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Level 3 Biology
BEANZ Mock Examination
2009
Assessment
Schedule
Achievement Standard 90717
B 3.5 Describe patterns and processes of evolution
Credits: 3
Question 1
Question
a.
example
1
Patterns of Evolution
Evidence for
Achieved
Evolutionary pattern
identified or described.
Example 1:
Convergence or Convergent
Evolution.
or
Evolution in which 2 or more
unrelated species evolve
similar adaptations in
response to similar niche
requirements.
Evolutionary pattern
identified or described.
a.
example
2
Example 2:
Co-evolution
or
Each species affects
evolutionary change in the
other
Evolutionary pattern identified
or described.
a.
example
3
Example 3:
Punctuated Equilibrium
or
Periods of rapid evolutionary
change separated by periods
of little change (stasis).
Evidence for
Achieved with Merit
Must identify or describe
AND explain
Convergence occurs where 2
or more unrelated groups
evolve similar adaptations
because they occupy similar
niches (are subjected to
similar selection
pressures).
As a result of similar selection
pressures similar adaptations
have evolved in grasses and
conifers to ensure pollen
transfer occurs successfully
(pollen structure and
quantity).
Must identify or describe
AND explain
Co-evolution occurs where
each species has reciprocal
evolutionary effect / each
species acts as a natural
selective influence on the
other.
In this case birds have
evolved a flower opening
behaviour whereas the
flowers inability to open and
sexual structures are adapted
to bird pollination.
Must identify or describe
AND explain
In the case of human brain
size there are periods of rapid
change (approx 2 MYA and in
the last 0.5 MY)
separated by periods of
relative little change (4 – 2.5
MYA and 1.5 – 0.5 MYA)
Evidence for
Achieved with Excellence
2
Description of triggers of
rapid bursts of evolutionary
change:
These periods are associated
with either:
 climatic or other
environmental change
and/or
 evolution of a major
adaptation that gives
significant advantage
b.
Alternative answer using an
example of student’s choice
Description as above
Total
Q1
Assessment
for Q 1
/4
Student gains
Achieved
for this question if:
 3 of 4 opportunities for ‘A’
are answered correctly.
Explanation of the
mechanism of punctuated
equilibrium
i.e.
involves a positive feedback
mechanism, once an
evolutionary changes occur
its consequences
accelerate the original
change
OR
explanation of why the
periods of rapid evolutionary
change occurred /
identification of the triggers:
 evolution of a tool culture
which led to greater food
availability / change from
scavenger to hunter which
in turn led to greater
survivorship.
 development of language
and its importance in
social organisation,
efficient hunting, etc which
led to increased food &
survivorship etc.
 increased rate of cultural
evolution, social
organisation, better
hunting etc led to
increased food &
survivorship etc.
Discussion involves
evaluation of mechanisms
of punctuated equilibrium
i.e.
involves a positive feedback
mechanism, once an
evolutionary changes occur
its consequences
accelerate the original
change
AND
explanation of why the
periods of rapid evolutionary
change occurred /
identification of the triggers:
 evolution of a tool culture
which led to greater food
availability / change from
scavenger to hunter which
in turn led to greater
survivorship.
 development of language
and its importance in
social organisation,
efficient hunting, etc which
led to increased food &
survivorship etc.
 increased rate of cultural
evolution, social
organisation, better
hunting etc led to
increased food &
survivorship etc.
Alternative answer using an
example of student’s choice
Positive feedback
mechanisms explained as
above
OR
explanation of why the
periods of rapid evolutionary
change occurred /
identification of the triggers as
above
Alternative answer using an
example of student’s choice
Positive feedback
mechanisms explained as
above
AND
explanation of why the
periods of rapid evolutionary
change occurred /
identification of the triggers as
above
/4
/1
Student gains
Achieved with Merit
for this question if:
 3 of 4 opportunities for ‘A’
are answered correctly
and
 3 of 4 opportunities
for ‘M’ are answered
correctly.
Student gains
Achieved with Excellence
for this question if:
 3 of 4 opportunities for ‘A’
are answered correctly
 3 of 4 opportunities for ‘M’
are answered correctly
and
 the opportunity for ‘E’ is
answered correctly
3
Question 2
Reproductive Isolating Mechanisms.
