SACE Stage 2 Biology Unit Plan - ellengillett.weebly.com · Plan is structured to run over four ... and one double lesson). The content to be covered extends over the second half

EDUC 4510B: Biology Curriculum and Methodology B

Assignment 2

SACE Stage 2 Biology Unit Plan

Ellen Gillett

a1646012

24.05.2017

SACE STAGE 2 BIOLOGY UNIT PLAN INTRODUCTION This Unit Plan has been designed for a SACE Stage 2 Biology course. The

Plan is structured to run over four weeks, each with 4x 50minute lessons (two

singles lessons, and one double lesson). The content to be covered extends

over the second half of Topic 2: Cells as the Basis for Life in the SACE Stage

2 Curriculum.

The year 12 class is overall well-behaved and a joy to teach. There are 20

students in the class. Three students are known to distract each other, and so

have been separated for the remainder of Term, and one student has an

individual learning plan to accommodate for their education needs.

SACE STAGE 2 BIOLOGY UNIT OUTLINE TOPIC 2: Cells as the Basis for Life

Timeline Key Ideas and Outcomes Learning Resources

Week 1

Lesson 1 Substance Movement: Passive

SACE Stage 2 Essentials Biology

Workbook

Revision Handout Questions 1-6

PowerPoints:

“Substance Movement: Passive” “Substance Movement: Active”

Practical:

“1.3 Practical – Rate of Diffusion”

Videos: https://tinyurl.com/mmxox7k

https://tinyurl.com/zfekjc9 https://tinyurl.com/jwf7nm4 https://tinyurl.com/k85so89

Animation:

https://tinyurl.com/lr6ggvx

Lesson 2 Substance Movement: Active

Lessons 3 & 4 PRACTICAL: Rate of Diffusion

Week 2

Lesson 5 Metabolic Pathways


Workbook


PowerPoints:

“Metabolic Pathways” “Chemicals and Cell Metabolism”

“Binary Fission” “Mitosis”

Videos:

https://tinyurl.com/kvkyhoe (up to 0:49)

https://tinyurl.com/z98xqcu https://tinyurl.com/n9a2ugv https://tinyurl.com/pjtnp94 https://tinyurl.com/q8f8p62 https://tinyurl.com/qaea6sm

Animation:

https://tinyurl.com/b7edcr

Quiz: https://tinyurl.com/kvkyhoe

Link:

https://tinyurl.com/mk27uxe https://tinyurl.com/m4sp7x9

Lesson 6 Chemicals and Cell Metabolism

Lessons 7 & 8 Binary Fission and Mitosis

Week 3

Lesson 9 Meiosis and Fertilisation (Part 1)


Workbook


PowerPoints:

“Meiosis” “Fertilisation” “Cell Cycle”

Videos:

https://tinyurl.com/p2qa33 https://tinyurl.com/ks6g6ax https://tinyurl.com/k5fzdk4 https://tinyurl.com/lupjxvy https://tinyurl.com/lutusxg

https://tinyurl.com/ocdp862 https://tinyurl.com/n2fdlxg

Animation:

https://tinyurl.com/2xocjx https://tinyurl.com/yfup795 https://tinyurl.com/hvbvzb https://tinyurl.com/bqfegfc https://tinyurl.com/479lwcr

Quiz:

https://tinyurl.com/lutusxg https://tinyurl.com/ocdp862

DUE: PRACTICAL: Rate of Diffusion

Lesson 10 Meiosis and Fertilisation (Part 2)

Lessons 11 & 12 Cell Cycle

Week 4

Lesson 13 Cell Culture and Revision


Workbook


Revision Handout

Past Exam Questions

PowerPoints: “Cell Culture”

Test:

“4.3 Cells Test”

Video: https://tinyurl.com/lcmnygx

Lesson 14 Test Revision

Lessons 15 & 16 TEST: Cells (end of topic)

STAGE 2 BIOLOGY TOPIC 2: CELLS AS THE BASIS FOR LIFE

WEEK 1: Lesson 1

SUBSTANCE MOVEMENT: PASSIVE

Intended learning outcomes: At the conclusion of this lesson, students will be able to:

• Describe diffusion, facilitated diffusion and osmosis • Understand that the semi-permeable nature of the cell membrane allows small substances

to move between in the intra and extra-cellular environment • Recognise that material exchange at membranes is dependent on concentration gradients

and the physical and chemical nature of materials being exchanged

CONTENT

LEARNING SUPPORTS STUDENT RESOURCES

Substances move in and out of cells by processes such as: • Diffusion • Facilitated diffusion • Osmosis

Explain how the structure of a membrane facilitates different processes of movement through it. Explain how factors affect the exchange of materials across membranes including: • Concentration gradients • The physical and chemical

nature of the materials being exchanged

Practical Demonstration • Food dye dropped into

one beaker, not stirred • Food dye dropped into a

second beaker, agitated with stirring rod

Small Group Discussion Class Discussion PowerPoint • Face to face explanation • Examples • Videos • Visual aids

Animation

SACE Stage 2 Essentials Biology Workbook

TEACHER RESOURCES

PowerPoint: “Substance Movement: Passive”

Video:

https://tinyurl.com/mmxox7k

Video: https://tinyurl.com/zfekjc9

Animation:

https://tinyurl.com/lr6gqvx

EXTENSION HOMEWORK CLASSROOM PREPARATION

Introduce idea of active transport/substance movement • “What happens if substances

are too big to move into cells passively?”

