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Transcript
2013 Senior External Examination
Biology
Thursday 31 October 2013
Paper One — Question and response book
Time allowed
• Perusal time: 10 minutes
• Working time: 2 hours 30 minutes
9 am to 11:40 am
Candidate use
Print your candidate number here
1 3 –
Examination materials provided
• Paper One — Question and response book
• Notepaper
Attach barcode here
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.
Number of books used
Supervisor use only
Supervisor’s initials
QSA use only
Marker number
–
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.
Y
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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2013 Biology — Paper One — Question and response book
Question 6 (UB)
The diagram below represents a chemical reaction catalysed by an enzyme.
Step 1
enzyme
a.
substrates
Step 2
enzyme–substrate
complex
Step 3
enzyme
products
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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2013 Biology — Paper One — Question and response book
3
Question 7 (IB)
The results below were collected in an investigation of the effect of temperature on the reaction rate of
an enzyme.
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
a.
Draw a graph of the results.
b.
Estimate the rate of reaction at 25 °C.
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2013 Biology — Paper One — Question and response book
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)
CO2 exchange
The graph below shows the exchange of carbon dioxide in a plant at increasing light intensity.
intake
0
output
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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2013 Biology — Paper One — Question and response book
5
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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2013 Biology — Paper One — Question and response book
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End of Part A
2013 Biology — Paper One — Question and response book
7
Part B — Physiology of organisms
Questions 1–7 assess Understanding biology (UB) and Investigating biology (IB).
Attempt all questions. Write your responses in the spaces provided.
Suggested time allocation: 40 minutes.
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.
Diagram 1
Diagram 2
ring of bark
removed
swelling
no swelling
below ring
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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2013 Biology — Paper One — Question and response book
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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2013 Biology — Paper One — Question and response book
9
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.
Heart with tetrology of Fallot
(arrows show the flow of blood)
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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2013 Biology — Paper One — Question and response book
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.
Temperature during bacterial infection
41
40
39
Body temp. 38
(°C)
37
36
35
0
10
20
30
Time (h)
40
50
60
Actual body temperature
“Thermostat” setting
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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2013 Biology — Paper One — Question and response book
11
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.
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
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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2013 Biology — Paper One — Question and response book
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).
light directed
from one side
mica sheets
coleoptiles
previously
grown in
uniform light
several
hours
later
X
Y
X
Y
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
14
2013 Biology — Paper One — Question and response book
Part C — Organisms and ecosystems
Questions 1–6 assess Understanding biology (UB) and Investigating biology (IB).
Question 7 assesses Evaluating biological issues (EBI).
Attempt all questions. Write your responses in the spaces provided.
Suggested time allocation: 55 minutes.
Question 1 (UB)
Refer to the following food web.
cormorants
pelicans
large fish
shrimp
water snails
worms
small fish
mussels
zooplankton
phytoplankton
a.
algae
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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2013 Biology — Paper One — Question and response book
15
Question 2 (UB)
Choose and name an organism:
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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.
Population
Explain why an introduced species initially exhibits rapid population growth. What causes the
population growth to slow down?
Time
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2013 Biology — Paper One — Question and response book
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.
2013 Biology — Paper One — Question and response book
17
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
2013 Biology — Paper One — Question and response book
19
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Part
Question
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2013 Biology — Paper One — Question and response book
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2013 Biology — Paper One — Question and response book
21
Planning space
22
2013 Biology — Paper One — Question and response book
Planning space
2013 Biology — Paper One — Question and response book
23
Planning space
24
2013 Biology — Paper One — Question and response book
2013 Biology — Paper One — Question and response book
25
Investigating
biology
Understanding
biology
Criterion
• organising data
• evaluating the design of the
investigation and reflecting on
the adequacy of the data
collected and proposing
refinements.
• interpreting and critically
analysing data with links to
theoretical concepts to draw
conclusions relating to the
question(s)
• evaluating the design of the
investigation and the adequacy
of the data collected.
• interpreting data and drawing
conclusions relating to the
question(s)
• organising data
• organising data to identify
trends and interrelationships
• designing an investigation by
providing incomplete
methodology with few variables
and attempts to include a
control
• designing an investigation by
providing methodology,
addressing obvious variables
and control and planning
replicate treatments
• designing an investigation by
providing methodology,
addressing variables and
control, planning replicate
treatments and identifying data
to be collected
• using data to draw conclusions.
• identifying researchable
questions
• formulating researchable
questions
The candidate communicates
investigative processes by:
• applying knowledge and
understanding to a range of
tasks.
• formulating justified
researchable questions
• applying knowledge and
understanding to a range of
complex tasks.
• applying knowledge and
understanding to a range of
complex and challenging tasks.
• defining and describing ideas,
concepts, principles and
theories, and
identifying interrelationships
The candidate communicates
investigative processes by:
• explaining ideas, concepts,
principles and theories and
describing interrelationships
between them
• making links between related
ideas, concepts, principles and
theories to reveal meaningful
interrelationships
The candidate communicates
understanding by:
C
The candidate communicates
investigative processes by:
The candidate communicates
understanding by:
B
The candidate communicates
understanding by:
A
Paper One
• attempting to organise data.
• designing an investigation
which provides incomplete
methodology and mentions
variables
• using data to answer questions
The candidate communicates
investigative processes by:
The candidate communicates
understanding by stating ideas
and using terminology relevant to
concepts and recalling
interrelationships.
D
E
The candidate communicates
investigative processes by
providing incomplete
methodology, and transcribes
data.
The candidate states terminology
and ideas relevant to concepts.
Assessment standards derived from the Biology Senior External Syllabus 2006
26
2013 Biology — Paper One — Question and response book
Evaluating
biological
issues
Criterion
• comparing alternatives and
predictions relevant in past,
present and future biological
contexts.
• integrating the information and
data to make logical decisions
• integrating the information and
data to make justified and
responsible decisions
• recognising alternatives and
predictions that are relevant in
a range of past and present
biological contexts.
The candidate communicates by:
B
The candidate communicates by:
A
• recognising concepts that form
the basis of present-day
biological issues in a range of
biological contexts.
• selecting relevant information
and data to make plausible
decisions and predictions
The candidate communicates by:
C
Paper One (continued)
• recognising that a given issue
has biological implications.
• making unsupported decisions
The candidate communicates by:
D
The candidate communicates by
restating supplied information.
E
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