СОР_Биология_11_ОГН_англ

Methodological recommendations for Summative Assessment Biology

(social-humanitarian direction)

Grade 11

Nur-Sultan, 2020

 Methodical recommendations (Guidelines) are created to help the teachers in planning, organizing and conducting of summative assessment of units on the subject "Biology" for 11 grade students. Guidelines are prepared on the basis of the Subject programme and curriculum.

 Tasks for summative assessment of unit will allow the teacher to determine the level of achievement of the learning objectives by the students planned for a term. In the methodological recommendations for a summative assessment tasks, assessment criteria with descriptors and marks are proposed. The possible levels of educational achievements of students (rubrics) are also described in the booklet. Tasks with descriptors and marks are given as recommendations.

 Guidelines are intended for primary school teachers, school administrators, methodologists of education departments, regional and school coordinators for criteria-based assessment and other stakeholders.

 Resources that were used (pictures, texts, video and audio materials, etc.) in preparing the guidelines are publicly available on official Internet sites.

CONTENTS

Summative assessment for the unit «Ecology and the impact of human activities on the environment»63

TERM 1

Summative assessment for the unit «Molecular Biology and Biochemistry»

Tasks

• Antibodies are produced in response to foreign antigens and are Y-shaped in appearance. Fig. 1.1 shows general structure of antibody.

1

Figure 1.1

• (i) Identify structural elements of antibody presented on fig. 1.1.

(ii) Part of the antibody indicated in figure 1.1 by the number "1" is called the variable region. Briefly describe the reason this site is different in antibodies.

• Acquired human immunodeficiency syndrome (AIDS) is the terminal stage of HIV infection, in which the patient loses the function of the immune system and the person becomes vulnerable to any infections and diseases. Figure 1.2 shows the dependence of the number of lymphocytes on copies of HIV RNA.

Figure 1.2

Explain why a decrease in the number of lymphocytes leads to immunodeficiency.

• Figure 2.1 shows the mechanism of interaction of the enzyme and substrate.

1234

Figure 2.1

• (i) Identify the stages of enzymatic action presented on fig. 2.1.

(ii) Briefly describe the function of active site of enzyme.

• Figure 2.1 shows a diagram of two basic models of the interaction of an enzyme and a substrate, a lock and key model and a induced-fit model. At the moment, induced-fit model is supported by a lot of evidence.

Figure 2.1

Compare the two models of enzymatic action presented in figure 2.1.

• The central dogma of molecular biology describes the two-step process, transcription and translation, by which the information in genes flows into proteins: DNA → RNA → protein.

• Identify events occurring in transcription and translation.

Transcription: ; Translation: .

• Figure 3 shows an electron micrograph of a bacterial gene as it is being transcribed and translated.

Figure 3

Describe the main differences of protein biosynthesis in prokaryotic organisms in contrast to eukaryotes.

• Briefly describe the role of transfer RNA in production of a polypeptide.

• The genetic code is the set of rules used by living cells to translate information encoded within genetic material into proteins. Figure 4 shows the genetic code table.

Figure 4.1

Fill in all boxes in table 4.2 using figure 4.1 Table 4.2

A rubric for providing information to parents on the results of summative assessment for unit «Molecular Biology and Biochemistry»

Student name

Summative assessment for the unit «Nutrition»

Tasks

• Figure 1 demonstrates the general structure of chloroplast.

4

Figure 1

• Identify the main structural elements of chloroplast presented on fig. 1.

• Name the structural components of chloroplast, in which the light and dark phase of photosynthesis takes place.

Light phase Dark phase

• Photosynthesis represents the biological process by which plants convert light energy into sugar to supply plant cells. Photosynthesis takes place through several steps which occur during two stages: the light phase and the dark phase.

• Name the products of the light phase of the photosynthesis.

• Explain the role of the thylakoid membrane in photosynthesis.

• The Calvin cycle, or light-independent reactions, of photosynthesis are the chemical reactions that convert carbon dioxide and other compounds into carbohydrates.

• Name the products of the Calvin cycle.

• Explain how the products of photophosphorylation are used in the Calvin cycle.

• Changes in the atmospheric carbon dioxide concentration, light intensity and temperature alter the rate of photosynthesis. These three factors directly affect different stages of photosynthesis. Figure 4 shows the main curves of photosynthesis rate versus various factors.

Identify factors affecting photosynthesis rate and write them in boxes.

Figure 4

• Describe the three main differences between photosynthesis and chemosynthesis processes.

