated vaccine and an inactivated vaccine with respect to the following: relative state of the health of the virus (dead or weakened), relative strength of protection (stronger or weaker), relative length of time to produce (longer or shorter).  (0.5 pt x 6 = 3 pts, TI)
  • Incorrect: Inactivated vaccines are dead, weaker, and longer.  (Vaccines are not living to begin with.  What exactly is dead?  Vaccines aren't being measured lengthwise.  What is measured as longer?)

• If the question asks to infer, state your claim and its reasoning  using evidence.

Ensure that the answer relates directly to the main idea in the question:

• e.g. Q: Describe fully what the scientists were hoping to observe in the blood of patients one month and six months after being infected with SARS-CoV-2.  (0.5 pt, TI)
  • Incorrect - The scientists wanted to understand the duration of the immune system and if it could sustain its abilities to react with the virus.  (The answer still have to address what - opposed to why - the scientists hoped to physically observe in the blood.
• e.g. Q: Explain fully why plants make up 80% of the biomass of the Earth.  (0.5 pt, COM)
  • Incorrect - Plants photosynthesize and get energy from the sun, which is the most available resource.  (The answer responded to the question about where plants obtain their energy for photosynthesis.  The answer still didn't connect to the main idea of biomass.)
• e.g. Q: Explain fully why it is difficult to protect land.  (0.5 pt, APP)
  • Incorrect - People are illegally hunting and fishing.  Even if science & policy creates the largest marine protected area, it will be hard to keep protecting if they walk away.  (The main idea is protecting the land.   Identify "they" who are walking away.  Is the pronoun "they" identifying the illegal hunters and fishers?)
• e.g. Q:  Explain fully why the coronavirus is more efficient at entering lung cells over other types of cells.  (0.5 pt, COM)
  • Incorrect - The lung cells have receptors.  (The key idea is entering lung cells more efficiently.  Other cells have receptors too.  Why are lung cells more easier to enter?)
    • • Better - The lung cells have more receptors.  
• e.g. Q:  Describe the impact of mutation S:614G on the fitness of the coronavirus population.  (0.5 pt, APP)
  • Incorrect - The virus spreads rapidly.  (The main idea wasn't addressed.  Does the fitness of the population increase, decrease, or remain the same?)
• e.g. Q:  Explain fully the effect of adding more batteries in a series circuit on the brightness of the light bulb.
  • Incorrect - Electrons leave the battery and enter the bulb.  (The writer still needs to make the connection between the number of batteries and the brightness of the bulbs.)

Refrain from including information that answers the question indirectly:

• e.g. Q: Describe the motion of a car at the intersection when stoplight indicates red.  (0.5 pt, COM)
  • Incorrect - A car moves at the green light, so the car does the opposite at the red light.  (Connect your answer directly to the main idea that's the red light.)
    • • Correct - At the red light, the car is stopped.
• e.g. Q: Lumper is a type of potato which is prone to a disease caused by a fungus.  Explain fully, using your knowledge of the effects of biodiversity on ecosystem resilience, how growing only the "lumper" variety of potato resulted in the Irish famine in the 1840s.  (0.5 pt, COM)
  • Incorrect - If there are different varieties, the potato population wouldn't have been affected by the fungus as much.  (The potato population was affected negatively.  Discuss the absence of varieties, not the presence of varieties.)
• e.g. Q: Explain fully one reason why non-bats, like humans, become sick quickly after becoming infected with a virus.  (0.5 pt, APP)
  • Incorrect - The bat's immune system is stronger than the humans' immune system.  (Discuss the human immune sys., not the bats'.)
    • • Correct - Humans have a weak immune system.
• e.g. Q: Describe the location of the hypothalamus, relative to the pituitary gland.  (0.5 pt, COM)
  • Incorrect - The pituitary gland is below the hypothalamus.  (The question is asking about the location of the hypothalamus, not the location of the pituitary gland.)
    • • Correct - The hypothalamus is located above the pituitary gland.
• e.g. Q: Explain fully why there is a higher incidence of cancer in people who don't sleep regularly.  (0.5 pt, APP)
  • Incorrect - People who sleep well received enough vitamin D, which slows down the growth of blood vessels feeding cancer cells.  (Don't discuss the effect of sleeping, which may not lead to developing cancer.  Rather, the question is asking about the effect of not sleeping regularly,  which may lead to developing cancer.)
• e.g. Q:  The author mentioned that the word mutation "strikes a more ominous note" in the pandemic. Describe what the word ominous means.  (Hint: Look it up if you're not sure!)
  • Incorrect -  Ominous means that something bad or unpleasant is going to happen. Harmful mutations may cause genetic disorders or cancer.  (Harmful mutations wasn't asked for in the question.  The question didn't ask to exemplify something that's ominous.)
• e.g. Q: Explain fully how spending more time in direct sunshine is beneficial during cold/flu season.  (0.5 pt, APP)
  • Incorrect - With less sunshine, less vitamin D is produced and the immune system is less strong.  (The main idea is more time in the sunshine, not less time.  Make the claim regarding more sunshine.)
• e.g. Q: Explain fully, using your knowledge of the hypothalamus, leptin, and ghrelin; how leptin resistance leads to weight-gain and obesity.  (0.5 pt x 2 = 1 pt, COM)
  • Incorrect - If leptin doesn't work, we keep on eating.  (The response still needs to connect with the hypothalamus and ghrelin.)

