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STAGE 2 BIOLOGY ASSESSMENT TYPE 2: Skills and Applications Task Extended Responses Group A Topic 3 Protein molecules consist of subunits called amino acids. These form in a single chain held together by peptide bonds forming an initial or primary structure. This structure becomes a secondary structure when the first chain folds specifically into a new shape held by hydrogen bonds, making a helical structure. The chain once again folds, joining with disulfide bonds forming a 3-dimensional tertiary structure. All of these chains are formed into specific shapes and orders due to the sequence that the 20 different amino acids make. The structures all carry out different tasks. When a protein like this is created, it has an overall three-dimensional shape which allows another molecule with a complementary shape to join to it. An example of this specific binding and recognition is enzymes and their substrates. The active site of an enzyme is specific to one sort of molecule which attaches to the enzyme and allows it to form a product or products. The presence of the enzyme causes the product form much faster than it otherwise would. It is called catalysing a reaction in the body. This enzyme can be inhibited by molecules with a similar shape to the substrate which attach to the active site and prevent substrate molecules from joining to it. Another example of the importance of shape is cell membrane receptors which lie on the membrane of the cell and are specific to certain hormones. Once the complementary hormone attaches to the receptor molecule, specific reactions are triggered inside the cell. Group B Topic 6 Drugs could enter a cell passively by passing through a channel protein in the cell membrane. The process called diffusion means that the drug could pass through the channel protein if there is a high concentration of the drug in the environment outside the cell and a low concentration of the drug inside the cell. The drug also has to be a molecule that is small enough to pass through the channel protein. Drugs could be actively transported into the cell by endocytosis. The cell membrane invaginates around the molecule. The cell membrane then encloses the molecule into a vesicle and it is incorporated into the cytoplasm of the cell. This is a way that large molecules can enter a cell. Drug testing programs have benefitted society. People can be randomly drug tested by police. This would help catch drug addicts and it may also reduce the amount of drug use because people do not want to be caught. It would make road safety better with fewer people driving while affected by drugs. Page 1 of 4 Stage 2 Biology annotated student work for use from 2011 148093487 (October 2010) © SACE Board of South Australia 2010 Application and Knowledge and Understanding The response uses appropriate subject-specific language highly effectively and demonstrates a deep understanding of biological concepts required in this answer. Drug testing programs have also stopped some people in sport from using performanceenhancing drugs. This means that sport competitions are fairer because the athletes are competing fairly and if they win the competition it is because they have the best skills and not because they are being helped by drugs that stimulate their reaction time or allow them to have a higher concentration of oxygen in their blood stream. The use of pesticides has benefitted society. Pesticides kill off pests that feed on crops so this means that the yield increases and more food is available. This benefits society because there are more people in the world so more and more food is needed. Some pesticides also have disadvantages. Some pesticides, such as DDT, can accumulate in the food chain. Higher order consumers end up with a concentration of the pesticide that is high enough to cause damage. This can result in some species being killed off, affecting the biodiversity in the area where the pesticide is being used. Group C Topic 9 Knowledge and Understanding Uses knowledge of biology perceptively and logically to understand and explain social or environmental issues. Analysis and Evaluation Critically and logically analyses connections between concepts, and issues in biology. Cells need to regulate their internal composition. The correct pH and concentration of substances, enzymes and products is needed for chemical reactions to occur efficiently. Waste products also need to be removed so that they do not accumulate in the cell and act like a poison. Some substances must be at a higher or lower concentration inside the cell than outside the cell. This may be achieved by either active or passive transport. If the movement is by active transport, a substance is moved against the concentration gradient from a region of lower concentration to a region of higher concentration. Transport proteins in the cell membrane pump specific molecules across the membrane using energy that has been released by the breakdown of ATP to ADP and phosphate. These proteins are very specific in what they will move and cells may have different types of transport in the membrane. In the diagram shown, hydrogen ions are being moved against the concentration gradient by a specific protein for these ions embedded in the membrane. Knowledge and Understanding Makes good use of relevant diagrams, referred to in the response to support understanding. Uses a variety of formats to communicate knowledge and understanding of biology coherently and effectively. The energy in ATP comes from respiration. Glucose is broken down over many steps and each step uses a different enzyme. Some of the first steps in respiration require ATP but the later steps produce a lot more ATP. ADP is converted ATP by connecting the phosphate to an ADP molecule using the energy from the glucose molecule. When cell processes require energy, ATP is broken down to ADP and phosphate, releasing energy. The ADP and phosphate can be reused by being converted back to ATP, using energy from respiration. This is known as the ATP cycle, and is shown below: Page 2 of 4 Stage 2 Biology annotated student work for use from 2011 148093487 (October 2010) © SACE Board of South Australia 2010 Additional comments Evidence from this assessment contributes to an overall assessment for the Investigations Folio in relation to: analysis and evaluation of connections between data, concepts, and issues in biology (Analysis and Evaluation) appropriate use of biological terms, conventions, formulae, and equations (Application) demonstration of knowledge and understanding of a range of concepts (Knowledge and Understanding) use of a variety of formats to communicate knowledge and understanding of biology. (Knowledge and Understanding) Page 3 of 4 Stage 2 Biology annotated student work for use from 2011 148093487 (October 2010) © SACE Board of South Australia 2010 Performance Standards