Stage 2 Biology

Assessment Type 2: Skills and Applications Tasks

Cells Test

Purpose
This task allows you to demonstrate your knowledge and understanding of the concepts of
biology at a cellular level.
Description of the assessment
This test assesses:
 knowledge and understanding of concepts of cells and their function.
 knowledge and understanding of transport and movement of molecules into and out of
cells
 knowledge and understanding of the principles of cellular evolution including cell culturing
and altering cellular metabolism.
 application of concepts to the solving of problems in familiar and new contexts
 communication of knowledge and understanding of the concepts of cells in different
formats.
Assessment conditions
 Time allowance: 100 minutes
Learning Requirements Assessment Design Criteria Capabilities
1. identify and formulate Investigation Communication
questions, hypotheses, Citizenship
concepts, and purposes that The specific features are as follows:
guide biological Personal
I1 Design of biological investigations. Development
investigations
I2 Selection and acknowledgment of information about Work
2. design and conduct biology and issues in biology from different sources.
individual and collaborative Learning
I3 Manipulation of apparatus and technological tools to
biological investigations
implement safe and ethical investigation procedures.
3. manipulate apparatus and
I4 The obtaining, recording, and display of findings of
use technological tools and
investigations using appropriate conventions and formats.
numeracy skills to obtain,
represent, analyse, interpret, Analysis and Evaluation
and evaluate data and
observations from biological The specific features are as follows:
investigations AE1 Analysis and evaluation of connections between data,
4. select and critically evaluate concepts, and issues in biology.
biological evidence from AE2 Evaluation of procedures, with suggestions for
different sources and present improvement.
informed conclusions and
Application
personal views on social,
ethical, and environmental The specific features are as follows:
issues A1 Application of biological concepts and evidence from
5. communicate their investigations to solve problems in new and familiar
knowledge and contexts.
understanding of biological A2 Use of appropriate biological terms, conventions, formulae,
concepts using appropriate and equations.
biological terms and
conventions A3 Demonstration of skills in individual and collaborative work.
6. demonstrate and apply Knowledge and Understanding
biological knowledge and
The specific features are as follows:
understanding of concepts
and interrelationships to a KU1 Demonstration of knowledge and understanding of
range of contexts and biological concepts.
problems, including by KU2 Use of knowledge of biology to understand and explain
presenting alternative social or environmental issues.
explanations. KU3 Communication of knowledge and understanding of biology
in different formats.

Page 1 of 16 Stage 2 Biology Task

Ref: A294025 (January 2014)
© SACE Board of South Australia 2014
Performance Standards for Stage 2 Biology
Investigation Analysis and Application Knowledge and
Evaluation Understanding
Designs logical, coherent, and detailed biological Critically and Applies biological concepts Consistently demonstrates a
A investigations. systematically analyses and evidence from deep and broad knowledge
Critically and logically selects and consistently and data and their investigations to suggest and understanding of a range
appropriately acknowledges information about connections with solutions to complex of biological concepts.
biology and issues in biology from a range of concepts, to formulate problems in new and Uses knowledge of biology
sources. logical and perceptive familiar contexts. perceptively and logically to
conclusions and make Uses appropriate biological understand and explain social
Manipulates apparatus and technological tools relevant predictions.
carefully and highly effectively to implement well- terms, conventions, or environmental issues.
organised safe and ethical investigation Critically and logically formulae, and equations Uses a variety of formats to
procedures. evaluates procedures highly effectively. communicate knowledge and
and suggests a range Demonstrates initiative in understanding of biology
Obtains, records, and displays findings of of appropriate
investigations using appropriate conventions and applying constructive and coherently and highly
improvements. focused individual and effectively.
formats accurately and highly effectively.
collaborative work skills.

Designs well-considered and clear biological Clearly and logically Applies biological concepts Demonstrates some depth
B investigations. analyses data and their and evidence from and breadth of knowledge
Logically selects and appropriately acknowledges connections with investigations to suggest and understanding of a range
information about biology and issues in biology concepts, to formulate solutions to problems in new of biological concepts.
from different sources. consistent conclusions and familiar contexts. Uses knowledge of biology
and make mostly Uses appropriate biological logically to understand and
Manipulates apparatus and technological tools relevant predictions.
carefully and mostly effectively to implement terms, conventions, explain social or
organised safe and ethical investigation Logically evaluates formulae, and equations environmental issues.
procedures. procedures and effectively. Uses a variety of formats to
suggests some Applies mostly constructive communicate knowledge and
Obtains, records, and displays findings of appropriate
investigations using appropriate conventions and and focused individual and understanding of biology
improvements. collaborative work skills. coherently and effectively.
formats mostly accurately and effectively.