 A rubric for providing information to parents on the results of summative assessment for unit «Nutrition» Student name

TERM 2

Summative assessment for the unit «Transport of substances»

Tasks

• Sodium-potassium pump is an enzyme found in the plasma membrane of all animal cells. The process of moving sodium and potassium ions across the cell membrance is an active transport process.

Explain the reason why sodium potassium pump is an example of active transport.

• Water enters a plant through the root hair cells in the root, and moves across the root cells into the xylem, which transports it up and around the plant. Figure 2 shows three pathways of transport of substances in plants.

Casparian strip

Figure 2

• Identify the pathways marked "1, 2, 3" in Figure 2.

1

2

3

• Explain the role of Casparian strip in the uptake of water into the xylem vessels.

• Figure 3.1 shows the water potential in three cells

Cell ACell

Figure 3.1

• Identify the cell with higher water potential.

• In fig. 3.1 identify the directions where the net movement of water by osmosis occurs.

• Figure 3.2 shows a vessel separated by a semi-permeable membrane, part A contains a dilute solution, and part B contains a concentrated sugar solution.

Semi-permeable membrane

AB

Figure 3.2

Identify the part of the vessel with high water potential and explain your answer.

• Students conducted an experiment to determine the water potential of potato cells in solutions with different salt concentrations. The data of their experiment are presented in Figure 4.

Figure 4

• Identify the osmolarity of potato.

Water potential (Ψ) is determined by the formula: Ψ = ΨS + ΨP

Since the experiment was carried out in an open container, the pressure potential (ΨP) is zero. Therefore, the water potential will be equal to the solute potential (ΨS). For determination the solute potential this formula is used:

ΨS = -icRT (-i*c*R*T)

• • i ionization constant - no units, usually between 1 and 2 (1 for sucrose, 2 for NaCl)
  • C Molar concentration (osmolarity of potato)
  • R pressure constant 0=0.0831
  • T Temperature in Kelvin (273+ °C).
• Calculate the water potential of the potato, provided that the experiment was carried out at a temperature of 22^oC

Ψ= ΨS =

 A rubric for providing information to parents on the results of summative assessment for unit «Transport of substances» Student name

Summative assessment for the unit «Coordination and regulation»

Tasks

• There are two major systems for coordinating and controlling responses to stimuli: the endocrine and nervous systems. In the nervous system (fig. 1 A), neurons transmit signals along certain routes connecting specific locations in the body. In the endocrine system (fig.1 B), signaling molecules released into the bloodstream by endocrine cells are carried to all locations in the body.

Figure 1

• Describe two features of the endocrine system that make it more suitable for maintaining of homeostasis.

• Hormones are secreted by endocrine glands. Explain what is meant by the term endocrine gland.

• The regulation of body temperature in humans and other mammals is brought about by a complex system based on feedback mechanisms. The sensors for thermoregulation are concentrated in the hypothalamus. Within the hypothalamus, a group of nerve cells functions as a thermostat, responding to body temperatures outside the normal range by activating mechanisms that promote heat loss or gain.
• Identify the activity of organs in increasing of body temperature.

• Identify the the activity of organs in decreasing of body temperature.

• Insulin and glucagon are involved in the control of blood glucose concentration. Table below shows the effect of several events on the blood concentration of glucose, insulin and glucagon in a healthy person. Complete the table using the words increase, decrease or no effect.

• The menstrual cycle describes recurring changes that occur within the female reproductive system to make pregnancy possible. Figure 3 shows the flowchart of menstrual cycle.

Figure 3

• Describe the changes that take place in the ovary, as a result of the action of FSH.

• Describe the role of oestrogene in menstrual cycle.

• Chemicals known as plant hormones or plant growth regulators are responsible for most communication within plants. Initial research into plant hormones identified five major classes: abscisic acid, auxin, cytokinins, ethylene and gibberellins.

Figure 4

Figure 4 shows major function of auxins – stimulate stem elongation. Explain the mechanism of auxin work based on Figure 4.

 A rubric for providing information to parents on the results of summative assessment for unit «Coordination and regulation» Student name

Summative assessment for the unit «Reproduction»

Tasks

• Gametogenesis is a biological process by which diploid or haploid precursor cells undergo cell division and differentiation to form mature haploid gametes. Gametes are specialized sex cells that contain half of the number of chromosomes of the parent. In humans, the female gamete is called an ovum or egg, while the male gamete is called the sperm.

Figure 1.1

• Identify the structural elements of sperm cell presented on fig. 1.1.

• Name the structural elements of ovum presented on fig. 1.2.

Figure 1.2

A B C

• The formation of male gametes is known as spermatogenesis and the formation of female gametes as oogenesis.