Ensure that your answer connects to the main idea in the question:

• e.g.  Identify and explain a hazard in the science lab.  (0.5 pt, COM; 0.5 pt, TI)
  • Incorrect - The girl's hair is not tied back.  It should be tied back to avoid a potential hazard.  (The sentence fragment "avoid a potential hazard is vague and should be more detailed in explaining why not tying hair back is a hazard.)
    • • Better - The girl's hair is not tied back.  It should be tied back so that it does not touch a flame or tangle with equipment during the activity.
• e.g. Q: By having reduced car traffic, juvenile survival rates of wildlife will increase.  Explain how.  
  • Incorrect - When cars drive fast, they can hit young animals.  (The question is asking about reduced car traffic, not increased car traffic.)
• e.g. Q: Explain fully how the chlorine gas affected the concentration difference, diffusion distance, and surface area in the patient's lungs?  (0.5 pt, APP)
  • Incorrect - The only thing that increased was the diffusion distance.  Everything else decreased.  (Clarify "everything else".  Be sure to refer directly to the key ideas in the question that are the concentration difference, diffusion distance, and surface area.)
• e.g. Q: Explain fully one change in your daily habit, as a city dweller during the pandemic, than can become a lasting habit, positive for nature.
  • Incorrect - I can keep in stay in touch with friends online instead of going out.  (The key idea is "positive for nature" in the question.  Connect the idea of staying home and not going outside as actions being positive for nature.)
• e.g. Q: Explain fully how coronaviruses enter cells of the digestive tract as easily as entering cells of the respiratory system.  (0.5 pt, TI)
  • Incorrect - Coronaviruses are capable of invading all types of cells.  (The answer still needs to explain how, which is the question.)
• e.g. Q: Describe fully how antibodies stop a second infection.  (0.5 pt, COM)
  • Incorrect - Memory B cells recognize the viruses the second time, then fight off the viruses by making antibodies.  (The key subject is antibodies.  The answer still have to address how antibodies, not memory B cells, stop a second infection.)
• e.g. Q: From the comparative examination of the blood of horseshoe crabs, it was concluded that they are more related to spiders than crabs. Identify the type of evidence used in classifying horseshoe crabs. (Hint: Review this class handout.) (0.5 pt, APP) 
  • Incorrect - Spiders and horseshoe crabs contain similar blood proteins.  (The question is asking for the type [specific category] of evidence, not about the evidence observed.) 
• e.g. Q: Explain fully, using your knowledge of biodiversity, why some people believe that producing hybrids is harmful in promoting biodiversity.  (0.5 pt, TI)
  • Incorrect - When hybrids can't produce children, they can't survive.  (The answer still needs to connect to the harm in promoting biodiversity.)
• e.g. Q: Capturing wild animals for sale increases the opportunities for capturing viral diseases.  Explain fully how capturing wild animals is changing ecology.
  • Incorrect - When capturing animals, you're mixing species that wouldn't otherwise meet.  (The answer still needs to explain how ecology is changing.  Start by defining ecology - the interaction between different species and their environment.  When capturing animals, they're removed from the environment.  How does this begin to change ecology?)
• e.g. Q: Describe two physical responses by the human body when the "fight or flight" response is triggered.  (0.5 pt x 2 = 1 pt, APP)
  • Incorrect - Heart rate and breathing.  (What is it about the heart rate and breathing rate when they're triggered by the "fight or flight" response?)  
• e.g. Q: Identify the location of the hypothalamus in the brain, relative to the pituitary gland.  (0.5 pt, COM)
  • Incorrect - The hypothalamus is located above the brain stem.  (Respond to the main idea, which is the location relative to the pituitary gland.)
• e.g. Q: Describe fully the role of carnitine palmitoyltransferase 1A (CPT1) regarding the location of the delivery of fatty acids.  (0.5 pt, COM)
  • Incorrect - The role of CPT1 is to burn fat in the liver.  (The answer doesn't address the main idea that is the location of the delivery of fatty acids.)
• e.g. Q: Describe fully the function of antibodies.  (0.5 pt, COM)
  • Incorrect - The organism produces antibodies in response to a foreign invasion.  (The main idea is the function of antibodies.  The question still needs to be answered.)
• e.g. Q: The "Indian" virus is named delta.  Explain fully why it's named after the fourth Greek letter of the alphabet.  (0.5 pt, APP)
  • Incorrect - There are four variants.  (That's true.  However, the answer still needs to comment on the order of the variants being discovered.)
    • • Better - The indian virus is the fourth strain of concern.  Delta is the fourth letter of the Greek alphabet.   Each strain of concern is named after a Greek letter in the order of its alphabet.
• e.g. Q:  Explain fully the effect of adding more batteries in a series circuit on the brightness of the light bulb.
  • Incorrect - Batteries have energy.  (The writer still needs to make the connection between the number of batteries and the brightness of the bulbs.)
  • Incorrect - Electrons leave the battery and enter the bulb.  (The writer still needs to make the connection between the number of batteries and the brightness of the bulbs.)
    • • Better - Batteries have energy.  More batteries collectively have more energy and more electrons.  More energy is carried by more electrons.  More electrons enter the light bulb.  More energy is converted into light.  Thus, the light is brighter.

