2013 Senior External Examination Biology Paper One ... · PDF file2013 Senior External...

2013 Senior External Examination

Biology Thursday 31 October 2013

Paper One — Question and response book 9 am to 11:40 am

Time allowed

• Perusal time: 10 minutes

• Working time: 2 hours 30 minutes

Examination materials provided

• Paper One — Question and response book

• Notepaper

Equipment/materials allowed

• QSA-approved equipment

• non-programmable calculator

• one A4 sheet of EBI question topic research notes

Directions

Do not write in this book during perusal time.

Paper One has three parts:

• Part A — Cell structure and function

• Part B — Physiology of organisms

• Part C — Organisms and ecosystems

Attempt all questions.

Suggested time allocation

• Part A: 55 minutes

• Part B: 40 minutes

• Part C: 55 minutes

Assessment

Paper One assesses the following assessment criteria:

• Understanding biology (UB)

• Investigating biology (IB)

• Evaluating biological issues (EBI)

Assessment standards are at the end of this book.

After the examination session

The supervisor will collect this book.

Take your research notes when you leave for use in Paper Two.

Supervisor use only

QSA use only

Supervisor’s initials

Marker number

––

Candidate use

Print your candidate number here

Attach barcode here

Number of books used

1 3

Planning space

Part A — Cell structure and function

Questions 1–8 assess Understanding biology (UB) and Investigating biology (IB).

Question 9 assesses Evaluating biological issues (EBI).

Attempt all questions. Write your responses in the spaces provided.

Suggested time allocation: 55 minutes.

Question 1 (UB)

Which organelle is in abundant quantities in cells that carry out photosynthesis in a leaf? Explain your response.

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Question 2 (UB)

Diffusion of substances into and out of a cell occurs across the cell surface. Describe how increasing the size of a cell will affect the rate of diffusion of materials into and out of the cell.

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Question 3 (UB)

State the function of the following in a cell:

a. carbohydrates

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b. nucleic acids

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2013 Biology — Paper One — Question and response book 1

Question 4 (UB)

The diagram below shows a portion of a cell.

a. What evidence would you look for to determine whether the cell is from a plant or animal?

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b. One theory suggests that, as humans age, the structure labelled Y become less efficient. Explain the consequences of this for an elderly person, taking into account the function of this organelle.

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Question 5 (UB)

Where in a plant cell would you expect to find the following?

a. glucose

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b. DNA

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Y

2 2013 Biology — Paper One — Question and response book

Question 6 (UB)

The diagram below represents a chemical reaction catalysed by an enzyme.

a. How does this model explain the idea of enzyme specificity?

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b. Some drugs kill parasites effectively because they block enzymes involved in biochemical pathways critical for the growth of the parasite. Using a diagram similar to that above, illustrate how these drug molecules could block the enzyme involved.

c. Amylase, an enzyme found in saliva, promotes the breakdown of starch to maltose. If saliva is mixed with starch, eventually all the starch will be broken down regardless of the amount of saliva added. Explain why this occurs.

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Step 1

enzyme substrates

Step 3

enzyme products

Step 2

enzyme–substratecomplex


Question 7 (IB)

The results below were collected in an investigation of the effect of temperature on the reaction rate of an enzyme.

a. Draw a graph of the results.

b. Estimate the rate of reaction at 25 °C.

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Temperature (°C)

Rate of reaction (mg of product formed per minute)

10 1.0

20 2.1

30 3.2

35 3.7

40 4.1

45 3.7

50 2.7

60 0


c. What conclusion can be drawn from the results? Explain why this occurs by linking the data to enzyme activity theory.

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Question 8 (UB)

The graph below shows the exchange of carbon dioxide in a plant at increasing light intensity.

The plant is undergoing photosynthesis when light is present. Why is carbon dioxide released from the plant at low light intensity?

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Light intensity

CO

exch

ange

2

intake

output

0


Question 9 assesses Evaluating biological issues (EBI). Write an extended response below.