Figure 2.1 showhs the general scheme of spermatogenesis and oogenesis.

Primary oocytePrimary spermatocyte

Secondary oocyte

Secondary spermatocyte

Ootid

Polar bodiesSpermatids

Figure 2.1

Identify the ploidy of the following stages of gamete formation.

• Figure 3 demonstrates the formation of gametes in male and female.

AB

Figure 3

• Name the processes A, B, C in figure 3.

A B C

• During gametogenesis, sex cells divide in different ways and also change their structure.

• Describe two differences between spermatids and spermatozoa (sperm cell).

• Describe two differences between ovum (egg cell) and polar bodies.

• Describe one similarity and two differences between the formation of gametes in males and females. Similarity

Differences

 A rubric for providing information to parents on the results of summative assessment for unit «Reproduction» Student name

TERM 3

Summative assessment for the units «Growth and development» and «Regularities of heredity and variability»

Tasks

• Stem cells are cells that can differentiate into other types of cells, and can also divide in self-renewal to produce more of the same type of stem cells.
• Stem cell therapy is the introduction of new adult stem cells into damaged tissue to treat disease or injury. Fill the table about stem cells.

• Immature egg could be used either to produce cells to treat some human diseases or to produce a baby as it shown in figure 1.

Figure 1

Embryonic stem cell research poses a moral dilemma. It forces us to choose between two moral principles:

• • The duty to prevent or alleviate suffering;
  • The duty to respect the value of human life;

In the case of embryonic stem cell research, it is impossible to respect both moral principles.To obtain embryonic stem cells, the early embryo has to be destroyed. This means destroying a potential human life. But embryonic stem cell research could lead to the discovery of new medical treatments that would alleviate the suffering of many people.

Express your opinion on these two moral principles.

• Genetic variation is the difference in DNA sequences between individuals within a population. Mutations and recombination are major sources of variation.

Figure 2

• The figure 2 shows mechanism of mutation and recombination.
• Identify and label on figure 2 mechanism of mutation and recombination.
• Explain your answer from (i).

• Incorrectly paired nucleotides that remain unrepaired mismatch repair become permanent mutations after the next cell division. Explain why they became permanent mutations.

• The Human Genome Project (HGP) was an international scientific research project from 1990-2003.
• State at least 2 goals of this project.

• In 13 years several major outcomes in different fields was made by HGP. State at least 2 achievements of the HGP in field of given spheres.

Identification of new genes

Understanding basic biology

• The Human Genome Project was completed in 2003, and in 2010 a larger international project, The Human Proteome, was launched, which was aimed both at studying the genome and studying proteins encoded by genes. In 2017, a new database of human genes was created - CHESS.

As you can see, the study of the human genome is developing very intensively, and this has its advantages and disadvantages.

• Describe the benefits of further study of the genome.

• Describe the disadvantages that arise from the study of the genome.

A rubric for providing information to parents on the results of summative assessment for units «Growth and development» and« Laws of heredity and variation»

Student name

Summative assessment for the unit «Cell biology»

Tasks

• Figures 1 shows a micrograph of organelles received with transmission electron microscope.

• (i) Identify the organelle labeled A in figure 1.1

(ii) Describe the function of the organelle labeled A in a micrograph of figure 1.1.

• (i) Identify the organelle labeled B in figure 1.2

(ii) Describe the function of the organelle labeled B in a micrograph of figure 1.2.

• Figure 2 shows a cell in which there is a large number of organelles labeled by box C.

Figure 2

• (i) Identify the organelle labeled by box C in figure 2.

(ii) Describe the function of the organelle labeled by box C in figure 2.

• The cell as shown in figure 2 contains a lot of organelle ‘C’. Suggest the possible function of that cell linked with function of that cell’s organelle.

• Figure 3.1 shows electron micrograph of plant cell.

Figure 3.1

• Since there is a scale in the micrograph, it becomes possible to calculate the magnification and the actual size of the organelle.

• Calculate the magnification of micrograph and show your working.

• Calculate the actual size of nucleus and show your working.

• Figure 3.2 shows micrograph of bacterium Vibrio vulnificus.

Figure 3.2

• Calculate the magnification of micrograph and show your working.

• Calculate the actual length of Vibrio vulnificus and show your working.

• Figure 4.2 shows cell viewed with optical microscope. The stage micrometer used has 100 divisions and a total length of 1mm.

• With reference to Figure 4.1, calculate the calibration of the eyepiece graticule; give your answers in micrometers. Show your working.