for Stage 2 Biology A Investigation Analysis and Evaluation Application Knowledge and Understanding Designs logical, coherent, and detailed biological investigations. Critically and logically analyses and evaluates connections between data, concepts, and issues in biology. Applies biological concepts and evidence from investigations to suggest solutions to complex problems in new and familiar contexts. Consistently demonstrates a deep and broad knowledge and understanding of a range of biological concepts. Critically and logically selects and consistently and appropriately acknowledges information about biology and issues in biology from a range of sources. Manipulates apparatus and technological tools carefully and highly effectively to implement wellorganised safe and ethical investigation procedures. Obtains, records, and displays findings of investigations using appropriate conventions and formats accurately and highly effectively. B Designs well-considered and clear biological investigations. Logically selects and appropriately acknowledges information about biology and issues in biology from different sources. Manipulates apparatus and technological tools carefully and mostly effectively to implement organised safe and ethical investigation procedures. Obtains, records, and displays findings of investigations using appropriate conventions and formats mostly accurately and effectively. C Designs considered and generally clear biological investigations. Selects with some focus, and mostly appropriately acknowledges, information about biology and issues in biology from different sources. Manipulates apparatus and technological tools generally carefully and effectively to implement safe and ethical investigation procedures. Obtains, records, and displays findings of investigations using generally appropriate conventions and formats with some errors but generally accurately and effectively. D Prepares the outline of one or more biological investigations. Selects and may partly acknowledge one or more sources of information about biology or an issue in biology. Uses apparatus and technological tools with inconsistent care and effectiveness and attempts to implement safe and ethical investigation procedures. Obtains, records, and displays findings of investigations using conventions and formats inconsistently, with occasional accuracy and effectiveness. E Identifies a simple procedure for a biological investigation. Identifies a source of information about biology or an issue in biology. Attempts to use apparatus and technological tools with limited effectiveness or attention to safe or ethical investigation procedures. Attempts to record and display some descriptive information about an investigation, with limited accuracy or effectiveness. Page 4 of 4 Critically and logically evaluates procedures and suggests a range of appropriate improvements. Systematically and perceptively analyses and evaluates data and other evidence to formulate conclusions and make logical and highly relevant predictions. Uses appropriate biological terms, conventions, formulae, and equations highly effectively. Uses knowledge of biology perceptively and logically to understand and explain social or environmental issues. Demonstrates initiative in applying constructive and focused individual and collaborative work skills. Uses a variety of formats to communicate knowledge and understanding of biology coherently and highly effectively. Clearly and logically analyses and evaluates connections between data, concepts, and issues in biology. Applies biological concepts and evidence from investigations to suggest solutions to problems in new and familiar contexts. Demonstrates some depth and breadth of knowledge and understanding of a range of biological concepts. Logically evaluates procedures and suggests some appropriate improvements. Uses appropriate biological terms, conventions, formulae, and equations effectively. Uses mostly logical analysis and evaluation of data and other evidence to formulate conclusions and make consistent and relevant predictions. Applies mostly constructive and focused individual and collaborative work skills. Uses knowledge of biology logically to understand and explain social or environmental issues. Analyses and evaluates connections between data, concepts, and issues in biology. Applies biological concepts and evidence from investigations to suggest some solutions to basic problems in new or familiar contexts. Evaluates some procedures in biology and suggests some improvements that are generally appropriate. Analyses and evaluates data and other evidence to formulate conclusions and make simple and generally relevant predictions. Uses generally appropriate biological terms, conventions, formulae, and equations with some general effectiveness. Uses a variety of formats to communicate knowledge and understanding of biology coherently and effectively. Demonstrates knowledge and understanding of a general range of biological concepts. Uses knowledge of biology with some logic to understand and explain one or more social or environmental issues. Applies generally constructive individual and collaborative work skills. Applies different formats to communicate knowledge and understanding of biology with some general effectiveness. Applies some evidence to describe some basic problems and identify one or more simple solutions, in familiar contexts. Demonstrates some basic knowledge and partial understanding of biological concepts. Attempts to use some biological terms, conventions, formulae, and equations that may be appropriate. Identifies and explains some biological information that is relevant to one or more social or environmental issues. Attempts individual work inconsistently, and contributes superficially to aspects of collaborative work. Communicates basic information to others using one or more formats. Acknowledges that connections exist between data, concepts, and/or issues in biology. Identifies a basic problem and attempts to identify a solution in a familiar context. Demonstrates some limited recognition and awareness of biological concepts. Acknowledges the need for improvements in one or more procedures. Uses some biological terms or formulae. Shows an emerging understanding that some biological information is relevant to social or environmental issues. Describes basic connections between some data, concepts, and issues in biology. For some procedures, identifies improvements that may be made. Attempts to extract meaning from data and other observations and to formulate a conclusion or make a simple prediction that may be relevant. Attempts to organise some limited data or observations. Shows emerging skills in individual and collaborative work. Attempts to communicate information about biology. Stage 2 Biology annotated student work for use from 2011 148093487 (October 2010) © SACE Board of South Australia 2010