Evidence for
Achieved
Question
a.
b.
i.
E
A
--B
D
--C
Evidence for
Achieved with Merit
Evidence for
Achieved with Excellence
All must be correct
Both defined:
Pre-zygotic: any
Reproductive Isolating
Mechanism (RIM) that acts to
prevent fertilization.
Post-zygotic: any RIM that
acts after fertilization.
Both ideas explained.
Both ideas discussed and
linked to explanations.
Pre-zygotic RIMs (Temporal,  Energy devoted to the
Behavl, Str / Mech, &
production of an inviable /
Gametic) use less energy /
sterile hybrid is not being
time and thus involve less
used to produce fertile
wasted effort.
offspring. Thus the
reproductive potential of
Post-zygotic RIMs (Hybrid
the parents involved is
inviability, Hybrid sterility,
diminished. (usually this is
Selective hybrid (F2)
more serious for females
inviability) are more energy
who have a limited
and time wasteful or ‘energypotential to produce
expensive’ i.e. energy is used
offspring).
in the production of a hybrid
Discussion evaluates
that cannot pass its genes on. advantages to individual
organisms
 Such behaviour is less
likely to be passed on and
thus is selected-against.
(Pre-zygotic RIMs are
selected-for).  i.e. there
is an evolutionary trend
from pre-zygotic to postzygotic. Thus reproductive
potential of the species
improves.
Discussion evaluates
advantages to the species
b.
ii.
Total
Q2
Assessment
for Q 2
/2
Student gains
Achieved
for this question if:
 both opportunities for ‘A’
are answered correctly.
/1
Student gains
Achieved with Merit
for this question if:
 ONE opportunity for ‘A’
answered correctly
and
 the opportunity for ‘M’ is
answered correctly.
/1
Student gains
Achieved with Excellence
for this question if:
 ONE opportunity for ‘A’
answered correctly
 the opportunity for ‘M’ is
answered correctly
and
 the opportunity for ‘E’ is
answered correctly
4
Question 3
Question
a.
b.
c.
Total
Q3
Assessment
for Q 3
Competition between sympatric species
Evidence for
Achieved
Must describe species not
speciation (divergence).
(Related) species that occupy
the same geographic area /
geographic ranges overlap.
Speciation or divergence
occurred in geographically
separated areas OR in
isolated populations where
gene flow (interbreeding) was
prevented by geographic
barriers.
2 parts:
1. Recognition that the 2
species occupy different
niches
or
reference made to Gause’s
Principle
Despite
2. the obvious competition
between the 2 species
or
their close evolutionary
relatedness.
/3
Student gains
Achieved
for this question if:
 2 of 3 opportunities for
‘A’ are answered
correctly.
Evidence for
Achieved with Excellence
Evidence for
Achieved with Merit
Subsequent removal /
disappearance of the
geographic barrier occurred
allowing the 2 (populations
now) species to merge or
migrate so that their ranges
now overlap.
Explanation of how the
niches are different i.e.
 Habitat preferences differ
i.e. open habitats vs.
forest
 Food preferences differ
i.e. plant material vs.
invertebrates.
/2
Student gains
Achieved with Merit
for this question if:
 2 of 3 opportunities for ‘A’
are answered correctly
and
 both opportunities
for ‘M’ are answered
correctly.
Evaluation:
Natural selection will tend to
increase or accentuate the
differences between the
niches of the 2 species
(this is called character
displacement)
+ discussion
those individuals in both
species that have habitat and
food preferences that are
most dissimilar to the other
species will avoid (experience
least) interspecific
competition and thus will be
the most (reproductively)
successful, (thus leaving
more offspring / contributing
most to the gene pool of the
next generation).
/1
Student gains
Achieved with Excellence
for this question if:
 2 of 3 opportunities for ‘A’
are answered correctly
 both opportunities for ‘M’
are answered correctly.
and
 the opportunity for ‘E’ is
answered correctly
5
Question 4
Question
a.
b.
c.
d.
