DETAILED SOLUTIONS

AREA OF STUDY 1, TEST 2

THE MAKINGS OF CELLS 2

December 20, 2012

Question 1
Part a.

This question is in two parts, and requires you to be able to recognise cellular organelles and understand and be able

to recall their function.

Upon reading the question, three important details are to be noted in order to best answer the question:

The cell in this case is an animal cell

The organelles/structures needed to be included are the nucleus (with contents), mitochondria, Golgi complex, rough
endoplasmic reticulum, smooth endoplasmic reticulum, transport vesicles, and the cell plasma membrane.

The question is worth 2 marks, hence at least two points must be made, ideally one for each part of the question.

The easiest way to approach the question from there is to simply tick o the organelles that are present.

Following such a

technique, it can be noticed that there are no mitochondria present.

The next part of the question is a recall question regarding the main function of the mitochondria.

The easiest way is to

understand that the mitochondria is essentially the cellular power plant of the cell. Hence, being the site of aerobic respiration.
The mitochondria also has many secondary roles, including roles in the cell death, roles in cell signaling, roles in the cell
cycle, and roles in cellular dierentiation. All of these roles are secondary to it's main role of being the site of aerobic respiration.

Part b.

This question is essentially a recall question.

Upon reading the question, three important details are to be noted in order to best answer the question:

The stem of the question mentions that only functional dierences are to be used, that must be kept in mind when
reading the rest of the question.

The question asks for describe the dierence, hence a clear distinction between the rough and smooth endoplasmic reticula
(ER) must be made. Simply stating a comparison is not acceptable to gaining full marks for this question.

The question is worth 2 marks, hence plan the question to have at least two dierent points. An ideal approach to questions
like these is to abide by the formula: dierence between the two, comparative statements, concluding sentence using the
comparisons to show the dierence.

Therefore, the rest of the task is simple recall. As mentioned in the above formula, rstly state a sentence that clearly shows
what type of dierence it is going to be, in this case, it must be a functional dierence as hinted by the question stem: The
smooth and rough endoplasmic reticulum (ER) dier by their function. It is important that you don't say The smooth and
rough ER... as you have not given an indication as to what ER stands for.
From there, detail the function of each ER. An easy way to remember the role of the rough ER is to think about why it
is rough: the attached ribosomes. Hence, it's function is going to involve proteins, namely protein distribution for the cell. The
smooth ER is a major site for lipid synthesis (oils, phospholipids and steroids mainly) as well as other roles such as detoxication,
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metabolism and regulatory roles.

Finally, make sure you remember to come back to what the dierence is again: Hence, their function diers.

That sums

up your response and gives it a very complete look as it shows you have directly answered the question.

Part c.

Again, this is a recall question, and one that is directly related to a dot-point in the Study Design: the packaging,

transport, import and export of biomacromolecules (specically proteins). Hence, it is essential knowledge.
Upon reading the question, two important details are to be noted in order to best answer the question:

The question is making specic reference to two organelles: the Golgi complex and the rough ER. Hence, both are vital
inclusions in any response.

The question is worth 3 marks and asks for three things: protein synthesis, packaging and transport (out of the cell). Hence,
an appropriate and logical response structure would be a sentence (or dot-point) for each of the three, hence making sure
you get all three marks.

With this structure in mind, your approach to the question will be very organised as you recall the three stages.
For those who may be confused, an easy method for remembering the synthesis stage is to ask yourself:

where does it

occur?. The answer: ribosomes. Next: and in the context of the question, where would I nd ribosomes?. The question
mentions, the rough ER and the Golgi complex, and ribosomes are denitely found on the rough ER as mentioned in part b.
Hence, the polypeptide must be created and be prepared to be packaged at the rough ER.
Next, is the packaging stage.
sac-like structures (cisternae).

Again, if you are stuck, think of what the rough ER is: it is a membranous network of at
Hence, think of membranes and membranous structures: vesicles.