Designs considered and generally clear biological Analyses data and their Applies biological concepts Demonstrates knowledge and
C investigations. connections with and evidence from understanding of a general
Selects with some focus, and mostly appropriately concepts, to formulate investigations to suggest range of biological concepts.
acknowledges, information about biology and generally appropriate some solutions to basic Uses knowledge of biology
issues in biology from different sources. conclusions and make problems in new or familiar with some logic to understand
simple predictions, with contexts. and explain one or more
Manipulates apparatus and technological tools some relevance.
generally carefully and effectively to implement Uses generally appropriate social or environmental
safe and ethical investigation procedures. Evaluates some biological terms, issues.
procedures in biology conventions, formulae, and Applies different formats to
Obtains, records, and displays findings of and suggests some equations with some
investigations using generally appropriate communicate knowledge and
improvements that are general effectiveness. understanding of biology with
conventions and formats with some errors but generally appropriate.
generally accurately and effectively. Applies generally some general effectiveness.
constructive individual and
collaborative work skills.

Prepares the outline of one or more biological Describes basic Applies some evidence to Demonstrates some basic
D investigations. connections between describe some basic knowledge and partial
Selects and may partly acknowledge one or more some data and problems and identify one or understanding of biological
sources of information about biology or an issue in concepts, and attempts more simple solutions, in concepts.
biology. to formulate a familiar contexts. Identifies and explains some
conclusion and make a Attempts to use some biological information that is
Uses apparatus and technological tools with simple prediction that
inconsistent care and effectiveness and attempts to biological terms, relevant to one or more social
may be relevant. conventions, formulae, and or environmental issues.
implement safe and ethical investigation
procedures. For some procedures, equations that may be Communicates basic
identifies appropriate. information to others using
Obtains, records, and displays findings of improvements that may
investigations using conventions and formats Attempts individual work one or more formats.
be made. inconsistently, and
inconsistently, with occasional accuracy and
effectiveness. contributes superficially to
aspects of collaborative
work.

Identifies a simple procedure for a biological Attempts to connect Identifies a basic problem Demonstrates some limited
E investigation. data with concepts, and attempts to identify a recognition and awareness of
Identifies a source of information about biology or formulate a conclusion, solution in a familiar context. biological concepts.
an issue in biology. and make a prediction. Uses some biological terms Shows an emerging
Attempts to use apparatus and technological tools Acknowledges the or formulae. understanding that some
with limited effectiveness or attention to safe or need for improvements Shows emerging skills in biological information is
ethical investigation procedures. in one or more individual and collaborative relevant to social or
procedures. work. environmental issues.
Attempts to record and display some descriptive
information about an investigation, with limited Attempts to communicate
accuracy or effectiveness. information about biology.

Page 2 of 16 Stage 2 Biology Task

Ref: A294025 (January 2014)
© SACE Board of South Australia 2014
 CELLS TEST
SECTION A: MULTIPLE CHOICE

Answer all questions in this section

Tests generally
Each multiple choice is worth two marks. begin with straight
forward questions
assessing
1. Which statement about chloroplasts is FALSE? Knowledge and
Understanding
J. They are organelles with a double membrane. which most
students should be
K. They contain their own genetic information and ribosomes. able to answer
L. They are found in eukaryotic and prokaryotic cells. correctly.
M. They contain ATP.

2. Many single celled organisms, such as Amoeba, feed by a process in which the cell
membrane engulfs solid food particles to form a food vacuole. This process is called

J. endocytosis.
K. active transport.
L. exocytosis.
M. osmosis.

3. Which one of the following statements correctly describes the function of the cell
membrane?

J. The cell membrane strengthens the cell and gives it shape.

K. The cell membrane selectively permits materials to pass into and out of the
cell.
L. The cell membrane contains a phospholipid bilayer embedded with proteins.
M. The cell membrane is composed of cellulose.

4. Refer to the following electron micrograph which shows an organelle from a cell in a
multicellular organism.

Source: U.S. Dept. of Health and Human

Services/National Institutes of Health

approx1 µm

The organelle is the site of

J. starch formation.
K. photosynthesis.
L. ATP synthesis.
M. glycogen storage.

Page 3 of 16 Stage 2 Biology Task

Ref: A294025 (January 2014)
© SACE Board of South Australia 2014
5. In a sample of human blood, the average diameter of the red blood cells was found to
be 8.0 micrometres. A student placed equal volumes of this blood in each of three
solutions of unknown concentration. After 10 minutes the student determined the
average diameter of the cells in each solution, with the following results.