Total
Q4
Assessment
for Q 4
Leucogene Phylogeny
Evidence for
Evidence for
Evidence for
Achieved
Achieved with Merit
Achieved with Excellence
Title has 2 parts and must be
descriptive:
1. Divergence / Adaptive
Radiation / Phylogeny etc
of
2. NZ Edelweiss / Leucogenes
species.
Or similar
Species defined:
group of actively or potentially
interbreeding individuals
separated genetically from other
such groups. OR group of
organisms that interbreed
successfully in natural
environments.
Speciation
Difference between sympatric and allopatric
defined:
speciation explained: i.e.
Process that
Sympatric: 2 (or more) species evolve in the same
promotes
area / without geographic separation
divergence and the
Allopatric: species arise in different areas /
evolution of new
geographically separated populations
Plus recognition that speciation in this example is
species
Or similar
likely to be sympatric.
NB. Speciation by polyploidy is always sympatric
(polyploidy species evolves in the same habitat as its
ancestral species – even if the two species
subsequently become allopatric.
Both terms correctly
Explanation indicates why
Evaluation indicates why
defined:
one of the terms is
both terms is applicable to
L. tarahaoa and links both
allopolyploid: a polyploid that applicable to L. tarahaoa
to the origin of the
contains genetic material
allopolyploid: contains
chromosomes from L.
octoploid
from 2 (or more) parental
leontopodium and L.
species.
allopolyploid: contains
and
grandiceps
chromosomes from L.
OR
leontopodium and L.
amphiploid: a polyploid that
grandiceps
results from the doubling of
amphiploidy: chromosome
chromosome number (after
number has doubled from 56 AND
fertilisation) in an otherwise
in tetraploid intermediate to
amphiploidy: chromosome
112 in L. tarahaoa i.e.
infertile hybrid.
number has doubled from 56
L. tarahaoa has 4 sets of
in tetraploid intermediate to
chromosomes from each
112 in L. tarahaoa.
parental species
L. tarahaoa has 4 sets of
chromosomes from each
parental species
/4
Student gains
Achieved
for this question if:
 3 of 4 opportunities for
‘A’ are answered
correctly.
/2
Student gains
Achieved with Merit
for this question if:
 3 of 4 opportunities for ‘A’
are answered correctly
and
 both opportunities for ‘M’
are answered correctly.
/1
Student gains
Achieved with Excellence
for this question if:
 3 of 4 opportunities for ‘A’
are answered correctly
 both opportunities for ‘M’
are answered correctly.
and
 the opportunity for ‘E’ is
answered correctly
6
Question 5.
Question
a.
b.
examples
of
answers
Misconceptions about Evolution
Evidence for
Evidence for
Achieved
Achieved with Merit
Misconception or
Misconception or
Misunderstanding ONE Misunderstanding ONE
described or identified
explained
(see below)
(see below)
Misconception or
Misconception or
Misunderstanding TWO Misunderstanding TWO
described or identified
explained
(see below)
(see below)
Description or
Explanation of why they are
identification.
incorrect
e.g.
e.g.
 Evolution is a
 Evolution does not deal with
theory about the
how life came into existence, it
origin of life
explains how living things have
changed since
 Evolution has
not been
observed
 There are many ancient and
contemporary examples of
evolutionary change / gene
pool changes. (e.g. antibiotic
resistance in bacteria)
 Evolution is
based on
chance
 The occurrence of mutations is
largely random
 Humans are the
endpoint of
evolution
 Evolution has no endpoint; it is
not a process that has a
purpose. Natural selection
does not involve organisms
trying to adapt or in a particular
way. The process itself has no
intelligence
 Transitional
forms do not
exist
 The fossil record has many
transitional forms. e.g.
Archaeopteryx. The chance of
any organisms becoming a
fossil depends on the right set
of geological event which
rarely coincide.
Evidence for
Achieved with Excellence
Misconception or
Misunderstanding ONE corrected
argument discussed
(see below)
Misconception or
Misunderstanding TWO corrected
argument discussed
(see below)
Discussion includes corrected
argument
e.g.
 The origin of life in of scientific
interest (how the first organic
molecules amalgamated into the
first living things) but evolution
deals with how and why change
occurred and explains the huge
diversity of living things.