Independent content revision Revision Handout: • Homework Questions 1-3

Demonstration Preparation: • Food dye • Beaker x2 • Stirring rod


WEEK 1: Lesson 2

SUBSTANCE MOVEMENT: ACTIVE


• Describe active transport, endocytosis and exocytosis • Recognise that material exchange at membranes is dependent on surface area to volume

ratio of the cell

CONTENT


Substances move in and out of cells by processes such as: • Active transport • Endocytosis • Exocytosis

Explain how factors affect the exchange of materials across membranes including: • Surface area to volume ratio

of the cell

PowerPoint • Face to face explanation • Examples • Videos • Visual aids

Kinesthetic Demonstration • In a large space ask

everyone in the class to hold hands to form a “membrane” (leave 3 people separate).

• Ask one student to stand still, while the other two wrap hands around them to form a “vesicle”

• Act out endo- and exocytosis


TEACHER RESOURCES

PowerPoint: “Substance Movement: Active”

Video:

https://tinyurl.com/jwf7nm4

Video: https://tinyurl.com/k85so89


Independent research: • “Where are passive and

active transport processes used in the human body?”

Independent content revision Revision Handout: • Homework Questions 4-6


WEEK 1: Lessons 3 - 4

PRACTICAL: RATE OF OSMOSIS


• Describe diffusion with specific reference to the agar and solutions used in the practical • Recognise that material exchange at membranes is dependent on surface area to volume

ratio of the cell

CONTENT


Revision and application of diffusion in a practical setting.

Practical • Face to face explanation • Experimenting • Observations • Data recording

1.3 Practical – Rate of Diffusion Sheet

TEACHER RESOURCES

1.3 Practical – Rate of Diffusion Sheet


Additional questions: • “What would happen if we

cut the agar into different shapes?”

If time allows, give students time to begin the practical write-up and ask any questions.

Practical Report

Practical Preparation: • Make phenolphthalein agar

blocks before lesson • Prepare solutions and

equipment for students before lesson

SACE STAGE 2 BIOLOGY CELLS PRACTICAL Assessment Type 1: Investigations Folio

RATE OF DIFFUSION

Name:

SACE Number:

SACE PERFORMANCE STANDARDS ASSESSED IN THIS PRACTICAL

Investigation, Analysis, and Evaluation The specific features are as follows: IAE1 Design of a biological investigation. IAE2 Obtaining, recording, and representation of data, using appropriate conventions and formats. IAE3 Analysis and interpretation of data and other evidence to formulate and justify conclusions. IAE4 Evaluation of procedures and their effect on data.

Knowledge and Application The specific features are as follows: KA1 Demonstration of knowledge and understanding of biological concepts. KA2 Development and application of biological concepts in new and familiar contexts. KA3 Exploration and understanding of the interaction between science and society. KA4 Communication of knowledge and understanding of biological concepts and information, using appropriate terms, conventions, and representations.

RATE OF DIFFUSION PRACTICAL

Purpose This assessment provides opportunities for you to demonstrate your ability to:

• Work collaboratively to conduct a well planned biological investigation in which you manipulate apparatus, obtain, record and display data and make appropriate observations

• Collect, present, analyse and interpret data and use this to form conclusions • Evaluate results, identify sources of error and their impact on your results • Suggest improvements • Communicate your understanding of Biology

Description of Assessment This is a ‘completion’ type practical in which you use the method provided. You will work in pairs to complete the practical but you need to individually record your results and write your report.

In your report, you should include: • Abstract • Introduction (including factors held constant, and independent and dependent

variables) • Materials and Methods used • Safety assessment • Results obtained • Data interpretation • Evaluation and Conclusion • References

Assessment Conditions This assessment is conducted under direct supervision and assessment of skills in individual and collaborative work will be made during the practical. One double lesson will be allowed for the practical part of this assessment and homework time will be allocated to complete the report.

Introduction All living organisms consist of cells, and a membrane surrounds all cells. One of the major

functions of the membrane is to regulate the passage of materials into and out of the cell.

These materials include dissolved gases, sugars, salts and water. Cell membranes are

‘partially-permeable’ or ‘semi-permeable’ which means that some substances can easily

pass through them, whereas others cannot. Most materials move by simple diffusion from

high concentration on one side of the membrane to a lower concentration on the other.

Some substances may be actively transported, which requires the provision of energy.

Water is the most abundant and one of the most important substances in cells. The

diffusion of water across a partially-permeable membrane is called osmosis.

Vegetables are storage organs of plants; consisting of cells and the products of cells. The

cells are surrounded by a cell wall and, inside that, a plasma membrane. Vegetable tissue

provides an excellent model to assist the understanding of the structure and function of

membranes.

[KA1, KA2, KA4]

Aim

To investigate the effect of surface area to volume ration on the rate of diffusion using

phenolphthalein agar.