• Using your calculated calibration number from the previous question, what is the length of the cell in Fig. 4.2. Give your answer in micrometers.

 A rubric for providing information to parents on the results of summative assessment for unit «Cell biology» Student name

Summative assessment for the unit «Biotechnology»

Tasks

• The gram-positive bacteria retain the crystal violet colour and stains purple whereas the gram-negative bacteria lose crystal violet and stain red. Thus, the two types of bacteria are distinguished by gram staining.

Figure 1

• Identify types of bacteria in figure 1 by their structure.
• Identify more resistant to antibodies type of bacteria and give reasons for your answer.

• The bacterium marked with the letter B in Figure 1 has a double layer of the membrane, this prevents the penetration of many substances. Explain how these bacteria get nutrients.

• Recombinant DNA, molecules of DNA from two different species that are inserted into a host organism to produce new genetic combinations. For this, restriction enzymes are used. Restriction enzyme is a protein produced by bacteria that cleaves DNA at specific sites along the molecule. Figure 2 shows the DNA sequence carrying the necessary information.

Cut DNA fragment

A A T T C A A T C G T A C G

Sticky end

G T T A G C A T G C T T A A

Figure 2

• A number of different restriction enzymes are now available, some of them are shown in the table below:

• Name the restriction enzyme used in the example above (fig. 2).

• Explain why the ends of cut DNA fragment are known as ‘sticky ends’.

• In recombinant DNA technology, the piece of DNA which has been cut out is inserted into a plasmid which has been cut using the same enzyme.

• Explain importance of using the same restriction enzyme to cut plasmid.

• Name the type of enzyme used to join the cut fragment into the plasmid.

• The first animal to be successfully cloned was a sheep named Dolly, who was born in 1996. Dolly was cloned using the somatic cell nuclear transfer method (fig. 3).

Figure 3

Describe the principle of somatic cell nuclear transfer method, by the example of the Dolly sheep cloning.

• Enzymes are biological catalysts which speed up chemical reactions by lowering the activation energy. Enzymes are used in medicine in a variety of ways. Give two examples of the use of enzymes in medicine.

 A rubric for providing information to parents on the results of summative assessment for unit «Biotechnology» Student name

TERM 4

Summative assessment for the unit «Biomedicine and Bioinformatics»

Tasks

• Electromagnetic waves are produced by the motion of electrically charged particles. These waves are also called electromagnetic radiation because they radiate from the electrically charged particles.

• In 2008 Giladi et al. demonstrated that Electro Magnetic Fields of intermediate frequency was effective in arresting the growth of cells (direct inhibitory effect on cell growth).

Suggest medical use of the effect of EMF intermediate frequency on cell growth arrest.

• The table below summarizes the findings of scientists and public opinion regarding the effects of electromagnetic fields on human health.

Express your opinion on the effects of EMF on human health a give an argument in your favor.

• Bioinformatics is an interdisciplinary field that develops methods and software tools for understanding biological data. As an interdisciplinary field of science, bioinformatics combines biology, computer science, information engineering, mathematics and statistics to analyze and interpret biological data.

Describe the role of bioinformatics in molecular biology and the study of genome.

• In vitro fertilisation (IVF) is a process of fertilisation where an egg is combined with sperm outside the body, in vitro ("in glass"). Figure 3 shows the general scheme of IVF.

Figure 3

• Describe the general stages of IVF based on Figure 3.

• IVF provides people with the opportunity to have children but at the same time opens up a number of moral, ethical, and religious controversy.

Express your opinion on the ethics of IVF.

• Antibodies bind other molecules strongly and specifically and are therefore useful as reagents in research, diagnosis and therapy.

Figure 4

• Some of the steps in the production of monoclonal antibodies are shown in Fig. 4.
• Name this method of producing monoclonal antibodies.

• With reference to Fig. 4 explain what is meant by a hybridoma cell (step 4).

• With reference to Fig. 4 explain why hybridoma cells need to be formed (step 4).

• Suggest advantages of using monoclonal antibodies.

 A rubric for providing information to parents on the results of summative assessment for unit «Biomedicine and Bioinformatics» Student name

Summative assessment for the unit «Biosphere, ecosystem, population»

Tasks

• Species richness is often used as a criterion when assessing the relative conservation values of habitats or landscapes. Table 1.1 presents data on the number of certain insects species in three areas.

Table 1.1

• Calculate the species richness in table 1.1.
• State a conclusion about the species richness of these sites.

• Evenness is the proportion of species or functional groups present on the area. The more equal species are in proportion to each other, the greater the evenness of the area. A site with low evenness indicates that a few species dominate the area.