Proteins are packaged into

vesicles, which are essentially small portions of the rough ER's own membrane. These vesicles are free to move around the cytosol.
Finally, the transport stage. Again, if you are stuck, think about the question systematically (all part of good exam technique).
This stage must occur via the Golgi complex, as this organelle has been mentioned in the question but has not been utilised yet.
The Golgi complex, like the rough ER is a membranous organelle. Hence, it is able to receive the vesicles and store the contents
or re-package them for transport. Here, it important to address the question: and transport (out of the cell): the question
refers specically to exocytosis, hence this must be mentioned in the response.

Part d.

This question required you to draw from your knowledge of enzyme activity and apply it to various given scenarios.

Upon reading the question, four important details are to be noted in order to best answer the question:

The question does not require any assumed information regarding hydrolase enzymes, hence the enzyme in use is a ctional
hydrolase K.

The question specically states to anaylse the eect that the condition will have on the activity of any one hydrolase K
enzyme. This is important as it shows a clear dierentiation from the combined activity leading to an overall reaction
rate.

There is a large excess of substrate and cofactor, and no inhibitors present at the starting conditions. In most contexts,
excess can be assumed to be innite, as in this question.

The

starting

conditions are given, but there is no mention of the

optimal

conditions.

Part d.(i) involves a small increase in pH to make the conditions more basic to a pH of 7.5. It should be known that changes in
pH do eect enzyme activity, however, in the question stem, there is no mention of the optimal pH that this enzyme is active
at. Hence, the change in activity cannot be determined.
Part d.(ii) involves a large increase of temperature to make the conditions 117 degrees Celsius, a very high temperature.

It

should be known that most enzymes typically denature at temperatures above 45 degrees Celsius, this means that at above this
temperature, they lose their three-dimensional functional shape through loss of essential bonding within them. Hence, there will
be a decrease in activity as all the enzymes will be denatured.
Part d.(iii) is an addition of excess irreversible competitive inhibitors that are active at starting conditions. These inhibitors
usually covalently modify the enzyme's functional shape, leading to a permanent loss of function. The use of the word excess
in the question means it is safe to assume that all the enzymes will be eected by this change. Hence, there will be a decrease
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in action.
Part d.(iv) involves a double in enzyme concentration. However, enzyme concentration levels are not important, as the stem
specically asks for the eect that the condition will have on the activity of any one hydrolase K enzyme.

Hence, as the

substrate and cofactor is in a large excess, the activity of any single enzyme will not increase or decrease. The overall reaction
rate will increase, but this does not correspond with the activity level of any single enzyme.

Part e.

This question required you to draw from your knowledge of rates of reaction from both the enzyme concentration

aspect and the substrate concentration aspect in a graphical sense. For some, this may also be recall.
Upon reading the question, two important details are to be noted in order to best answer the question:

The question asks for both relationships to be drawn on the same axis and in dierent styles, one a solid line, the other a
dotted (or dashed) line.

The question also provides the conditions for each relationship and those must be taken into account when sketching the
graphs.

Essentially, this was an enzyme kinetics question, and as such, formal explanations on how each of the curves can be derived is
much beyond the scope of the course.
For the enzyme concentration curve, as there is an excess substrate and cofactor, the reaction rate will continue to rise at
a steady rate. For the simplicity of VCE Biology, assume this is because the substrate is in excess, each enzyme will always be
catalysing reactions and therefore, by increasing the concentration of the enzymes, there are simply more enzymes catalysing
reactions.

Hence, a linear curve is produced as this concentration increase is a direct linear correlation with the increase in

overall reaction rate.