Materials • Phenolphthalein agar

• Knife

• White tile

• Ruler

• 100mL measuring cylinder

• Paper towel

• Spoon

• 3 x 250ml beakers

• Dilute sulphuric acid

Method 1. Collect an agar block that can be cut into 4 cubes with the following dimensions:

0.5cm, 1cm, 2cm and 3cm.

2. Measure 150mL of dilute sulphuric acid into each of the 250ml beakers.

3. Place one cube in each beaker and begin timing, leave the cubes in the acid for 10

minutes. During this time the acid will remove the colour from the phenolphthalein,

as it is an indicator, and the rate of diffusion can be measured.

4. Use the spoon to remove each cube from the beaker and dry them carefully with

some paper towel.

5. Cut the cube in half and measure the dimensions of the coloured section remaining.

6. Complete the following calculations:

• Surface area, volume and surface area to volume ratio of each cube

• The dimensions of the coloured section remaining, and the volume of the

coloured section remaining for each cube

• The volume diffused

• The percentage volume diffused

7. Collect data calculations from another 2 groups to validate the results.

[IAE2]

Safety Assessment

Every activity we do in life has a level of risk, from walking on the street to flying in a plane.

It is your responsibility to critically analyse an experiment before commencing and identify

hazards associated with each experiment and suggest safe operating procedures. You will

need to provide an overall hazard assessment and then identify specific hazards and

provide advice on the safe operating procedure to avoid the hazard from causing an issue

in the laboratory.

[IAE4]

Results

Present your results as calculations, tables and graphs. Identify and describe any patterns

that are visible in your results.

[IAE2]

Discussion What is the relationship between the size of the agar cube and the rate of diffusion? How

does this relationship affect the size of cells found in our bodies?

Evaluate the procedures used and suggest possible improvements. Discuss the reliability

and possible sources of random and systematic errors in your data. Comment on how the

effects of these errors can be reduced, and what impact they may have on the results.

[KA1, KA2, KA4, IAE3, IAE4]

Conclusion Write a conclusion based on the findings of the investigation.

[KA4, IAE3]

Practical Skills and Collaboration Teacher to complete following practical

Correct set up of apparatus

4 Marks Safe manipulation of apparatus

Practical organisation

Collaborative work

4 Marks

Performance Standards for Stage 2 Biology

- Investigation, Analysis, and Evaluation Knowledge and Application

A Designs a logical, coherent, and detailed biological investigation.

Obtains, records, and represents data, using appropriate conventions and formats accurately and highly effectively.

Systematically analyses and interprets data and evidence to formulate logical conclusions with detailed justification.

Critically and logically evaluates procedures and their effect on data.

Demonstrates deep and broad knowledge and understanding of a range of biological concepts.

Develops and applies biological concepts highly effectively in new and familiar contexts.

Critically explores and understands in depth the interaction between science and society.

Communicates knowledge and understanding of biology coherently, with highly effective use of appropriate terms, conventions, and representations.

B Designs a well-considered and clear biological investigation.

Obtains, records, and represents data, using appropriate conventions and formats mostly accurately and effectively.

Logically analyses and interprets data and evidence to formulate suitable conclusions with reasonable justification.

Logically evaluates procedures and their effect on data.

Demonstrates some depth and breadth of knowledge and understanding of a range of biological concepts.

Develops and applies biological concepts mostly effectively in new and familiar contexts.

Logically explores and understands in some depth the interaction between science and society.

Communicates knowledge and understanding of biology mostly coherently, with effective use of appropriate terms, conventions, and representations.

C Designs a considered and generally clear biological investigation.

Obtains, records, and represents data, using generally appropriate conventions and formats with some errors but generally accurately and effectively.

Undertakes some analysis and interpretation of data and evidence to formulate generally appropriate conclusions with some justification.

Evaluates procedures and some of their effect on data.

Demonstrates knowledge and understanding of a general range of biological concepts.

Develops and applies biological concepts generally effectively in new or familiar contexts.

Explores and understands aspects of the interaction between science and society.

Communicates knowledge and understanding of biology generally effectively, using some appropriate terms, conventions, and representations.

D Prepares the outline of a biological investigation.

Obtains, records, and represents data, using conventions and formats inconsistently, with occasional accuracy and effectiveness.

Describes data and undertakes some basic interpretation to formulate a basic conclusion.

Attempts to evaluate procedures or suggest an effect on data.

Demonstrates some basic knowledge and partial understanding of biological concepts.

Develops and applies some biological concepts in familiar contexts.

Partially explores and recognises aspects of the interaction between science and society.

Communicates basic biological information, using some appropriate terms, conventions, and/or representations.

E Identifies a simple procedure for a biological investigation.

Attempts to record and represent some data, with limited accuracy or effectiveness.

Attempts to describe results and/or interpret data to formulate a basic conclusion.

Acknowledges that procedures affect data.

Demonstrates limited recognition and awareness of biological concepts.

Attempts to develop and apply biological concepts in familiar contexts.

Attempts to explore and identify an aspect of the interaction between science and society.

Attempts to communicate information about biology.