Commit to your answer; don't be uncertain or "wishy-washy":

• Avoid using words like "might", "possible", "I think".  
  • Incorrect - I think that the hippopotamus is purple.
    • • Better - The hippopotamus is purple.

Ensure that all the information in the answer doesn't contradict each other:

Write in as few words as possible and to the point;  "less is more".

• e.g. Incorrect - She tried the ring on her thumb, then her index finger, then her middle finger, then her ring finger, then her pinky finger.
  • • Better - She tried the ring on all five digits of her hand.
• e.g. Q: Contrast dogs and cats with respect to the following: noise made, presence of "pack" social behaviour (no or yes).
  • Incorrect - When contrasting dogs and cats with respect to the noise made and the presence of "pack" social behaviour, cats purr and don't exhibit social behaviour.  Dogs bark and exhibit social behaviour.
    • • Better - Cats purr and don't exhibit social behaviour.  Dogs bark and exhibit social behaviour.

Avoid filler words (e.g. it, here, there), transitional filler words (e.g. "however", "moreover", "nonetheless"), and support words (e.g. who, that, when) for filling in space:

• e.g. Incorrect - It's fun to edit.  (The main focus is shifted away in the sentence.)  
  • • • Better - Editing is fun.  
• e.g. Incorrect - There are many people who write.  (The main focus is shifted away in the sentence.)  
  • • • Better - Many people write.

Avoid weak words (e.g. to be):

• e.g. Incorrect - He is studying.  (The verb weakens the main verb.)  Better - He studies.  
• e.g. Incorrect - People are in love with him.  (The main focus is shifted away in the sentence.)  Better - People love him.

Avoid verbose colloquialisms:

• e.g. Incorrect - But the fact of the matter is...  Better - But...    
• e.g. Incorrect - Due to the fact that editing takes time...  Better - Because editing takes time...

Omit extra information that doesn't help answer the question:

• e.g. Q: Explain fully the effect of adding wolves to the population size of deer in an ecosystem.  
  • Incorrect - An ecosystem contains living and non-living things.  Wolves are carnivores.  Carnivores eat meat only.  Wolves occupy the third trophic level.   Deer are herbivores.  Herbivores eat plants.  Plants obtain energy from the sun.  Deer grow.  (The answer includes information that isn't directly asked about.  Focus the answer on the main idea in the question - the effect of adding wolves on the population size of the deer.)
    • • Correct:  With more wolves as predators, more deer become prey.  As more deer die, the population size decreases.
• e.g. Q: Identify the name of the type of white blood cell that makes antibodies.  Be specific!  (0.5 pt, KU)
  • Incorrect - A lymphocyte is a type of white blood cell that is a part of the immune system.  There are two main types of lymphocytes, the B cells and the T cells.  The B cells make antibodies that are used to attack invading bacteria, viruses, and toxins.  (The answer has too much information that answers questions that weren't asked.  The answer should only be one word long!)

