Biology Monday 9 November 2015 Paper Two Question and response book

Transcription

1 2015 Senior External Examination Biology Monday 9 November 2015 Paper Two Question and response book 1 pm to 3:10 pm Time allowed Perusal time: 10 minutes Working time: 2 hours Examination materials provided Paper Two Question and response book Notepaper Equipment/materials allowed QCAA-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 Two has two parts: Part A Continuity of life Part B Evolution and diversity Attempt all questions. Candidate use Print your candidate number here 1 5 Attach barcode here Number of books used Supervisor use only Supervisor s initials QCAA use only Marker number Suggested time allocation Part A: 1 hour 20 minutes Part B: 40 minutes Assessment Paper Two 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 and your research notes when you leave. For all Queensland schools

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3 Part A Continuity of life Questions 1 9 assess Understanding biology (UB) and Investigating biology (IB). Question 10 assesses Evaluating biological issues (EBI). Attempt all questions. Write your responses in the spaces provided. Suggested time allocation: 1 hour 20 minutes. Question 1 (UB) The diagram shows some of the cell divisions that occur during human reproduction. Male A Female B C D Embryo a. Name the type of cell division that produces cell D from cell B. b. Which organ in the male body produces cell C from cell A? c. Cells A and B each contain 46 chromosomes. How many chromosomes are in the nucleus of cell C? d. Why is it important that cell C has this number of chromosomes? 1

4 Question 2 (UB) a. Explain the difference between pollination and fertilisation in plants. b. List two adaptations of flowering plants to encourage pollination by animals. Explain each. Question 3 (IB) The following diagrams represent part of a flowering plant. Pollen grains from the same species as the plant land on the stigmas as shown. Cuts are made to different plants in positions X, Y and Z. stigma style pollen grain X Y ovary ovule Z flower stalk The results obtained showed that fruit did not form from any of the flowers. Draw a conclusion to explain the results, referring to the theory of plant reproduction. 2

5 Question 4 (UB) A scientist analysed the number of each of the four bases present in a molecule of DNA and obtained the following results. Coding strand Adenine Thymine Cytosine Guanine Complementary strand a. Complete the table above to show the composition of the DNA. b. The scientist then analysed a molecule of messenger RNA produced from the coding strand. Explain one way the composition of the mrna strand would differ from the DNA complementary strand. c. Outline how DNA replicates, referring to the importance of complementary base pairing. Include a diagram in your response. 3

6 Question 5 (UB) CADASIL is an inherited disorder caused by a dominant allele, leading to weakening of blood vessels in the brain. The diagram shows the inheritance of CADASIL in one family Key Male with CADASIL Female with CADASIL Male without CADASIL Female without CADASIL a. What evidence in the diagram shows that CADASIL is caused by a dominant allele? b. Is person 7 homozygous or heterozygous for the CADASIL allele? Give evidence from the diagram. c. Persons 7 and 8 are planning to have another baby. Use a genetic diagram to find the probability that the new baby will have CADASIL. 4

7 Question 6 (UB) In mice the gene (Y) results in yellow coat colour and the gene (y) in black coat colour. a. Which is the dominant allele?... b. What is the genotype of a pure strain yellow-coated mouse? c. What is the genotype of a mouse with a black coat? d. If a mouse homozygous for yellow coat was crossed with a mouse with a black coat, what would be the expected phenotypes and in what ratio? Question 7 (UB) Normal leg length, characteristic of Kerry cattle, is produced by the homozygous genotype (DD). Short-legged Dexter cattle possess the heterozygous genotype (Dd). The homozygous genotype (dd) is lethal, producing deformed stillbirths called bulldog calves. The presence of horns in cattle is governed by the recessive allele of another gene locus (p), the polled condition (absence of horns) is produced by its dominant allele (P). In matings between polled Dexter cattle of genotype DdPp, what numbers of each phenotype are expected in an adult population of 120 cattle? 5

8 Question 8 (IB) A student is asked to determine the best temperature for the germination of sorghum seeds. Three possible designs are shown below. A B C 10 C 20 C 10 C 20 C 10 C 20 C 30 C 40 C 30 C 40 C 30 C 40 C The time recorded is the time the first seed germinated at each temperature The time recorded is the time for each seed to germinate at each temperature The time recorded is the average time for seeds to germinate at each temperature a. Evaluate each of the three designs. How valid would each of the results be in A, B and C? Explain your response. 6