WEEK 2: Lesson 5

METABOLIC PATHWAYS


• State the factors that influence biochemical processes in the cell • Explain how the internal membranes of mitochondria and chloroplasts facilitate some

biochemical processes • Describe and explain the role of enzymes in a metabolic pathway

CONTENT


Cell metabolism is critical to the survival of cells. Biochemical processes in the cell are influenced by: • The nature and arrangement

of internal membranes - Explain how the structure of

internal membranes of mitochondria and chloroplasts facilitate some biochemical processes

• The presence of specific enzymes

- Explain that in a metabolic pathway:

§ There are many regulated steps

§ Each step loses some energy as heat

§ Some steps produce intermediate compounds

§ Specific enzymes are required at each step

• Environmental factors


Small Group Discussion Class Discussion Video and Quiz


Link: https://tinyurl.com/mk27uxe

TEACHER RESOURCES

PowerPoint: “Metabolic Pathways”

Video and Quiz:

https://tinyurl.com/kvkyhoe (up to 0:49)


Anabolic and catabolic pathways: • “Can you define and provide an

example of each type?”

Introduce idea that chemicals can influence metabolism

• “Can you think of some chemicals that might help or harm metabolism in cells?”

Independent content revision Practical Report Revision Handout: • Homework Questions 7-9


WEEK 2: Lesson 6

CHEMICALS AND CELL METABOLISM


• Understand that chemicals can interfere with cell metabolism • Discuss benefits and/or harmful effects of chemicals on cell metabolism

CONTENT


Recap on content covered so far

Chemicals can interfere with cell metabolism. Discuss possible benefits and/or harmful effects of chemicals that human beings use on cell metabolism.

Summary of covered content

Practical Report Questions

Small Group Discussion Class Discussion PowerPoint • Face to face explanation • Visual aids

Independent Research Small Group Discussion Class Discussion


TEACHER RESOURCES

PowerPoint: “Chemicals and Cell Metabolism”


Investigate ways in which new technologies can potentially be used for therapeutic drug design. Discuss related ethical considerations.

Independent content revision Practical Report Revision Handout: • Homework Questions 10



BINARY FISSION AND MITOSIS


• Recognise, describe, and represent binary fission and mitosis • Explain why the amount of DNA in a cell doubles before division • Compare the products of mitotic division and binary fission with respect to the number and

type of chromosomes of the parent

CONTENT


Cells arise from pre-existing cells. Continuity of life requires the replication of genetic materials and its transfer to the next generation. The products of mitotic division and binary fission have the same number and type of chromosomes as the parent.

• Recognise, describe, and represent the process of binary fission in prokaryotic cells

• Recognise, describe, and represent the process of mitosis in eukaryotic cells

Compare the products of mitotic division and binary fission with respect to the number and type of chromosomes of the parent.


Small Group Discussion Class Discussion Videos Animation Practical Demonstration • Pre-stained onion root tip

cells (Stages of Mitosis)


Link:

https://tinyurl.com/m4sp7x9

Video: https://tinyurl.com/qaea6sm

TEACHER RESOURCES

PowerPoint: “Binary Fission” PowerPoint: “Mitosis”

Video: https://tinyurl.com/z98xqcu

Video:

https://tinyurl.com/n9a2ugv

Video: https://tinyurl/com/pjtnp94

Video:

https://tinyurl.com/q8f8p62

Animation: https://tinyurl.com/b7edcr


Kinesthetic Demonstration • Model mitosis using pipe

cleaners and blu-tak

Independent content revision Practical Report Revision Handout: • Homework Questions 11-

13

Demonstration Preparation: • Prepare stained onion

root tip cells • Set up/prepare

microscopes

CELL DIVISION CELLS AS THE BASIS FOR LIFE

•  Most cells reproduce through division. •  In prokaryotes, this process is called BINARY FISSION.

•  In eukaryotes, this process is called MITOSIS.

Cell Division

BINARY FISSION CELLS AS THE BASIS FOR LIFE

•  Prokaryotes, like bacteria, reproduce asexually by BINARY FISSION.

•  Each division produces two identical daughter cells.

•  In order to produce two identical cells, the prokaryote must replicate it’s DNA before division.

Binary Fission

Binary Fission

Binary Fission

By replicating the DNA in the parent

cell, we ensure that each daughter cell

still has the complete set of genetic information

Binary Fission

The replicated DNA adheres to the cell membrane before

undergoing division

•  Prokaryotic cell division is rather simple because they do not contain a nucleus, membrane-bound organelles and only have a single chromosome.

•  In eukaryotes, cell division is more complex.

Binary Fission

MITOSIS CELLS AS THE BASIS FOR LIFE

•  Eukaryotic cells, like human cells, divide by MITOSIS. •  Like binary fission, each division produces two identical

daughter cells and these cells are used for growth and replacement of cells

Mitosis

•  Eukaryotic cells are more complex than prokaryotic cells, and so mitosis occurs in a number of stages.