Avoid repeating the use of key words from the question in your answer:

• e.g. Q: Describe fully what is meant by a tissue that's highly vascularized, like in the pancreas.  (Hint: Perform research if you're not sure.)  (0.5 pt, COM)
  • Incorrect - It means a tissue is made vascular.  (Avoid repeating key terms from the question in the answer.)
• e.g. Q: Speculate how memory B cells acquired their name.  (Hint: Avoid repeating key terms from the question in your answer!)  (0.5 pt, TI)
  • Incorrect - The cells have a great memory.  (Avoid repeating key terms in the question in the answer.)
• e.g. Q:   Identify the term for the type of diversity measured by amount of variation in genes.  (Hint: Recall your notes.)  (0.5 pt, KU)
  • Incorrect -  Gene variants.  (Avoid repeating the use of key words from the question in the answer.)
• e.g. Q:  Discuss the concentration difference.  (0.5 pt, COM)
  • Incorrect - The concentration difference is the difference in concentration.   (The answer still needs to convey the understanding of the concept.)
• e.g. Q: Explain fully why the use of limulus amebocyte lysate is very relevant in today's medical practices. (0.5 pt, APP)
  • Incorrect - The chemical is used in modern day medicine .  (The use of the adjective "modern" is redundant as it already implies that the practice is happening today.)
• e.g. Q:  Explain how one tree has a bigger impact on the local environment than 1,000 bugs living in that tree.  (0.5 pt, APP)
  • Incorrect - Cutting down the tree has a bigger impact.  (The student still has to make the connection between the importance of the tree to the local environment.)
• e.g.  Q: Explain the phrase "correlation does not prove causation".  (0.5 pt, COM)
  • Incorrect - One variable is not necessarily the cause of the other.  (When asked to rephrase, avoid reusing the word "cause" as it's mentioned in the question.)
• e.g. Q: Explain what it means for a study to have results that are unproved.  (0.5 pt, TI)
  • Incorrect - The results have not been proved.

Ensure that the appropriate verb or adjective is used:

• e.g. Q: Explain fully why the population of ants & termites will exceed their carrying capacity without pangolins in the habitat.  
  • Incorrect - There wouldn't be anyone to keep the population in control.  ("Anyone" implies all organisms.  Ants & termites have other predators besides the pangolins keeping the ants & termites from reproducing maximally.)
• e.g. Q: Explain fully the role of crabs in the local food chain.
  • Incorrect - Reptiles depend on crabs.  (Clarify what is meant by the verb "depend".  How are crabs needed by reptiles?)
    • • Better - Reptiles predate or consume crabs for energy.
• e.g. Q: What causes the patient's low arterial oxygen?  
  • Incorrect - The diffusion distance helped.  (What does it mean to help the diffusion distance?  Did the diffusion distance increase or decrease?)
• e.g.  Q: Explain fully how capturing wild animals are changing ecology.  (0.5 pt, TI)
  • Incorrect - Capturing wild animals pushes different species that would not normally meet.  (How do animals push others to meet to change ecology?)
• e.g. Q: Describe fully the health of the ecosystem before the wolves were introduced.  (0.5 pt, COM)
  • Incorrect - The ecosystem was messed up.  (Clarify what "messed up" means in the context of the health of the ecosystem!)
• e.g. Q: Explain fully, using your observations of the development of certain membrane proteins, the increased nurturing behaviour of mothers on the management of stress by pups.  (0.5 pt, COM)
  • Incorrect - The cell membranes had higher glucocorticoid receptors.  (This implies that the receptors are structurally taller.)
    • • Correct - The cell membranes had higher amounts of glucocorticoid receptors.
• e.g. Q: Contrast the glutamate-sodium ion channel with the glutamate-chloride ion channel with respect to the  type of organism possessing the channel.  (0.5 pt x 2, TI)
  • Incorrect - The glutamate-sodium ion channel is human.  The glutamate-chloride ion channel is a helminth worm.  (The verb "is" means "equal to".  An ion channel is literally not the exact same as a human.)
    • • Correct - The glutamate-sodium ion channel is found in humans.  The glutamate-chloride ion channel is found in helminth worms.