Solution Average diameter in cells

I 8.8 micrometres
II 7.3 micrometres
III 8.1 micrometres

It would not be reasonable to conclude that

J. solution I was more dilute than blood plasma.
K. there had been net movement of water out of the cells in solution II.
L. if the cells had been placed in a solution more concentrated than solution II,
the cells would probably have burst.
M. the concentration of solutes in solution III was similar to the concentration of
solutes in the cells.

6. Which one of the following combinations correctly identifies a cellular structure, its
function, and the type of cell in which it is found?

Type of cell in
Cellular structure Function
which it is found
J. circular loop of DNA contains information for the eukaryotic
synthesis of proteins
K. ribosome the site of protein synthesis prokaryotic
L. linear DNA contains information for the prokaryotic
synthesis of mRNA molecules
M. endoplasmic the site for the packaging and eukaryotic
reticulum secretion of proteins

7. Refer to the following diagrams, which show three identical plant cells that had been
left to stand for 5 minutes in sugar solutions of different concentrations. The solution
inside the three cells initially had the same concentration as sugar
solution 2.

It would be reasonable to conclude that

J. the solution inside the cells initially was more concentrated than sugar
solution 1.
K. the solution inside the cells initially was more concentrated than sugar
solution 3.
L. sugar solution 1 was more concentrated than sugar solution 3.
M. sugar solution 1 was less concentrated than sugar solution 2.
Page 4 of 16 Stage 2 Biology Task
Ref: A294025 (January 2014)
© SACE Board of South Australia 2014
8. Refer to the following diagram, which shows the concentration of sodium ions inside
three sections along a kidney and in a cell next to each section of the tubule:
Questions such as
this are more
challenging
because they
require students to
connect two or
more ideas and
carry out some
problem solving.
Correctly
answering the
question provides
evidence of
Application at an
A level.

Which one of the following combinations correctly matches the processes that result in
the net movement of

 sodium ions out of section A

 sodium ions out of section B
 water molecules out of section C?

Process that results in the net movement of:

Sodium ions out of Sodium ions out of Water molecules out of
section A section B section C
J. Diffusion Active transport Osmosis
K. Active transport Diffusion Osmosis
L. Diffusion Active transport Active transport
M. Active transport Diffusion Active transport

9. Refer to the diagram below in which the cubes represent living cells. Cell A, Tissue B
and Tissue C all have the same volume.

Cell A Tissue B Tissue C

Which one of the following statements is correct?

J. In distilled water tissue B would gain water at a faster rate than cell A.
K. In distilled water the cells in tissue C would shrink at a faster rate than
cell A.
L. In a concentrated salt solution tissue C would gain water at a faster rate than
cell A.
M. In a concentrated salt solution tissue C would lose water more slowly than
tissue B.

Page 5 of 16 Stage 2 Biology Task

Ref: A294025 (January 2014)
© SACE Board of South Australia 2014
10. Which one of the following sequences of cell structures correctly describes the pathway
that leads to the production, transport, and secretion of the protein thyroxine by thyroid
gland cells?

J. Nucleus ribosomes endoplasmic reticulum Golgi body cell membrane

K. Nucleus ribosomes vesicle endoplasmic reticulum cell membrane
L. Ribosomes mitochondria Golgi body vesicle cell membrane
M. Ribosomes endoplasmic reticulum nucleus Golgi body cell membrane

11. Which one of the following combinations correctly matches components of eukaryotic
and prokaryotic cells with components of eukaryotic but not prokaryotic cells?

Components of Components of
eukaryotic and eukaryotic but not
prokaryotic cells prokaryotic cells
J Mitochondria Cell membrane
K Cell membrane DNA
L Cell membrane Mitochondria
M DNA Cell membrane

12. One consequence of having small regulated steps in an energy pathway is

J. an increase in the activation energy for the pathway.

K. a decrease in the amount of heat lost from the pathway.
L. a decrease in the amount of ATP released from the pathway.
M. an increase in the total energy released from the pathway.

13. Refer to the following diagrams, which show a process in which molecules move
through a cell membrane.

Questions such as
this allow students
the opportunity to
demonstrate their
Application of
The process show in the diagram is appropriate
biological
J. active transport. terminology.
K. diffusion.
L. osmosis.
M. phagocytosis.

Page 6 of 16 Stage 2 Biology Task

Ref: A294025 (January 2014)
© SACE Board of South Australia 2014
14. Refer to the following diagrams, which show the appearance of cells from a plant
tissue. Cells A, B, and C are undergoing various stages of mitosis. Cells D and E are
daughter cells formed immediately after cell division.

