2016 senior external examination biology paper … · 2016 senior external examination biology...
TRANSCRIPT
For all Queensland schools
2016 Senior External Examination
Biology Monday 7 November 2016
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
• QCAA-approved equipment
• non-programmable calculator
• one A4 sheet of Evaluating biological issues (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 — Continuity of life
• Part C — Evolution and diversity
Attempt all questions.
Suggested time allocation
• Part A: 35 minutes
• Part B: 65 minutes
• Part C: 50 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.
––
Candidate use
Print your candidate number here
Attach barcode here
Number of books used
1 6
Supervisor use only
QCAA use only
Supervisor’s initials
Marker number
Planning space
Part A — Cell structure and function
Questions 1–7 assess Understanding biology (UB) and/or Investigating biology (IB).
Attempt all questions. Write your responses in the spaces provided.
Suggested time allocation: 35 minutes.
Question 1 (UB)
State the cell theory.
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Question 2 (UB)
Complete the table below by:
• stating the name of each cell component shown
• describing the main function of each component
• indicating if the component is found in plant and/or animal cells (tick in the appropriatebox/boxes).
Cell component Name FunctionPresent in
Animalcells
Plant cells
1
Question 3 (UB)
The diagram below shows the cell cycle.
Describe what is happening at each of the following stages of the cell cycle.
a. Prophase
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b. Metaphase
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c. Anaphase
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Question 4 (UB)
Explain why the ratio of surface area to volume affects cell size.
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Prophase Metaphase
Interphase Anaphase
Cytokinesis Telophase
2
Question 5 (IB)
Beetroot cells contain a strongly coloured red pigment. A student conducted an experiment as follows:
• Four pieces of beetroot were collected.
• Each piece was placed in a different tube.
• Distilled water was added to each tube.
• Each tube was placed in a water bath at a different temperature.
• Each tube was left in its water bath for 30 minutes.
• The intensity of colour in each tube was recorded.
a. What hypothesis was this experiment designed to test? Justify why this is a valid hypothesis.
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b. Evaluate the design of the experiment. What additional information would you require to be confident about the adequacy of the data? Propose refinements.
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Tube
Temperature
Intensity of colour (0–10)
Note: 0 = no colour 10 = strong colour
A
18 °C
0
30 °C
1
40 °C
5
60 °C
10
B C D
3
Question 6 (UB)
The browning of peeled apples on exposure to air is catalysed by the enzyme phenol oxidase.
Using your knowledge of enzyme action, explain why boiling apples as soon as they are peeled can prevent the browning process.
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Question 7 (UB and IB)
A scientist collected 50 marine worms, which normally live in seawater. Groups of 10 worms were weighed and each group placed in a different salt concentration. After 12 hours, each group was reweighed and the change in mass calculated as a percentage. The results are shown in the table below.
a. Use the data above to plot the information on a graph.
b. On the graph above, draw a line of best fit to compare the change in salt concentration and the change in the worms’ mass.
Salt concentration(%)
Change in mass ofworms (%)
1 55
2 30
3 5
4 -15
5 -40
4
c. Explain what has occurred to the worms placed in the 5% salt solution.
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d. Worms placed in distilled water would die. Explain what would cause this.
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e. Determine the salt concentration in the worms’ normal habitat. Explain your response.
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End of Part A
5
Part B — Continuity of life
Questions 1–7 assess Understanding biology (UB).
Question 8 assesses Evaluating biological issues (EBI).
Attempt all questions. Write your responses in the spaces provided.
Suggested time allocation: 65 minutes.
Question 1 (UB)
Meiosis is the process by which gametes are produced. Gametes can fuse together to form zygotes.
a. How do these two processes lead to a wide variety of offspring being produced?
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b. What are the advantages of producing a variety of offspring?
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Question 2 (UB)
In garden peas, purple flower colour is dominant over white. A heterozygous purple-flowered plant is crossed with a white-flowered plant. Give the genotypic and phenotypic ratios of the offspring.
Question 3 (UB)
In humans, the ABO blood grouping system is brought about by three different alleles: IA, IB, and i. The genotypes for the blood groups are:
In a family that has four biological children, each child has a different blood group. What are the phenotypes of the parents? Explain your reasoning, showing all working.
Blood type Genotype
A IAIA or IAi
B IBIB or IBi
AB IAIB
O ii
7
Question 4 (UB)
Entire ovaries can be transplanted from one animal to another and remain functional.
The following transplant was carried out:
The following mating then took place:
a. What is the genotype of Rabbit 3 for fur colour?
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b. What is the most likely genotype of Rabbit 2 for fur colour?
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c. Explain why rabbits 1 and 3, who both have light fur, were able to produce offspring with dark fur.
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d. It has been suggested that if the offspring of rabbits 1 and 3 were allowed to interbreed, then all of the next generation would have dark fur. Do you agree or disagree with this suggestion? Explain.
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Rabbit 1 — light fur Rabbit 2 — dark fur
ovaries removed ovaries removed andtransplanted to rabbit 1
Rabbit 1 — withtransplanted ovaries
Rabbit 3 — male with light fur
x
8
Question 5 (UB)
In mice, black coat (B) is dominant to brown coat (b) and an unspotted coat (T) is dominant to white spotted coat (t).