Use high-level vocabulary but use it in the correct context:

• e.g. Osmosis.

Avoid using subjective verbs or adjectives:

• e.g. Q: Explain fully why the adenoviral vector vaccines don't need to be stored at -70 degrees Celsius like the mRNA vaccines.  (0.5 pt, APP)
  • Incorrect - Adenoviral vector vaccines are stronger.  (Strength is a physical characteristic.  All nucleic acids are very fragile physically.)
• e.g. Incorrect - Photosynthesis is amazing, neat, and wonderful.  (Some person believe that photosynthesis is amazing while some people don't.)
  • • • Correct - Photosynthesis is beneficial to all life.  

Avoid personifying key terms.  Doing so reduces the accuracy of the information in your answer:

• e.g. Q: Explain fully why people are becoming sick during the COVID-19 pandemic.  (0.5 pt, APP)
  • Incorrect - During the pandemic, viruses are eating cells.  (Viruses don't eat cells.)
• e.g. Q: Humans have been called "superpredators".  Explain. 
  • Incorrect - We have a big upper hand compared to them when it comes to hunting.  (Clarify what "big upper hand" means.)
• e.g. Q: Explain fully how the hearts of patients with early COVID-19 continue to beat strongly.  (0.5 pt, APP)
  • Incorrect - Hemoglobin urged the heart to pump blood aggressively.   (Hemoglobin doesn't have the ability to "urge" as it's not a person.)
• e.g. Q: Explain fully why carbon is used to measure biomass.  (0.5 pt, COM)
  • Incorrect - Carbon is an important part of living molecules.  (Molecules are not alive.)

Avoid opinionated words (e.g. everybody, always, never):

• Incorrect - During the pandemic, viruses are eating cells.  (Unless the fact is indisputable, opinionated words don't convey the truth and weaken writing.)

Be specific in your answer:

• e.g. Q: Do you believe that culling minks infected with COVID-19 is necessary?  Explain.
  • Incorrect - I believe that softer measures could've been taken.  (Clarify what "softer" measures mean.)
• e.g. Q: Explain fully why smaller droplets are more concerning than larger droplets.  
  • Incorrect - Smaller droplets are found several hours in the air.  (It's not known if this is unique to smaller droplets or larger droplets; they too can be found for hours in the air.)
• e.g. Q: Explain fully why farmers prefer to breed just a few types of livestock instead of many variety of livestock.  (0.5 pt, APP)
  • Incorrect - Different livestock have different values and costs.  (Clarify the meaning of "different values and costs".  How does this information help answer the question about the preference to breed only a few types of livestock?  If cheaper livestock helps the farmer, be sure to specific this relative value.)
• e.g. Q: Lumper is a type of potato which is prone to a disease caused by a fungus.  Explain fully, using your knowledge of the effects of biodiversity on ecosystem resilience, how growing only the "lumper" variety of potato resulted in the Irish famine in the 1840s.  (0.5 pt, COM)
  • Incorrect - If there's different varieties, the environment wouldn't have affected this much.  (Clarify what is meant by "affected this much.")
• e.g. Q: Speculate why the industry provided the percentage that was lower than the actual percentage by the conservation societies. (0.5 pt, APP) 
  • Incorrect - The pharmaceutical industry wants to keep the numbers low in order to keep the support from the public.  (Clarify the meaning of "support" - what does this mean?)
• e.g. Q: Describe fully what exactly is cycled in the circadian rhythm.  (0.5 pt, COM)
  • Incorrect - The circadian rhythm helps control your daily schedule.  (Clarify how the daily schedule is cycled in the circadian rhythm.) 
• e.g. Q: Describe some behavioural effects of increased chronic stress on the hippocampus.  (0.5 pt, APP)
  • Incorrect - Effects include learning.  (From increased chronic stress, would the effect increase learning or decrease learning?)
• e.g. Q: Describe how we can disrupt our circadian rhythm.  (0.5 pt, APP)
  • Incorrect - Workshifts.  (Specify what it is about the workshifts.)
• e.g. Q: Explain fully why the Latin word for the vagus nerve is appropriate for describing its function.  (0.5 pt, COM)
  • Incorrect - The Latin meaning is "wondering" and the nerve wanders throughout the body.  (The misspelling of "wandering" resulted in the answer not responding directly to the question.)
• e.g. Q:  Explain fully how endorphin hormones help create joyous feelings after exercise.  (0.5 pt, APP)
  • Incorrect - Endorphins help the person cope with the pain.  (Clarify what "coping" with pain means.)
    • • Correct - Endorphins help reduce the feelings of pain.