•  There are 5 stages of mitosis before cytokinesis:

1. Interphase 2. Prophase 3. Metaphase 4. Anaphase 5. Telophase

Mitosis

INTERPHASE: DNA replication

Stages of Mitosis

PROPHASE: Chromosome thickens, nucleus dissapears

Stages of Mitosis

METAPHASE: Chromosomes line up on the metaphase plate

Stages of Mitosis

ANAPHASE: Centromeres split, sister chromatids separate

Stages of Mitosis

TELOPHASE: Nuclear envelope begins to form

Stages of Mitosis

Mitosis

Mitosis

SUMMARY

What are the SIMILARITIES and DIFFERENCES between binary fission and mitosis?

Binary Fission and Mitosis

SIMILARITIES DIFFERENCES

Which of these pictures represents binary fission, and which represents mitosis?

Binary Fission and Mitosis


WEEK 3: Lesson 9

MEIOSIS AND FERTILISATION (PART 1)


• Recognise, describe, and represent meiosis • Explain and distinguish between diploid and haploid cells in meiosis • State and describe the processes that introduce genetic variation in meiosis

CONTENT


Continuity of life requires the replication of genetic materials and its transfer to the next generation. Diploid cells contain pairs of homologous chromosomes.

• Recognise, describe, and represent the process of meiosis in eukaryotic cells

• Explain why the products of meiosis are haploid cells and contain a single set of chromosomes

• Explain the importance of crossing over and independent assortment in meiosis


Kinesthetic Demonstration • Model meiosis using pipe

cleaners and blu-tak

Videos Animation


Video:

https://tinyurl.com/k5fzdk4

TEACHER RESOURCES

PowerPoint: “Meiosis”

Video: https://tinyurl.com/p2qa33

Video:

https://tinyurl.com/ks6g6ax

Animation: https://tinyurl.com/2xocjx


Introduce comparisons between mitosis and meiosis.

Independent content revision Revision Handout: • Homework Questions 14-

16

Demonstration Preparation: • Bring pipe cleaners and

blu-tak to lesson


WEEK 3: Lesson 10

MEIOSIS AND FERTILISATION (PART 2)


• Explain that fertilisation restores the diploid number • Identify similarities and differences between the products of meiotic and mitotic cell division • Compare the sources and level of genetic variation between products of asexual and sexual

reproduction

CONTENT


Recap on content covered so far

Diploid cells contain pairs of homologous chromosomes.

• Explain that fertilisation restores the diploid number

• Compare the products of meiotic and mitotic cell division

Compare the sources and degree of genetic variation between the products of asexual and sexual reproduction.

Summary of binary fission, mitosis, meiosis and

fertilisation

Individual Reflection Small Group Discussion Class Discussion PowerPoint • Face to face explanation • Examples • Videos • Visual aids

Videos Animation Small Group Discussion Class Discussion


Animation:

https://tinyurl.com/yfup795

TEACHER RESOURCES

PowerPoint: “Fertilisation”

Video: https://tinyurl.com/lupjxvy

Video:

https://tinyurl.com/lutusxg

Quiz: https://tinyurl.com/lutusxg


Introduce the concept of the regulation of cell division.


19



CELL CYCLE


• Give examples of internal and external factors that regulate cell division • Describe the stages of the cell cycle (including checkpoints) • Explain that hormones can regulate cell division • Explain that carcinogens cause mutations that can disrupt the normal controls of cell division

CONTENT


Cell division may be regulated by internal and external factors. The cell produces gene products that regulate the cell cycle.

• Describe the stages of the cell cycle (including checkpoints)

• Explain that hormones may regulate cell division

Carcinogens upset the normal controls of cell division by causing mutations.

Summary of content covered so far


Videos Animations Small Group Discussion Class Discussion


Animation:

https://tinyurl.com/hvbvzb

Animation: https://tinyurl.com/bqfegfc

Animation:

https://tinyurl.com/479lwcr

TEACHER RESOURCES

PowerPoint: “Cell Cycle”

Video: https://tinyurl.com/ocdp862

Video:

https://tinyurl.com/n2fdlxg

Quiz: https://tinyurl.com/ocdp862


Ask students to explain to each other how mutations in cell cycle regulation may cause cancer.


22


WEEK 4: Lesson 13

CELL CULTURE AND REVISION


• Describe techniques of cell culture • Discuss the applications and limitations of cell culture using contemporary examples

CONTENT


Human beings culture cells for a variety of purposes. Describe techniques of cell culture, and discuss the applications and limitations of contemporary examples of their use.

Summary of topic content covered


Videos Animations Small Group Discussion Class Discussion


TEACHER RESOURCES

PowerPoint: “Cell Culture”

Video: https://tinyurl.com/lcmnygx


If all other work is completed, students can begin topic test revision.


24


WEEK 4: Lesson 14

TEST REVISION


• Identify key areas of Topic 2: Cells as the Basis for Life unclear to them, and focus their revision efforts on these sections accordingly

CONTENT


Revision of topic content

Opportunity for students to ask questions Re-explain concepts students are still struggling with

Individual Reflection Small Group Discussion Class Discussion Teaching Tools (variable) • PowerPoint • Videos • Animation • Demonstrations


TEACHER RESOURCES

Variable Dependent on class content

difficulties


Independent content revision Revision Handout: • Past Exam Questions

Bring previously covered PowerPoints, etc. to use as revision materials when students determine areas they would like to revisit.