Your response MUST refer to biological principles, concepts and ideas.

Plan your response carefully. If you write more than one draft, indicate which is to be marked.

Question 9 (EBI)

Stem cells are promoted as “the way of the future” for the treatment of many illnesses and therefore medical research into these cells should be a high priority.

Do you agree with this statement? Justify your decision.

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End of Part A


Part B — Physiology of organisms




Question 1 (UB)

Ringbarking involves removing part of the stem from plants (Diagram 1). After a plant has been ringbarked for some time, a swelling may occur above the ring (Diagram 2). If the substance in the swelling is removed and tested it is found to contain, among other things, glucose.

a. Explain the swelling in Diagram 2.

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b. From the results of testing the substance in the swelling, what is removed when a plant is ringbarked? Explain your response.

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Diagram 1 Diagram 2

swellingring of barkremoved

no swellingbelow ring


Question 2 (IB)

The following experiment was designed and undertaken by a Year 11 student.

Purpose — To investigate the effect of sunlight on green plants.

Hypothesis — Green plants need sunlight to survive.

Procedure — The student obtained two seedlings of the same species.

The student then:

• labelled two same-sized pots “Plant 1” and “Plant 2”

• potted the seedlings using a commercial potting mix, but ran out of potting mix for Plant 2 and topped it up with some soil from the school garden

• gave both plants 100 mL of water

• placed Plant 1 on the windowsill with plenty of exposure to sunlight and put Plant 2 in a dark cupboard to ensure it had no access to sunlight.

The student watered Plant 1 every two days for a period of two weeks but forgot about Plant 2, which was out of sight in the cupboard. At the end of the two week period, Plant 1 was thriving but Plant 2 was dead.

The student wrote the following conclusion:

Plant 2 was not exposed to sunlight until it died. The plant must have died due to lack of sunlight. The hypothesis that “green plants need sunlight to survive” is supported by the results of this experiment.

Evaluate the design of the experiment and propose refinements so that it more accurately and reliably tests the hypothesis.

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Question 3 (UB)

Occasionally a baby is born with a very serious congenital condition of the heart called tetralogy of Fallot.

There are four separate abnormalities in this condition:

• the aorta comes primarily or completely out of the right ventricle instead of the left

• the pulmonary artery is very narrow and allows very little blood to pass to the lungs

• the muscular wall between the right and left sides of the heart is incomplete, so the blood in the left and right ventricles is not kept separate

• the right ventricle is greatly enlarged.

a. Label the aorta, pulmonary artery and right ventricle on the diagram.

b. Describe how a narrow pulmonary artery would affect the volume of blood travelling to the lungs.

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c. How does the position of the aorta affect the oxygen content of the blood travelling to the body from the heart? Give reasons for your response.

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d. In this condition, is the hole between the ventricles an advantage or disadvantage? Give reasons for your response, considering all abnormalities.

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Heart with tetrology of Fallot(arrows show the flow of blood)


e. What physical symptoms would appear in a baby who was suffering from this condition, and why?

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Question 4 (UB)

During bacterial infection, degenerating tissues and the bacteria themselves release proteins called pyrogens which change the set point of the “thermostat” in the brain from around 37 °C (normal body temperature) to, for example, 40 °C. The body carries out the regulatory changes necessary to raise and maintain normal body temperature at this new set point of 40 °C.

A crisis point is said to have been passed when the production of pyrogens decreases and allows the brain thermostat to return to its normal set point of 37 °C; the body now interprets the temperature of 40 °C as being too hot. This situation is represented graphically below.

Decide if each statement below is true or false. Give reasons for your decision.

a. Blood vessels in the skin would dilate between 8 and 35 hours.

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b. At 42 hours, when the body temperature is about 39 °C, the person would be sweating.