Use words that are easy to understand; write for "everybody people":

• e.g. Q:  Scientists cloned reserve B cells to test them against genetically-designed SARS-CoV-2 viruses. Explain fully, with respect to the genetic makeup, what it means to clone a cell. (0.5 pt, APP) 
  • Incorrect - Cloning is a cycle wherein researchers make indistinguishable duplicates of specific cells for that equivalent designated reason; generally importance for a similar organic entity.  (Complicated words makes the content unreadable.  The message needs to be conveyed clearly, the first time.)

• Incorrect - A rectangular piece of paper was used.  (This is a qualitative description.  It can be more descriptive.)

• Better - A 5 cm x 5 cm x 5 cm piece of paper was used. 

• e.g. Q:  Explain fully why the cell must replicate DNA.  
  • Incorrect - The cell must have two copies of DNA.  (This answers the question about what happens in DNA replication.  The writer still needs to convey the importance of a cell having two copies of DNA.)  
    • • Correct - After cell division, each new cell must contain its own complete set of instructions for functioning healthily.  
• e.g. Q:  Describe how the invention of medicines resulted in the increase in the growth of the human population.  
  • Incorrect - Medicines helped save lives.  (The writer still needs to connect the response to the main idea in the question - increase in the growth of the human population.)
    • • Correct - Medicines helped people live longer to reproductive age.  As a result, more people reproduced more children.  The rate of births exceeds the rate of deaths in the population.  
• e.g. Q: Explain fully why the heart needs to pump harder after the coronavirus infects the arteries.  (0.5 pt, APP)
  • Incorrect - The heart needs to pump blood.  (The answer still needs to connect the answer to the key idea that's the arteries are infected.  What affect would this have on the heart's ability to pump blood?)
• e.g. Q: Explain fully why humans become sick quickly after becoming infected with a virus.
  • Incorrect - Viruses are changing and become more dangerous.  (Clarify what it means for viruses to change and become more dangerous.)
• e.g. Q: Explain fully, using your knowledge of the functions of the liver, why the liver is a very vascular organ.  (0.5 pt, COM)
  • Incorrect - The liver receives 25% of the total cardiac output.  (The answer still needs to connect to the functions of the liver to explain the high cardiac output.)
• e.g. Q: Explain fully, using your knowledge of population density and a relevant density-dependent biotic interaction, the rationale behind the hybrid model for learning in Ontario classrooms during the pandemic.
  • Incorrect - They don't want a lot of people in a given area that's the classroom because the higher the population density, the more the disease has a chance to spread.  (The lower population density was described, so the scientific support needs to connect to this directly; does the disease spread more or less in a lower population density?)
• e.g. Q: Explain fully why land owned by Indigenous communities have relatively higher biodiversity than land owned by the government.  (0.5 pt, APP)
  • Incorrect - The indigenous population treats their land more healthily and hunt more healthily.  (Clarify what it means to treat land and hunt more healthily.)