WEEK 4: Lessons 15-16

TEST REVISION


• Answer test questions with confidence, using accurate biological terms and descriptions where appropriate

CONTENT


Cells End of Topic Test

Test • Multiple choice questions • Short answer response • Extended response

4.3 Cells Test

TEACHER RESOURCES

4.3 Cells Test

4.3 Cells Test Answers


Following test play a game as a reward. For example: silent ball, heads down, thumbs up, hangman, who am I.

Separate desks if required, print off tests and bring along scrap paper for extended response planning.

SACE STAGE 2 BIOLOGY CELLS TEST Assessment Type 2: Skills and Applications Task

Time: 90 minutes

Mark: / 85

Name:

SACE Number:

SACE PERFORMANCE STANDARDS ASSESSED IN THIS TEST

Investigation, Analysis, and Evaluation The specific features are as follows: IAE1 Design of a biological investigation. IAE2 Obtaining, recording, and representation of data, using appropriate conventions and formats. IAE3 Analysis and interpretation of data and other evidence to formulate and justify conclusions. IAE4 Evaluation of procedures and their effect on data.

Knowledge and Application The specific features are as follows: KA1 Demonstration of knowledge and understanding of biological concepts. KA2 Development and application of biological concepts in new and familiar contexts. KA3 Exploration and understanding of the interaction between science and society. KA4 Communication of knowledge and understanding of biological concepts and information, using appropriate terms, conventions, and representations.

Multiple Choice Answer Sheet

Instructions to Students 1. Fill in your name in the space provided above.

2. Show your answer for each question by shading the space next to the appropriate

letter as illustrated below:

eg: J K L M

3. Only shade a single circle for each question. If you make a mistake or change your

mind, erase or cross out your precious choice.

Multiple Choice Answers 1. J K L M

2. J K L M

3. J K L M

4. J K L M

5. J K L M

6. J K L M

7. J K L M

8. J K L M

9. J K L M

10. J K L M

11. J K L M

12. J K L M

Total: / 24

Name:

SACE Number:

Section A: Multiple Choice Questions 24 MARKS

Answer all questions in this section on the answer sheet provided. Read each question

carefully. Indicate the one alternative that you consider best answers the question by

shading the bubble by the appropriate letter alongside the question number on the multiple-

choice answer sheet. You should give an answer to every question in this section, as no

marks are deducted for incorrect answers. Each question is worth 2 marks. You should

spend about 35 minutes on this section.

1. Refer to the following table outlining cellular structures A, B, C, D, and E.

Cellular Structure

A

Mitochondrion

B

Cell wall

C

Chloroplast

D

Ribosome

E

Cell membrane

Which one of the following combinations of these structures can be found in both

prokaryotic cells and eukaryotic cells?

J. A, B, and D.

K. B, D, and E.

L. A, B, and E.

M. B, C, and D.

[KA1]

2. Diploid cells are produced from haploid gametes in the process known as

J. Meiosis.

K. Fertilisation.

L. Binary Fission.

M. Mitosis.

[KA1]

3. The process of exocytosis involves

J. Vesicles fusing to Golgi body.

K. The movement of molecules to the outside of a cell via passive processes.

L. The rupturing of cells via phagocytes.

M. The movement of substances to the outside of a cell via vesicles.

[KA1]

4. Which one of the following statements about energy use in cells is correct?

J. The movement of sodium ions with the concentration gradient does not require

cells to provide energy.

K. The maintenance of a stable internal cellular environment does not require

cells to provide energy.

L. The movement of carbon dioxide from cells to capillaries does not require cells

to provide energy.

M. The formation of ATP from ADP and phosphate releases energy for use in

cells.

[KA2]

5. Which one of the following combinations correctly identifies the product(s) of

fermentation and the amount of energy released relative to aerobic respiration in

plant, animal, or yeast organisms?

Organism

Product(s) of Fermentation

Amount of Energy Released Relative to Aerobic Respiration

J

Plant

Lactic acid

Low

K

Animal

Lactic acid

Low

L

Yeast

Ethanol and carbon dioxide

High

M

Animal

Ethanol and carbon dioxide

High

[KA2]

6. The chromosomes in different cells at various stages of cell division are shown in the

diagrams below. Which one of the diagrams shows the chromosomes in a cell with a

diploid number of 4?

J. K. L. M.

[KA1]

7. As part of the process of bacterial cell reproduction

J. DNA replicates and the resulting chromosomes separate during mitosis.

K. The pair of homologous chromosomes separate during mitosis.

L. DNA replicates and the resulting chromosomes separate during binary fission.

M. The pair of homologous chromosomes separate during binary fission.

[KA1]

8. Mitochondria and chloroplasts do not both have

J. Ribosomes, similar to those of prokaryotic cells.

K. A double membrane, the inner of which contains prokaryotic-like proteins.

L. A single, circular chromosome.

M. The ability to capture light energy.

[KA1]

9. Which of the following scientific techniques could not be used to measure the

photosynthetic rate of plants?