The plant tissue had been grown in a culture medium containing radioactive DNA Questions such as
nucleotides. The level of radioactivity in each cell was measured and the results this are more
are shown in the table below: challenging
because they
require students to
Level of radioactivity connect two or
Cell in diagram
(arbitrary units) more ideas and
A 102 carry out some
problem solving.
B 100 Correctly
C 52 answering the
question provides
D 51 evidence of
Knowledge and
Understanding at
Cells with the same amount of DNA have approximately the same level of an A level.
radioactivity.

For which cell was the level of radioactivity incorrectly measured?

J. A.
K. B.
L. C.
M. D.

15. Which one of the following statements about cell culture is incorrect?

J. The temperature of the culture is critical because it affects the rate of chemical
reactions in the cells.
K. A cell culture can be used to produce genetically identical human cancer cells.
L. A gene of interest can be transferred into a bacterium by cell culture.
M. Sterile conditions are needed in a cell culture to prevent the growth of
unwanted microorganisms. Questions such as
this which requires
16. Which one of the following statements about binary fission is incorrect? the selection of an
incorrect
J. Genetically identical daughter cells are produced. alternative are
generally more
K. Each daughter cell contains some of the DNA from the parent cell. demanding than
L. The cytoskeleton separates chromosomes into the daughter cells. those requiring the
M. DNA replication occurs before binary fission. selection of a
correct alternative.

Page 7 of 16 Stage 2 Biology Task

Ref: A294025 (January 2014)
© SACE Board of South Australia 2014
17. Refer to the following graph, which shows changes in energy during the progress of a
synthesis reaction, X, Y and Z indicate stages in the progress of the synthesis
reaction.

Questions such as
this allow students
to demonstrate
their Application
of evidence from
investigations to
solve problems in
new and familiar
contexts.

Which one of the following statements about this synthesis reaction is correct?

J. Between Y and Z an input of energy is required.

K. Between Y and Z energy is released as chemical bonds form.
L. Between X and Y energy is released as chemical bonds break.
M. Between X and Z there is an overall release of energy.

18. In eukaryotic cells the conversion of ADP and phosphate into ATP occurs

J. only in the mitochondria, and requires energy.

K. only in the cytoplasm, and releases energy.
L. in both the mitochondria and the cytoplasm, and requires energy.
M. in both the mitochondria and the cytoplasm, and requires energy.

19. Refer to the following diagram, which shows four stages in a cellular process.

The cellular process shown in the diagram above is

J. binary fission in a prokaryotic cell.

K. binary fission in a eukaryotic cell.
L. mitosis in a prokaryotic cell.
M. mitosis in a eukaryotic cell.

Page 8 of 16 Stage 2 Biology Task

Ref: A294025 (January 2014)
© SACE Board of South Australia 2014
20. Refer to the following diagram, which represents stages in the cell cycle.

Questions such as
this allow students
to demonstrate
their Application
of biological
concepts to solve
problems in new
and familiar
contexts.

Which one of the following statements is correct?

J. To prevent mitosis from taking place, a block would occur in a chemical

reaction in a stage from C to B.
K. DNA synthesis would occur in the stage from A to B.
L. Ribosomes will be particularly active in the stage from B to C.
M. All cells resulting from mitosis will continue to pass through the stages from C
to D, D to A, to B, and B to C again.

Page 9 of 16 Stage 2 Biology Task

Ref: A294025 (January 2014)
© SACE Board of South Australia 2014
SECTION B: SHORT ANSWER QUESTIONS

21. Eukaryotic cells evolved about 1.5 billion years ago in an environment that is thought
to have been very different from today’s environment.

a) State one piece of evidence to support this hypothesis that prokaryotic cells
probably existed before eukaryotic cells.

____________

2 marks

b) State and explain one piece of evidence to support the hypothesis that the
evolution of eukaryotic cells probably involved endosymbiotic events.

Questions
beginning with
different words
such as ‘State ….’
4 marks and ‘Explain ….’
provide students
with opportunities
to provide
22. Explain how mutations caused by carcinogens can induce cancer. evidence of their
knowledge and
understanding of
biological concepts
at different levels
against the
performance
standards.

4 marks

Note:
The mark scheme used in this test for the short answer questions follows the pattern that is used
for marking the external examination.
Two marks are allocated for one well-expressed piece of information. Questions that require an
explanation are worth four marks.
Therefore, in order to obtain full marks, students need to supply two relevant and connected pieces
of information.
In addition, where the answer to a question requires a biological term that is used in the subject
outline, students are expected to spell it correctly to be awarded full marks.