• e.g. Q: Explain fully, using your knowledge of processes in the carbon cycle, what you think will happen to the relative concentration of carbon dioxide in the atmosphere at the current rate of deforestation around the world.
  • Incorrect - Carbon dioxide levels will increase.  Trees take in carbon dioxide.   (In deforestation, there will be fewer trees, so will trees cumulatively be taking in carbon dioxide?)
• e.g. Q: Explain how one tree has a bigger impact on the local environment than 1,000 bugs living in that tree.  (0.5 pt, APP)
  • Incorrect - Cutting down the tree has a bigger impact.  (The student still has to make the connection between the importance of the tree to the local environment.)
  • Incorrect - The tree gives life to the world's wildlife.  (What is meant by the tree giving life?)
• e.g. Q: Explain fully why mRNA vaccines must be stored at -70 degree Celsius.  (0.5 pt, APP)
  • Incorrect - RNA is made of nitrogenous bases.  (The answer responds to the question about the makeup of RNA.  The answer needs to connect the claim that RNA is made of nitrogenous bases to the need for the mRNA vaccine to be stored at -70 degrees Celsius.)
• e.g. Q: Explain fully why it is important for scientists to track mutant variants of the coronavirus.  (0.5 pt, APP)
  • Incorrect - The results can get our attention.  (Clarify what "getting our attention" means.  Elaborate further by connecting to the main idea of mutant variants of the coronavirus.)
• e.g. Q: Explain fully why Canada is receiving criticism from world leaders regarding the world's supply of COVID-19 vaccines and Canada's involvement in COVAX.  (0.5 pt x 2 1 pt, APP)
  • Incorrect - Canada paid for vaccines.  Canada is receiving free vaccines from COVAX.  (Explain why these two facts are receiving criticism.  Why is this situation a cause for criticism from world leaders?)
• e.g. Q: Explain fully, using your knowledge of nucleic acid structures, why the adenoviral vector vaccine is the vaccine of choice by the World Health Organization for distribution to poorer countries.  (0.5 pt x 2 = 1 pt, APP)
  • Incorrect - The nucleic acid is DNA.  (What's the connection between the fact that the nucleic acid is DNA and the main idea that the vaccine is the choice to distribute to poorer countries?)
• e.g. Q: Speculate why the pharmaceutical industry provided a percentage value of captured animals that was lower than the actual percentage value, provided by conservation societies.  (0.5 pt, APP)
  • Incorrect - They did for personal gain.  (Clarify what this means.  What is gained exactly?)
• e.g. Q: Explain fully the negative impact of harvesting crabs on the local ecosystem.  (0.5 pt, APP)
  • Incorrect - With fewer crabs, there weren't enough eggs for the birds to make their migratory trip.  (Clearly claim the connection between the lack of eggs and the bird's ability to make a migration.  Why can't the birds make the trip without the eggs?) 
  • Incorrect - Reptiles depend on crabs.  (The answer needs to consider the negative impact of horseshoe crabs missing in the local ecosystem.  The answer is correct if the question asked for the role of horseshoe crabs in the local food chain.)
  • Incorrect - Human interference has removed a number of horseshoe crabs from the ecosystem and because of this, minimal horseshoe crabs were available for eating. This affected the Diamondback terrapins that depended on the eggs for survival .  (Clarify the meaning of the term "affected" - was it positively affected or negatively affected?  Clarify the meaning of the term "depend" - how were the eggs necessary for the terrapin's survival?) 
• e.g. Q: Lumper is a type of potato which is prone to a disease caused by a fungus.  Explain fully, using your knowledge of the effects of biodiversity on ecosystem resilience, how growing only the "lumper" variety of potato resulted in the Irish famine in the 1840s.  (0.5 pt, COM)
  • Incorrect - When growing only the lumper potato, the chances for spreading the disease increases.  (The answer still needs to connect the spread of disease to effects of biodiversity on ecosystem resilience.)
  • Incorrect - The lack of variation contributed to the severity of the famine.   (The answer still needs to connect the lack variation to the famine.  Without variation, comment on this effect on ecosystem resilience - does it increase or decrease?  If so, how does this effect the amount of potato available to eat?)

Use data from the investigation to support your claim:

• e.g. Incorrect - Most Americans love pizza.  (Where did the writer get this information?  Did the writer ask every Canadian?)
  • • Better - According to a survey by YouGov in 2019, 67% in the U. S. voted pizza as their favourite dish.
• e.g. Q: Did the observations support the hypothesis?  Explain.
  • Incorrect - The observations did not support the hypothesis.   The ability to diffuse across the membrane depends of the charge and behaviour of the solute.  (The answer needs to provided data from the investigation that suggests that the solute didn't have the right charge or behaviour.)

https://www.grammarcheck.net/plagiarism/

First completely understand the information from the text, then write your understanding of the information in your own words:

• e.g. Q: Explain fully what it means for scientists to consider the bioethics in experimenting.  Avoid repeating the term "ethics" in your answer!
  • Incorrect - It means to consider the ideals of biological research.  (Clarify further what "ideals of biological research means.")
• e.g. Q: Explain fully the negative impact of harvesting horseshoe crabs on the local ecosystem.
  • Incorrect - Reptiles depend on this seasonal buffet.  (This specific phrase was written by the original author.   Students don't communicate like this.  Don't copy somebody else's original thought and make it your own in your written work.)
• e.g. Q:  Explain fully what science is.
  • Incorrect - Science is the pursuit and application of knowledge and understanding of the natural and social world following a systematic methodology based on evidence.   (This definition was provided by a professional scientist with many years of experience.  High school students don't generally communicate this way!)
    • • Better -  Science is the study of the physical parts of the world and how the parts behave when they interact with each other.  Through observations from experiments, we add to our knowledge of science.  (Write your answer in two or more sentences if necessary.  You don't need to write one long sentence!)
• e.g. Q: Describe fully the function of antibodies.  (0.5 pt, COM)
  • Incorrect - Antibodies initiate the complement system to destroy bacteria.  (Students don't communicate using such phrases!  Use simpler terms.)
• e.g. Q: Describe a method that chloroquine uses to stop a food vacuole from functioning in the micro-organism.  (0.5 pt, COM)
  • Incorrect - Chloroquine is alkaline in the vacuole.  It also increases the pH of the vacuole.  (An alkaline environment also has a higher pH.  The student didn't know the meaning of the word "alkaline".)  