J. Measuring the production of protein.

K. Measuring the increase in dry plant mass.

L. Measuring the production of oxygen.

M. Measuring the uptake of carbon dioxide.

[IAE3]

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x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

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x

x

x

x

x

x

10. Which of the following processes does not occur during meiosis?

J. Separation of homologous chromosomes.

K. Formation of pairs of homologous chromosomes.

L. Independent assortment of sister chromatids.

M. Separation of sister chromatids.

[KA1]

11. In the following table, select the correct membrane-bound organelle and

corresponding function.

Membrane-bound Organelle

Function

J

Mitochondria

Involved in protein synthesis

K

Golgi body

Packaging and secretion

L

Ribosome

The powerhouse of the cell

M

Endoplasmic reticulum

Site of transcription

[KA2]

12. Refer to the following diagrams representing two metabolic processes.

Pathway 1: 𝑆𝑢𝑏𝑠𝑡𝑟𝑎𝑡𝑒 𝐴 !"#$%& !

𝑆𝑢𝑏𝑠𝑡𝑟𝑎𝑡𝑒 𝐵 !"#$%& !

𝑆𝑢𝑏𝑠𝑡𝑟𝑎𝑡𝑒 𝐶 !"#$%& !

𝑆𝑢𝑏𝑠𝑡𝑟𝑎𝑡𝑒 𝐷

Pathway 2: 𝑆𝑢𝑏𝑠𝑡𝑟𝑎𝑡𝑒 𝐴 !"#$%& !

𝑆𝑢𝑏𝑠𝑡𝑟𝑎𝑡𝑒 𝐷

Which of the following statements about these pathways is correct?

J. Both Pathway 1 and Pathway 2 are limited by the amount of Substrate A

initially present.

K. Pathway 2 will produce more Substrate D than Pathway 1 if both pathways

begin with equal amounts of Substrate A.

L. In Pathway 1, Substrate D would still be produced if Enzyme B were not

present.

M. Pathway 2 will always produce Substrate D faster than Pathway 1.

[KA2]

Section B: Short Answer Questions 48 MARKS

Answer all questions in this section in the spaces provided. Answers may be in note form

and marks allocated for each answer are shown in brackets.

13. Regeneration of tissues requires energy. Explain how this energy is obtained from

ATP.

(4 marks)

[KA2]

14. Scientists studied a group of saltbush plants. They measured the amount of carbon

dioxide used by saltbush leaves (CO2 use) and compared this with the amount of

carbon dioxide produced by the leaves (CO2 production). The scientists compared

this ratio of CO2 use to CO2 production (UCO2:PCO2) in saltbush leaves of different

ages to see if it changed as the leaves grew older. Twenty leaves of each age

were tested in this experiment.

a) Write a chemical equation for the process that takes place in plants and

uses CO2.

(2 marks)

[KA1] b) State two factors that should be held constant in the experiment described

above.

Factor 1: (2 marks) Factor 2: (2 marks)

[IAE4]

c) Explain why the scientists tested twenty leaves of each age.

(4 marks) [IAE4]

d) Explain the significance for the growth of the saltbush plants if the ratio of

UCO2:PCO2 has a value greater than 1:1.

(4 marks) [KA2, KA3]

15. Explain how mutations caused by carcinogens can cause cancer.

(4 marks)

[KA1]

16. Describe and draw a diagram to illustrate the fluid mosaic model of cell

membranes.

(4 marks) [KA1]

17. Genetic variation is necessary for new, sustainable life. Describe and compare the

sources of genetic variation in both sexual and asexual reproduction.

(6 marks)

[KA2, KA4]

18. a) Draw a labelled diagram of a chloroplast.

(4 marks)

[KA2] b) State the function of chloroplasts.

(2 marks)

[KA1]

19. Refer to the diagrams below, which show two identical plant cells that had been left

to stand for 5 minutes in sugar solutions of different concentrations. The solution

inside the two cells initially had the same concentration as sugar solution 2.

a) Explain how the two sugar solutions affected each cell.

(4 marks) [KA2, IAE3, IAE4]

b) Explain why it would take less time for a smaller cell to look like the cell in

sugar solution 1 above, with the same initial sugar solution concentration.

(4 marks) [KA2, IAE3]

Section C: Extended Response Questions 15 MARKS

Answer the questions in this section in the spaces provided. Credit will be given for answers

that are well expressed, well organised and relevant to the question.

20. Cell cultures have been widely used in studies of the growth and development of

cells, as well as the regulation of cell division.

Describe:

• the regulation of cell division;

• requirements of the cell in order to grow, and how these requirements can be

met during cell culture;

• two contemporary examples of the use of cell cultures.

(15 marks)

[KA2, KA3, KA4]

SACE STAGE 2 BIOLOGY CELLS TEST ANSWERS Assessment Type 2: Skills and Applications Task

Section A: Multiple Choice Questions 1. K

2. K

3. M

4. L

5. K

6. J

7. L

8. M

9. J

10. L

11. K

12. J

Section B: Short Answer Questions 13. Adenosine tri-phosphate (ATP) is made up of adenosine di-phosphate (ADP) and an

inorganic phosphate (Pi), joined together by a high-energy bond. Breaking down

ATP into ADP and Pi releases the energy from this bond, which can then be used in

tissue regeneration.