A number of black mice with white spots were crossed with brown unspotted mice. All the offspring (F1) had black unspotted coats. If one of these F1 mice with black unspotted coats was crossed with a brown-coated mouse that was heterozygous unspotted, what is the chance of getting a brown mouse with white spots? Show all working.
9
Question 6 (UB)
The family tree below shows the pattern of inheritance of a genetic disease caused by a single gene.
a. What features of the pedigree suggest that the disease is sex-linked?
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b. Assuming sex-linkage is involved, what are the genotypes of individuals I, II, III and V?(Use X and Y for the sex chromosomes and N or n for the alleles).
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c. What might individual IV’s genotype be? Explain your response.
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I
III
V
IV
II
Normal male
Affected male
Normal female
Affected female
Key
10
Question 7 (UB)
The diagram below represents how proteins are made under instructions from DNA.
a. Name processes 1 and 2.
b. Explain how protein synthesis occurs. Include the two processes shown in the structures above in your explanation.
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Process 1
Process 2
Process 1 .....................................................................
Process 2 .....................................................................
11
Question 8 assesses Evaluating biological issues (EBI). Write an extended response below.
Your response MUST refer to biological principles, concepts and ideas.
Question 8 (EBI)
Insects can be both useful and harmful to crop plants such as maize. Corn borers are insects that eat maize plants. The bacterium Bacillus thuringiensis produces a toxin that kills insects. Scientists have been growing this bacterium and collecting the toxins to spray over maize crops to kill corn borers.
An agricultural company has developed genetically modified (GM) maize plants containing a gene from Bacillus thuringiensis so that the plants produce this toxin.
Would you advise farmers to grow GM maize plants? Justify your decision by providing biological advantages and disadvantages of growing GM maize plants.
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End of Part B
13
Part C — Evolution and diversity
Questions 1–4 assess Understanding biology (UB) or Investigating biology (IB).
Question 5 assesses Evaluating biological issues (EBI).
Attempt all questions. Write your responses in the spaces provided.
Suggested time allocation: 50 minutes.
Question 1 (UB)
Explain why soft-bodied organisms are less likely to be fossilised than organisms that have some hard parts such as shell or bone.
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Question 2 (UB)
Study the diagram below, which illustrates the stages of embryological development for different kinds of organisms.
a. Explain how comparative embryology is used to support the theory of evolution. Refer to the diagram in your response.
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human
monkey
pig
chicken
14
b. Select two of the following areas of study and, using specific examples, briefly explain how they support the theory of evolution.
i. Palaeontology
ii. Biogeography
iii. Comparative anatomy
iv. Biochemistry.
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15
Question 3 (UB)
Study the evolutionary tree below, which shows examples of extinct and present-day Australian fauna.
a. Use the theory of natural selection to explain the evolution of the two different species of wombat in the diagram. Include the following in your response:
• natural variation
• different environmental pressures
• adaptations to different environments.
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northern hairy-nosed wombat ( )Lasiorhinus krefftii
southern hairy-nosed wombat ( )Lasiorhinus latifrons
diprotodon, extinct(large wombat-like marsupial)
ancestral species
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b. Explain two reasons that could account for the disappearance of diprotodon.
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Question 4 (IB)
In 1926, a British scientist fed leaves covered with soot to 20 larvae from a female peppered moth that had a light-coloured body and wings. The 20 larvae went through a normal life cycle.
Eventually they became light-coloured adult moths that in turn produced another generation of offspring. When the scientist examined the offspring, he reported that 8% had a dark-coloured body and wings. He claimed that the diet of soot had caused mutation to the dark colour.
a. Evaluate the design of the experiment. What are two faults in the design and what are the implications of these?
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b. Were the claims made by the scientist valid? Explain your response.
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c. Propose three improvements to the original design of the experiment.
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17
Question 5 assesses Evaluating biological issues (EBI). Write an extended response below.
Your response MUST refer to biological principles, concepts and ideas.
Question 5 (EBI)
Earth has had five mass extinctions, which is defined as when more than 75% of species disappeared each time. Biologists suspect we are living through the sixth mass extinction.
‘The cause of the sixth extinction is well-known: human selection is replacing natural selection as the engine of evolution … The net effect is global biologic homogenisation and ecosystem simplification — the end of the wild.’
Stephen M Meyer, 2006, The End of the Wild, MIT Press, Massachusetts, USA.
Outline the possible future consequences of ‘the sixth mass extinction’. In your response, make reference to the theory of evolution, past extinctions and consequences for the future.
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End of Part C
End of Paper One
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Part Question
21
Planning space
22
Planning space
23
Planning space
24
Planning space
25
Ass
essm
ent
stan
dar
ds
der
ived
fro
m t
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Bio
log
y S
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xter
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Syl
lab
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2006
Pap
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On
e
Crit
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BC
DE
Und
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biol
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(UB
)
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26
Pap
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ne
(co
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nu
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Crit
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BC
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Eval
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27
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