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Temperature during bacterial infection

Time (h)

Body temp.( C)°

Actual body temperature

“Thermostat” setting

41

40

39

38

37

36

350 10 20 30 40 50 60


Question 5 (IB)

An experiment was carried out on mice to determine whether the pituitary gland controlled growth. Ninety mice were divided into three equal groups. Treatments and results are shown below.

a. Which is the control group in this experiment? Explain your response.

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b. What hypothesis does the data support? Justify the hypothesis by referring to the data.

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Treatment

Group I II III

Average mass(g)

Pituitary gland removed

Pituitary gland removed and daily

injections of pituitary gland hormone given

No treatment

At start 218 221 214

After one month 200 530 527


Question 6 (IB)

You are provided with the following materials:

• potatoes

• distilled water

• 0.9% salt solution (normal saline)

• 3% salt solution

• evaporating basins

• a knife.

Design an experiment to illustrate the osmotic effects of distilled water and 3% salt solution upon potato slices.

a. Provide a methodology addressing variables and controls, and planning replicate treatments.

b. Identify the types of data to be collected.

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Question 7 (UB/IB)

The diagram below outlines an experiment on the growth of coleoptiles (the growing tips of plant shoots).

Substances cannot pass through mica sheets.

a. What type of plant response is this experiment investigating?

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b. Formulate and justify a hypothesis to explain the difference in the experimental results.

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c. The stimulus–response model of homeostasis can be applied to plants. Draw a stimulus–response diagram for coleoptile Y.

End of Part B

mica sheets

X XY Ycoleoptilespreviouslygrown in

uniform light

light directedfrom one side

severalhourslater


Part C — Organisms and ecosystems


Question 7 assesses Evaluating biological issues (EBI).



Question 1 (UB)

Refer to the following food web.

a. Name one organism from this food web which is a producer.

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b. The following food chain is from the food web

phytoplankton zooplankton shrimp large fish pelicans

Which heterotroph in the food chain would you expect to be present in the greatest numbers?

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c. If most of the shrimp are removed from the food web, what would be the effect on the populations of other organisms in the food web? Justify your response.

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large fish

cormorants pelicans

shrimpworms

mussels

zooplankton

algaephytoplankton

small fish

water snails


Question 2 (UB)

Choose and name an organism: ...........................................................................

Describe a structural, physiological and behavioural adaptation of the organism. Explain how the adaptation assists the organism to survive in its environment.

structural

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physiological

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behavioural

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Question 3 (UB)

Species that expand into a new area, as feral cats did in areas of Australia, typically show a period of rapid population growth followed by a slowing of population growth as the population settles around a level that can be supported by the environment.

Explain why an introduced species initially exhibits rapid population growth. What causes the population growth to slow down?

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Time

Po

pu

lati

on


Question 4 (UB)

a. A tapeworm lives in the gut of a human and absorbs nutrients. Name this relationship.

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b. Describe how each organism is affected by the interaction.

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Question 5 (UB)

Use examples to describe the differences between populations, communities and ecosystems.

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Question 6 (IB)

Use the following description of the feeding relationships in a forest community to draw a food web.

On a fallen log in the forest, cockroaches, millipedes and wood-boring grubs can be found feeding on the sap and dead wood. The grubs of click beetles eat wood-boring grubs. Centipedes eat cockroaches and millipedes. Frogs feed on cockroaches, centipedes and millipedes. Slaters and earwigs feed on grass in the area. Huntsman spiders prey on millipedes, slaters and earwigs. Grass skinks eat slaters, huntsman spiders and earwigs.


Question 7 assesses Evaluating biological issues (EBI). Write an extended response below.

Your response MUST refer to biological principles, concepts and ideas.

Plan your response carefully. If you write more than one draft, indicate which is to be marked.

Question 7 (EBI)

Shark numbers in the wild are in decline.

Predict the impacts on the environment of decreasing shark populations.

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End of Part C

End of Paper One


Additional pages for responses (if required)

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Part Question


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