Page 10 of 16 Stage 2 Biology Task

Ref: A294025 (January 2014)
© SACE Board of South Australia 2014
23. Refer to the following diagram, which shows the structure of a cell.

Source: J.A. McLeod, This Living World, McGraw-Hill, Sydney, 1977, p. 182

a) State one piece of evidence that indicates that the cell shown above is an
eukaryotic cell.

2 marks

b) Which letter indicates where aerobic respiration occurs? 2 marks

c) Complete the following table by writing the name of the structures labelled B
and H and the function or purpose of that structure.

Structure Name of structure Function or purpose

4 marks

Page 11 of 16 Stage 2 Biology Task

Ref: A294025 (January 2014)
© SACE Board of South Australia 2014
24. Refer to the following diagram, which shows the structure of part of the cell
membrane of a bacterium.

(a) Name the molecules represented by W and X.

W:

X: 2 marks

(b) The recent appearance of bacteria that are resistant to a wide range of antibiotics
has led to increased research into new types of antibiotic. One of these types of
antibiotic comprises a hollow, cylindrical protein, which becomes incorporated in
the cell membrane of bacteria, as shown below.

Explain how the incorporation of a hollow, cylindrical protein in the cell membrane
could affect a bacterial cell.

4 marks

Page 12 of 16 Stage 2 Biology Task

Ref: A294025 (January 2014)
© SACE Board of South Australia 2014
25. Refer to the following diagram, which shows some of the events in the cell cycle of
eukaryotic cells.

(a) Compare the amount of DNA in a cell at G2 with the amount of DNA in a cell at
G1.

2 marks

(b) Compare the genetic composition of the daughter cells produced by mitotic cell
division with the genetic composition of the parent cell.

2 marks

(c) State one function of the cytoskeleton during mitotic cell division.

2 marks

(d) Researchers think that cells from elderly people may not respond to growth
hormones as effectively as cells from a baby.

Explain one possible reason for this, based on the structure of the cell
membrane.

4 marks

Page 13 of 16 Stage 2 Biology Task

Ref: A294025 (January 2014)
© SACE Board of South Australia 2014
26. Refer to the following diagrams, which show two successive stages, I and II, in the
division of a cell.

(a) Draw the chromosomes as they would appear next (in stage III of the division of
this cell).
4 marks

Questions such as
this allow students
to provide
evidence of
communication in
a different format.

(b) State one piece of evidence from the diagrams above to indicate that this is a
eukaryotic cell.

2 marks

(c) State two energy-using processes that occur during cell division.

(i) Process 1: ___________________________________________ 2 marks

(ii) Process 2: ___________________________________________ 2 marks

Note:
This test does not contain questions that will provide evidence of learning against the Assessment
Design Criterion Investigation. This criterion must be addressed in at least one Skills and
Applications Task. Questions relating to the recording and display of findings of investigations
using appropriate conventions and formats (I4) would be suitable.

Page 14 of 16 Stage 2 Biology Task

Ref: A294025 (January 2014)
© SACE Board of South Australia 2014
SECTION C: Extended Response

Content: 12 Marks Communication: 3 Marks

Credit will be given for clear, well-expressed answers that are well organised and relevant to
the questions.

27. Cell cultures have been widely used in studies of the growth and development of cells
and the regulation of cell division.

Describe
 the regulation of cell division;
 a method that is used for culturing cells;
 two contemporary examples of the use of cell cultures.

An Extended Response Question provides students with the opportunity to display their depth of
knowledge of biological concepts as well as demonstrate their written communication skills.

It provides evidence of Knowledge and Understanding of biological concepts, communication in

the extended response format, and the Application of appropriate biological terms and
conventions.

Page 15 of 16 Stage 2 Biology Task

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© SACE Board of South Australia 2014
 Note - The following is an excerpt from the Chief Assessor’s report:
An extended-response question is marked out of 15, with 12 marks being allocated for content
(each well-made point is worth 2 marks) and 3 marks for communication. This question has three
content parts, with each part being marked out of 4.
In awarding a communication mark, the following factors are taken into account:
 Is the response at least half a page in length and is it structured in the form of sentences
and paragraphs?
 Does the response use correct grammar and spelling?
 Does the response clearly explain concepts using relevant and concise biological
language?
Students should be able to fully answer an extended-response question in about one page of
writing. It is unnecessary for students to re-write the question or to provide an introduction to their
response. Both of these practices are time-wasting, receive no credit, and may even result in a
reduction in the communication mark.

Page 16 of 16 Stage 2 Biology Task

Ref: A294025 (January 2014)
© SACE Board of South Australia 2014