Table 2

• State a conclusion about the species evenness of these fields in table 2.

• State a conclusion about the ecosystem stability of these fields in table 2.

• During the field ecological investigation, a group of students investigated the number of plants of Tripholium pratense in various areas. They counted the number of plants in the grassland area and in the area near the salt lake using the quadrat sampling method; their results are in the table below. The students decided to use chi-squared test to analyze the data collected from two areas to see clover dependence on soil salinity.

• Complete the table below to determine the value of Chi-squared test.

Table 3.1

• State a null hypothesis.

The degrees of freedom the students should have used – 1.

Figure 3.2

• With reference to Figure 3.2, explain why you should accept or reject your null hypothesis.

• Students conducted a study comparing biodiversity in two sections of a field, the first section was grassland and the second section was a disturbed steppe. Each area is made up of a total of 100 organisms, drawn from combinations of ten species, A to J. Table 4.1 shows data of the investigation. To compare biodiversity in two sites, students decided to use the Simpson index.

Table 4.1 Species composition of two different communities.

The formula for determining the Simpson’s index is presented below.

n = number of individuals of each species present in the sample

N = the total number of all individuals of all species

• Simpson’s Index of Diversity for grassland was calculated, D=0.899. Calculate the Simpson’s index of diversity for disturbed steppe using table 4.2

Table 4.2

Simpson’s Index of Diversity for grassland =0.899

Simpson’s Index of Diversity for disturbed steppe =

• Draw a conclusion about biodiversity and ecosystem stability in these two areas.

 A rubric for providing information to parents on the results of summative assessment for unit «Biosphere, ecosystem, population» Student name

Summative assessment for the unit «Ecology and the impact of human activities on the environment»

Tasks

• Figure 1 shows atmospheric CO2 concentration at Mauna Loa, Hawaii. They were started by C. David Keeling of the Scripps Institution of Oceanography in March of 1958. The solid line represents the general trend.

Figure 1

• With reference to Figure 1, state the CO2 concentration in year 2000; include units.

• Describe two possible outcomes of climate change for ocean wildlife.

• Figure 2 shows the Graph showing that rising CO2 levels correlate with higher global temperatures. Global annual average temperature (as measured over both land and oceans) has increased by >1.5°F (0.8°C) since 1880 (through 2012).

Figure 2

• Explain the relationship between CO2 emissions and temperature increase.

• Describe two possible effects of global warming.

• The Aral Sea is considered to be an example of ecosystem collapse. The ecosystems of the Aral Sea and the river deltas feeding into it have been nearly destroyed, not least because of the much higher salinity. The receding sea has left huge plains covered with salt and toxic chemicals resulting from weapons testing, industrial projects, and pesticides and fertilizer runoff. Figure 3 shows shrinking of Aral sea for 54 years.

Figure 3.1

In 1987, the continuing shrinkage split the lake into two separate bodies of water, the North Aral Sea (the Lesser Sea, or Small Aral Sea) and the South Aral Sea (the Greater Sea, or Large Aral Sea).

In August 2005, the Dike Kok-Aral was built (labelled on fig. 3.1, presented on fig. 3.2). Dike Kok-Aral is a dam across a narrow stretch of the Aral Sea, splitting off the North Aral Sea from the much larger South Aral Sea.

The dam has caused the small Aral's sea level to rise swiftly to 38m, from a low of less than 30m. Economically significant stocks of fish have returned, and partly revivs the fishing industry and producing a catch for export. The sea, which had receded almost 100 kilometres south of the port-city of Aralsk, is now a mere 12 kilometres away as of 2015. The dam suspended the flow of the Syrdarya into the South Sea and accelerated its drying.

Figure 3.2

• Briefly describe the two positive and one negative effects of the construction of the Dike Kok-Aral.

• Suggest the possible solutions to the disaster of the Aral Sea.

• Desertification, erosion and overgrazing are serious problems in Kazakhstan. Desertification has eliminated substantial tracts of agricultural land. Wind erosion has had an impact in the northern and central parts of the republic because of the introduction of wide-scale dryland wheat farming. In the 1950s and 1960s, much soil was lost when vast tracts of Kazakhstan's prairies were plowed under as part of Khrushchev's Virgin Lands agricultural project.

By the mid-1990s, an estimated 60 percent of the republic's pastureland was in various stages of desertification.

Suggest the possible solutions to the desertification in Kazakhstan.

A rubric for providing information to parents on the results of summative assessment for unit «Ecology and human impact on the environment»

Student name