For the substrate concentration curve, this is a much more complicated theory (as described by MichaelisMenten kinetics,
a topic far beyond the scope of VCE Biology), however, the graphical knowledge is within the Study Design. Essentially, as the
substrate concentration increases, the rate of increase of the reaction rate, will decrease while increasing. In other words and
again for the simplicity of VCE Biology: the number (concentration) of enzyme is xed and more and more substrate it added.
Initially, this will cause a rapid increase in the reaction rate, however, as the substrate concentration increases and increases,
nearly every enzyme will be catalysing a reaction (not every enzyme due to the random nature of molecular interactions). Hence,
the curve will plateau to a point. Due to the arbitrary scale, the region or height of the plateau is not of signicant importance.

Part f.

This question required was simple recall on a detail of the course.

Upon reading the question, one important detail is to be noted in order to best answer the question:

that the question is

1 mark and hence only requires a basic explanation.

Hence, an appropriate response details the basic role of the cofactor:

essentially a non-protein substance that is essential

to the activity of the enzyme by binding to it during it's activity. Further details, such as that there are two main groups of
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cofactors (coenzymes which are loosely-bound to the enzyme, and prosthetic groups which are tightly bound to the enzyme)
were not required to gain full marks for this question.

Question 2
Part a.

This question required you to apply your knowledge to the given stem and diagram.

No prior knowledge of the

condition maple syrup urine disease (MSUD - which is a real condition) was expected or needed for any of Question 2.
Upon reading the question, two important details are to be noted in order to best answer the question:

The only enzyme involved in MSUD is the branched-chain alpha-keto acid dehydrogenase complex (BCKDC), and hence,
it is its actions that need to be understood from the stem and the diagram to answer the question.

The question specically asks for what is likely to occur, meaning that a broader approach must be taken when responding
to the question. This is a tricky 1 mark question in that sense.

From the diagram, it is clear that BCKDC is involved in catalysing the reaction of the breakdown of branched amino acids
to Acetyl Co-A. The other boxes are largely irrelevant for this question. Hence, if BCKDC is faulty, this pathway will be disrupted. This however, does not fully answer the question. Taking a broader look on the question, this is also likely result in free
amino acids in the bloodstream or in the cells. This broader response is needed because this is also the result of the faulty BCKDC.

Part b.

This question required you to apply your knowledge of cell metabolic pathways to this scenario. The scope of Unit 3

includes concepts such as aerobic and anaerobic cellular respiration.

Upon reading the question, two important details are to be noted in order to best answer the question:

The questions specically asks whether or not the individual will be able to produce Acetyl Co-A, not just if they will be
able to produce it from this pathway. This is a general question where the wording is of vital importance.

The question also asks for reasoning. As the question is worth 2 marks, it is safe to assume 1 mark is for the decision
regarding its production and the second is for logical reasoning.

Recalling cellular pathways would make it clear that Acetyl Co-A is produced from a number of dierent avenues. Although
the diagram would indicate that a faulty BCKDC in an individual with MSUD would stop the production of Acetyl Co-A, it
important to realise that this is not the only pathway for its production, and that many alternate pathways also produce this
molecule for the body.

Part c.

This question required you to apply your own logic to this scenario, and to think outside of the box to gain the

marks. The question encouraged creativity and critical thinking, and hence, a few responses could be accepted, even if they were
not strictly correct by a real doctor's approach.
Upon reading the question, two important details are to be noted in order to best answer the question:

The question asks to give two ways of testing, no explanation of why you chose these is necessary.

Hence, it can safely be assumed that each mark of the 2 marks corresponds to one method of testing.

Responses to this question could be broad. Common lines of thought would point to a few in particular:

Identication of the condition through a urine sample - this is because the question stem states that the illness is characterised by a sugary smelling urine, hence, just noticing whether this odour was present could lead to a decision being
made since the smell is the primary characteristic of MSUD.

Ordering a blood test to see if there are increased levels of blood plasma concentration of branched amino acids - as tackled
in part a. when BCKDC is faulty, there will be a extra amino acids in the blood plasma. A typical blood test would enable
one to check for this increase in concentration.