9 b. Propose refinements to design C. Question 9 (IB) Flowers of a particular species of plant close their petals at night. Design an experiment to investigate whether the flowers close their petals in response to light intensity or to temperature. Provide methodology. Address variables. Plan replicate treatments. Identify data to be collected. 7

10 Question 10 assesses Evaluating biological issues (EBI). Write an extended response below. Your response MUST refer to biological principles, concepts and ideas. Question 10 (EBI) Transgenics involves removing genetic material from one species and adding it to another. It presents a range of possibilities, from feeding the hungry to preventing and treating disease. Decide whether research into transgenics should continue. Justify your decision by referring to both the biological positives and the biological negatives of the use of this research. 8

11 End of Part A 9

12 Part B Evolution and diversity Questions 1 5 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) Explain the significant aspects of the theory of natural selection. Question 2 (UB) Name and describe two types of data used as evidence for evolution. Question 3 (UB) What is meant by the term species? 10

13 Question 4 (IB) Howea forsteriana and H. belmoreana are two species of palm tree that grow on a small island in the South Pacific. The table below gives some information about these species of palm tree. H. forsteriana H. belmoreana Optimum soil ph for growth 8 6 Height above sea level of most common habitat (m) Above 120 Month when most palm trees flower October December Method of pollination Wind Wind Scientists believe that these two species of palm tree began to evolve from a single species over two million years ago. Using information from the table in your response, hypothesise how the two species evolved. 11

14 Question 5 (IB) Latitude is a measure of distance north and south of the Earth s equator. Scientists investigated the effect of latitude on: the time taken for new species to evolve the proportion of living species. The table below shows the scientists results. Latitude (degrees north of the equator) Time taken for new species to evolve (millions of years) As latitude increases environmental conditions become more severe. Relative proportion of living species 0 (at the equator) (in the Arctic) Interpret and analyse the data to draw conclusions about the effects of latitude on the time taken for new species to evolve and on the proportion of living species. End of Part B End of Paper Two 12

15 Additional pages for responses (if required) Part Question 13

16 Additional pages for responses (if required) Part Question 14

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20 Assessment standards derived from the Biology Senior External Syllabus 2006 Paper Two Criterion A B C D E Understanding biology The candidate communicates understanding by: making links between related ideas, concepts, principles and theories to reveal meaningful interrelationships applying knowledge and understanding to a range of complex and challenging tasks. The candidate communicates understanding by: explaining ideas, concepts, principles and theories and describing interrelationships between them applying knowledge and understanding to a range of complex tasks. The candidate communicates understanding by: defining and describing ideas, concepts, principles and theories, and identifying interrelationships applying knowledge and understanding to a range of tasks. The candidate communicates understanding by stating ideas and using terminology relevant to concepts and recalling interrelationships. The candidate states terminology and ideas relevant to concepts. Investigating biology The candidate communicates investigative processes by: formulating justified researchable questions designing an investigation by providing methodology, addressing variables and control, planning replicate treatments and identifying data to be collected 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 reflecting on the adequacy of the data collected and proposing refinements. The candidate communicates investigative processes by: formulating researchable questions designing an investigation by providing methodology, addressing obvious variables and control and planning replicate treatments interpreting data and drawing conclusions relating to the question/s evaluating the design of the investigation and the adequacy of the data collected. The candidate communicates investigative processes by: identifying researchable questions designing an investigation by providing incomplete methodology with few variables and attempts to include a control using data to draw conclusions. The candidate communicates investigative processes by: using data to answer questions designing an investigation which provides incomplete methodology and mentions variables. The candidate communicates investigative processes by providing incomplete methodology. 18

21 Paper Two (continued) Criterion A B C D E Evaluating biological issues The candidate communicates by integrating the information and data to make justified and responsible decisions. The candidate communicates by integrating the information and data to make logical decisions. The candidate communicates by selecting relevant information and data to make plausible decisions and predictions. The candidate communicates by making unsupported decisions. The candidate communicates by restating supplied information. 19

22 The State of Queensland (Queensland Curriculum and Assessment Authority) 2015 Copyright enquiries should be made to: Manager Publishing Unit Queensland Curriculum & Assessment Authority PO Box 307, Spring Hill QLD 4004 Australia Level 7, 154 Melbourne Street, South Brisbane T F