If you don't know the meaning of the word in the original text, look it up!  In your writing, don't use vocabulary that you don't know the meaning of:

• e.g. Q:  Identify the revolutionary process that resulted in population sizes increase significantly.  (0.5 pt, APP)
  • Incorrect - The advent of the farming revolution made growth pick up.  (Students don't use words like "advent".  It was used by the original author in the text.)
• e.g. Q: Explain fully what it means for an object to have a neutral charge.  (0.5 pt, COM)
  • Incorrect - An object can become neutral once it loses all of its base properties.   (Students don't communicate this way.  It was used by the original author with more experience in science.)
• e.g. Q: Explain fully the role of antibodies in the presence of a virus, on its ability to infect target cells.
  • Incorrect - It opsonizes viruses and aids in their phagocytosis.  (High school students don't use vocabulary like "opsonization" in their daily speech.  Use words that you actually know the meaning of.)

Refrain from quoting the original text:

• e.g. Q: Explain fully the observation with respect to the development of certain membrane proteins on the surface of hippocampal cells.  (0.5 pt, COM)
  • Incorrect - "When cells in the hippocampus detect cortisol, which binds to the CR receptor, they send a signal to the hypothalamus that shuts down the stress circuit."  (If the answer is wrapped in quotations, this suggests that a passage of original thought was copied word-for-word from another author.  This is an example of blatent plagiarism.)
• e.g. Q:  Explain what the letter B represents in the name B cell.  Explain what the letter T represents in the name T cell.  (0.5 pt x 2 = 1 pt, COM)
  • Incorrect - "The primary lymphoid tissues in the initial generation of B- and T-lymphocytes are the..."  (Refrain from directly quoting the original text while putting quotations around the text.  As students, demonstrate the skills of understanding the text enough to convey your understand in your own original thought.)

Refrain from changing only a few words of another person's answer.

• Students can help others students.  Helping is encouraged and kind.  The most meaningful way to help other students for achieving success is helping them understand the question well enough so that the students can arrive at their own independent conclusions.  Sharing answers digitally is dangerous.  Consequences include  a mark of zero for the question or the entire assignment.  Consequences apply to both the student paraphrasing and the student sharing the information digitally.  Be very careful.  Most students consider academic work seriously.  Thus, I know that students don't want to be penalized for their good efforts.  Continue to help other students.  However, ensure as well that everybody understands academic honesty.   That's all that matters.  This way, students who put in the work can deservedly earn the maximum amount of marks.
• I would recommend that future assignments are completed independently first, then solutions can be discussed.  This way, answers are already but mostly typed out in your own original ways. 
• e.g. Q: Explain fully how the availability of enough space helps the population to survive.  (0.5 pt, COM)
  • Student 1 - The availability of space will ensure a population's survival.  Reasons being, if given enough space and the right climate, abiotic features can aid biotic features in achieving fitness, allowing organisms to have stronger biological interactions, resulting in symbioses.  All-around the availability of space will benefit an ecosystem by allowing it to grow and diversity.
  • Student 2 - The availability of space can help a population survive.  This is because if enough space is given for the right environment the abiotic features will help biotic features thrive in fitness, this will then allow organisms to have better biological interactions resulting in symbiosis.  Overall space availability can received an ecosystem and increase biodiversity within the ecosystem.
• e.g. Q:   Describe fully the role of antibodies in the presence of a virus on its ability to infect target cells.  (0.5 pt, COM)
  • Student 1 - The role of antibodies is to stop the influenza virus from attaching to the epithelial cells (target cells) to prevent the spread of the disease.
  • Student 2 - The role of antibodies is the block the viral cells from attaching themselves to the target/epithelial cells in an attempt to prevent the disease from occurring.