 Evolution is a scientific theory, it
is predictive and testable.
Microevolution has been
observed in many species. The
fossil record shows how species
have evolved.
Genetic relationships and
differences are a clear indication
of the evolutionary changes that
have occurred.
 Natural selection is not a random
process. It has the opposite
effect of chance because it
selects the best adapted
organisms which then contribute
disproportionately to the gene
pool of the next generation
 Evolution is not directional / has
no predetermined purpose.
Humans exist because natural
selection allowed those
individuals with advantageous
phenotypes (genotypes) to
survive and reproduce. Evolution
will continue when (if) humans no
longer exist
 There are many sources of
evidence other than fossilisation
e.g. comparative anatomy,
behaviour, genetic evidence that
shows the differences and
relationships. All these types of
evidence agree with the
evolutionary explanation.
7
Total
Q5
Assessment
for Q 5
/2
Student gains
Achieved
for this question if:
 both opportunities for
‘A’ are answered
correctly.
/2
Student gains
Achieved with Merit
for this question if:
 both opportunities for ‘A’
are answered correctly
and
 both opportunities for ‘M’
are answered correctly.
/2
Student gains
Achieved with Excellence
for this question if:
 both opportunities for ‘A’ are
answered correctly
 both opportunities for ‘M’ are
answered correctly.
and
 1 of 2 opportunities for ‘E’ is
answered correctly.
8
Question 6
Question
a.
Variegated Leaf Mutations
Evidence for
Achieved
Both described:
Somatic:
mutation that occurs in a
body cell and/or is not
inheritable / does not enter
the gene pool of the species.
Gametic:
mutation in a gamete or cell
that produces gametes
and/or is inheritable / if it is
involved in fertilisation enters
the gene pool of the species.
Variegated plants are rarely
seen in nature, despite being
a relatively common mutation
because they do not
survive
b.
Total
Assessment
for Q 6
/2
Student gains
Achieved
for this question if:
 both opportunities for ‘A’
are answered correctly.
Evidence for
Achieved with Merit
The (variegated) mutation is
rare in somatic cells. These
cells lack chlorophyll and are
thus nor capable of
photosynthesis. They need to
be supported by other
photosynthetic cells. If all
cells in a plant lacked
chlorophyll the plant would
not survive (no food
production).
OR
If it were to be inherited it
would need to occur in both
gametes (the allele is
recessive). The mutation is
much less likely to occur in
both gametes.
This is because the plants
have fewer chloroplasts /
less chlorophyll, thus they
produce less of the materials
needed for growth.
Thus:
they can therefore not
compete with normal ‘green’
plants of the same species
/2
Student gains
Achieved with Merit
for this question if:
 both opportunities for ‘A’
are answered correctly
and
 both opportunities for ‘M’
are answered correctly.
Evidence for
Achieved with Excellence
In cultivation variegated
plants are propagated
(reproduce) by asexual /
clonal methods
or
plants are ‘artificially
selected’ because of their
ornamental value
and
plants are grown in ideal
conditions / with minimal
competition where the lack of
any adaptive advantage is
not critical.
/1
Student gains
Achieved with Excellence
for this question if:
 both opportunities for ‘A’
are answered correctly
 both opportunities for ‘M’
are answered correctly.
and
 the opportunity for ‘E’ is
answered correctly
9
Assessment of AS 90717 paper:
Pre 2009 method
This method uses all the totals of the A, M and E opportunities students are presented with
in the paper
Total
90717
/17
9 opportunities
(A, M or E)
10 opportunities
plus
at least 7 opportunities
at M or E level
9A
3A + 7M
Sufficiency
Minimum
/13
/7
11 opportunities
plus
at least 7 opportunities at
M or E level
plus
at least 4 opportunities at
E level
4A + 3M + 4E
2009 method
Students are given a grade for each question. The criteria for awarding question grades
are given in the last row of each questions’ assessment schedule.
Total Questions
i.e. maximum
grades possible
Sufficiency
Minimum
/6
/6
5 grades
(A, M or E)
5 grades
of M or E
5A
5M
/6
6 grades gained in total,
5 grades to be at M or E,
and
3 grades to be at E
1A + 2M + 3E