14. a. Photosynthesis: 𝐶𝑂! + 𝐻!𝑂 → 𝐶!𝐻!"𝑂! + 𝑂! (balanced equation is not required).

b. Possible factors: Species of saltbush plant, time of 𝐶𝑂! measurement, plant living

conditions (ie: amount of water, sunlight, soil conditions).

c. Testing 20 leaves of each age will increase the precision of the data. This will

improve the validity and reliability of experimental data, and reduce the impact of

random error.

d. If more 𝐶𝑂! is used than it is produced, the plant will be undergoing sufficient

photosynthesis to produce an excess of glucose. Glucose can be broken down and

used as energy for plant growth, ie: the saltbush plants will grow.

15. DNA mutations caused by carcinogens can alter gene products involved in the

regulation of the cell cycle. These altered gene products may not regulate the cell

cycle checkpoints, leading to uncontrolled cell division and the initiation of cancer.

16. The fluid mosaic model represents the dynamic nature of the phospholipid bilayer

membrane. Proteins are imbedded in the membrane, giving it a “mosaic”

appearance.

17. Sexual reproduction (meiosis) introduces genetic variation through the crossing over

of homologous pairs of chromosomes and independent assortment of pairs of

homologous chromosomes. Fertilisation via the fusing of male and female gametes

is another source of genetic variation in sexual reproduction. Asexual reproduction

produces offspring identical to the parent. The only source of genetic variation in

asexually reproducing organisms is random DNA mutation. Therefore, sexual

reproduction introduces large genetic variation, while asexual reproduction

introduces very little genetic variation in the offspring.

18. a. See below for an example chloroplast image – all labelled sections must be

identified for full marks.

b. Chloroplasts are the site of photosynthesis, and work to convert light energy from

the sun into chemical energy (glucose) for energy use in plant cells.

19. a. Sugar solution 2 is the same concentration inside and outside of the cell;

therefore no ion or water movement is needed as the solute concentration is already

in equilibrium. Sugar solution 1 appears to be more concentrated, as water from

within the cell has moved to the extracellular environment to try and equilibrate the

solute concentrations in and out of the cell.

b. A smaller cell will have a higher surface area to volume ratio. A higher SA:V ratio

increases the efficiency of exchange across the cell membrane, thus water from

within the cell will move more quickly to the extracellular environment in an attempt

to equilibrate the solute concentrations in and out of the cell.

Section C: Extended Response Questions • Cell division is regulated by internal and external factors.

• Internal factors: gene products (proteins) and hormones (eg: human growth

hormone). External factors: carcinogens.

• The cell cycle has checkpoints regulated by these factors. Cells cannot progress

past the checkpoint unless all criteria is met.

• In order to grow, cells require nutrients and growth media, oxygen, optimal

temperature and pH, and ways of excreting waste.

• During cell culture, cells are grown on agar or similar nutrient media at the optimal

temperature and pH for that cell line.

• Cell culture is used in human skin replacement, vaccine production, plant tissue

culture and yeast cultures to name a few.

**NOTE** 3 marks of the extended response is allocated to “style” of the

response, with 12 marks allocated for content.

SACE STAGE 2 BIOLOGY CELLS REVISION HANDOUT

Summary This handout contains a summary list of questions from the second half of SACE Stage 2 Topic 2: Cells as the Basis for Life. Fill these in for homework as you learn the material. At the end of the topic, use the past exam questions at the end of this document to help you revise. Homework Questions

1. Define diffusion and give one example (include a comment about concentration gradients).

2. Define osmosis and give one example (include a comment about concentration gradients).

Name:

SACE Number:

3. Describe facilitated diffusion, how is it different to non-facilitated diffusion?

4. Define active transport.

5. Define endo- and exocytosis.

6. How does surface area to volume ratio affect the exchange of materials

across a cell membrane?

7. What are the three factors that influence biochemical processes in the cell?

8. How do the internal membranes of mitochondria and chloroplasts facilitate some biochemical processes?

9. Draw a diagram of a metabolic pathway (non-specific) and explain how the presence of absence of enzymes can affect this pathway.

10. Give an example of one chemical that interferes with cell metabolism. What are the effects of this interference?

11. Draw and describe binary fission in prokaryotic cells.

12. Draw and describe mitosis in eukaryotic cells.

13. Why does the amount of DNA double in a cell before division?

14. Draw and describe meiosis in eukaryotic cells.

15. What is the difference between diploid and haploid cells in meiosis?

16. State the two processes that introduce genetic variation in meiosis. When do these processes occur?

17. How does fertilisation restore the diploid number?

18. Make a summary table to compare the products of mitosis and meiosis.

19. Make a summary table to compare the sources of genetic variation between asexual and sexual reproduction.

20. Give examples of both internal and external factors that may regulate cell division.

21. Draw the cell cycle and explain how checkpoints are involved in the regulation of cell division.

22. Give an example of how carcinogens can disrupt the cell cycle

23. List the factors that influence growth during cell culture.

24. List some examples of contemporary use of cell culture. What are some of their limitations?

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Past Exam Questions

2014 Past Exam

2015 Past Exam

Documents

SACE Stage 2 Biology Unit Plan - ellengillett.weebly.com · Plan is structured to run over four ... and one double lesson). The content to be covered extends over the second half