Genetic screening of the individual as the condition is genetic - the question stem mentions Maple syrup urine disease
(MSUD) is a genetic condition, hence genetic testing (screening for example) would allow a doctor to see if the condition
may be present. Details of such screening are covered in far more depth in Unit 4.

A detailed questionnaire that will result in diagnosis being made possible - this is an option that would probably not be put
into practice by a real doctor, but is a valid option for students without prior medical background. This response relies on
questions being asked to the patient, possibly questions based on symptoms or genetics, in order to come to a conclusion.
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Part d.

This question required you to apply your own logic to this scenario, and in particular, your answers to the previous

questions and your understanding of the information in the stem.

Upon reading the question, two important details are to be noted in order to best answer the question:

The stem states assume all symptoms (short-term and long-term) are due to the inaction of BCKDC, hence, the resultant
of the faulty BCKDC is the basis for the change in diet.

The question is only worth 1 mark, so no explanation is needed.

As per the answer to part a. as well as the diagram, a fault in BCKDC will lead to an increase in certain branched amino acids.
From the stem, it is this change that is the root of all the symptoms, both short-term and long-term. Hence, an appropriate
diet would be one that is low in those amino acids, because then the problem becomes much less of an issue due to less of those
amino acids being needed to be digested in the rst place.

Part e.

This is a simple recall question based on essential knowledge regarding enzyme denition and action.

Upon reading the question, one important detail is to be noted in order to best answer the question:

the denition and

function must relate to metabolic processes specically. Hence, an appropriate answer incorporates knowledge that an enzyme
is a biological catalyst that has the role of speeding up metabolic reactions with the result that the reactions are sped up enough
as to sustain life.

Question 3
This question is part recall of the scientic method, and part understanding how to interpret a large chunk of information correctly.
Upon reading the question, three important details are to be noted in order to best answer the question:

The variable being tested is the type of Cat Cube with the intent of seeing the result on the blood pressure.

All other variables are not to be changed and there is enough equipment to control them.

This question is worth 3 marks, hence three distinct point must be made.

The easiest method of devising an experiment is by following the following structure: hypothesis, experiment, and results. Not
only is this a clear and concise structure, it will easily show the examiner that you have structured a response that is worthy of
the full three marks. Structuring a response in dot-point form may also be of assistance in this question.
Firstly, for hypothesis:

think about the denition of the word.

It means a proposition.

Hence, it is essential that you ac-

tually make a proposition. However, note that your hypothesis is only one of many, hence, it is important that you use the term
possible when referring to your constructed hypothesis. A sample: A possible hypothesis could be that cats that were fed
Cat Cube Blend A (the high ber type) will have a lower resting blood pressure than those that were fed Cat Cube Blend B
(the low ber type). This hypothesis clearly states the intention of what the results from the experiment will show.
Secondly, the experiment itself. It's important here that you understand what is being tested and how you are going to test it
to achieve what your hypothesis. In this case, the two dierent Cat Cubes are being tested and hence, that is the variable
that must be altered and all other variables are to remain constant. The simplest way to test the variable is to create two equal
groups, preferably large in size. This way results can be obtained easily, and there will be a lesser margin of error due to large
group sizes. Hence, an appropriate response would be: An appropriate experiment structure would be dividing the cats into
two equal groups of 30 cats (for example), and have one group being fed Cat Cube Blend A, whilst the other group being fed
Cat Cube Blend B, keep all other variables constant such as water supply, shelter, etc.
Finally, the results. Results must relate back to the hypothesis and the experiment and must show the two linking in some way.
In many ways, it resembles a concluding line, summing up the experiment's ndings (hence, results). An appropriate response:
The result would be that the average blood pressure of the cats that were fed Cat Cube Blend A would be lower and closer
to normal blood pressure than those that were fed Cat Cube Blend B, as per the hypothesis.
Note that another appropriate response for this question would be to say that Cat Cube Blend B was the more successful blend of food, rather than the answers listed detailing the opposite.