Biology Monday 9 November 2015 Paper One Question and response book

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1 2015 Senior External Examination Biology Monday 9 November 2015 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 Candidate use Print your candidate number here 1 5 Attach barcode here 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 One has three parts: Part A Cell structure and function Part B Physiology of organisms Part C Organisms and ecosystems Attempt all questions. Number of books used Supervisor use only Supervisor s initials QCAA use only Marker number Suggested time allocation Part A: 40 minutes Part B: 55 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. For all Queensland schools

2 Planning space

3 Part A Cell structure and function Questions 1 6 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) A student used a light microscope to observe four different cells (A, B, C and D). The observations are summarised in the table below. Cell Unicellular or part of multicellular organism Nucleus Cell wall a. Which of the cells is most likely a prokaryote? Explain your reasoning. Approximate length ( m) A multicellular present present 200 B unicellular absent present 5 C multicellular present absent 30 D unicellular present absent 100 b. Which of the cells could be from a plant? Explain your reasoning. 1

4 Question 2 (UB) a. Complete the following table for the organic compounds found in cells. Type of organic compound One function of the compound Carbohydrates Lipids Nucleic acids Proteins b. In which organelle of a plant cell would the following compounds be found? Glucose DNA Question 3 (UB) The following table compares the number of mitochondria, chloroplasts and Golgi bodies in four different cells (W, X, Y and Z). Cell Number of mitochondria Number of chloroplasts Number of Golgi bodies W X Y Z a. i. Which cell would you expect to be releasing large quantities of enzymes to its surroundings?... ii. Why? b. i. Which cell would you expect to belong to active muscle tissue?... ii. Why?

5 Question 4 (IB) The research department of a forestry company has been asked to compare the photosynthetic rate of leaf tissue from five species of eucalyptus trees. The researchers chose to use the leaf disc method for their investigation. Leaf disc method When leaf discs are cut from fresh leaves and kept in water containing CO 2 they remain alive and are able to photosynthesise. Normally such leaf discs would float in water, but if air is removed from the spaces between cells a low pressure is created. They will become less buoyant and sink. When the leaf discs photosynthesise they produce oxygen, become buoyant and float to the surface of the water. The faster the discs rise, the faster the rate of photosynthesis. Design an experimental investigation for the research team. Provide methodology. Address variables. Plan replicate treatments. Identify data to be collected. 3

6 Question 5 (UB/IB) Plants are often grown commercially in a controlled environment in greenhouses. Plant growers want their crops to grow quickly and will often artificially increase the concentration of carbon dioxide in the greenhouse air during the day to about 0.1% compared to the normal level of about 0.034%. In cooler weather greenhouses are heated. The rate of photosynthesis changes in a pattern similar to that shown in the table below. Concentration of CO 2 in the greenhouse air (%) Relative rate of photosynthesis At 20 C At 35 C (normal level of CO 2 ) a. i. Use the data above to plot two graphs on the same set of axes. ii. Draw two lines of best fit to compare the change in the concentration of CO 2 in the greenhouse air with the relative rate of photosynthesis at the two temperatures. 140 Relative rate of photosynthesis Concentration of CO 2 4

7 b. Complete the equation for photosynthesis. + water Light energy c. Explain why the relative rate of photosynthesis stays the same after the concentration of CO 2 in the greenhouse exceeds 0.090%. d. The concentration of CO 2 in the greenhouse air was found to increase at night, even though none is artificially added. Explain why. 5

8 Question 6 (UB/IB) Amoeba are single-celled aquatic organisms. Amoeba obtained from an estuary are to be used in a study where amoeba will be added to three aquatic environments: marine, estuarine and freshwater. The salt concentration of each environment is shown below. Environment Marine Estuarine Freshwater Salt concentration (mg/l) a. Hypothesise what will happen to the amoeba when they are introduced to each environment. Justify each hypothesis. 6

Filling vacuole 50 m A contractile vacuole fills with fluid that enters from a system of canals radiating throughout the cytoplasm.

9 b. Some amoeba have contractile vacuoles that collect and expel water from the cell. A large number of mitochondria are generally found in the immediate vicinity of the contractile vacuole. The diagram below shows a contractile vacuole. Filling vacuole 50 m A contractile vacuole fills with fluid that enters from a system of canals radiating throughout the cytoplasm. Contracting vacuole 50 m When full, the vacuole and canals contract, expelling fluid from the cell. Explain the relationship between these contractile vacuoles and mitochondria. c. The salt concentration within the amoeba remains constant even though extracellular salt concentration changes. How does the amoeba achieve this? Explain your response. End of Part A 7

10 Part B Physiology of organisms Questions 1 5 assess Understanding biology (UB) and Investigating biology (IB). Question 6 assesses Evaluating biological issues (EBI). Attempt all questions. Write your responses in the spaces provided. Suggested time allocation: 55 minutes. Question 1 (UB) The diagram below represents the gas exchange within an organism. Gas exchange Blood flow Gas exchange Lungs or gills X Blood transports gases Y Respiring cell Blood flow a. Which two gases are exchanged at X? b. What is the process by which gases are exchanged at X and Y? c. List two characteristics that make lungs and gills efficient surfaces for gas exchange. Explain how these characteristics make the structures more efficient. 8

11 Question 2 (UB) The diagrams below show the circulatory systems of a human foetus and a human baby. The foetal heart has two vessels which allow blood to bypass the lungs. In the foetal system: About 60% of the blood that enters the right atrium passes through the foramen ovale indicated on the diagram at (i) to the left atrium. Most of the remaining 40% passes via the ductus arteriosus indicated on the diagram at (ii) into the body circulation. Lungs Lungs (ii) (i) Umbilical vein (from placenta) Liver Heart Liver Heart Umbilical artery (to placenta) Body Foetal circulation (before birth) Body Baby s circulation (after birth) a. In what significant way would the blood entering the left side of the heart of a foetus differ from the blood entering the left side of the heart of a baby after birth? Explain your response. b. Describe the disadvantages for the baby if, after birth, the bypasses remain unchanged. 9

12 Question 3 (UB) The diagram below shows two villi from the small intestine of a healthy person. Blood capillary a. Explain how the structures of the villi are related to their function. The diagram below shows two villi from the small intestine of a person with coeliac disease, which causes inflammation and affects the shape of the villi. Blood capillary b. Without treatment, children with coeliac disease have low growth rates (failure to thrive), fatigue and anaemia. Explain how changes to the structure of the villi would result in these symptoms. 10

13 Question 4 (UB) The diagram below shows a simplified representation of the structural unit of a human kidney, the nephron. Concentrations of three substances in various regions of the nephron are shown in the tables. Substance Concentration Glucose Urea Protein (mg/100 ml) Substance Concentration Glucose Urea Protein (mg/100 ml) Substance Concentration Glucose Urea Protein (mg/100 ml) a. On the diagram, label the four items: glomerulus, Bowman s capsule, collecting tubule and renal artery. b. Explain the processes that change the concentration of each of the substances below. Use the terms renal artery, glomerulus, Bowman s capsule and collection tubule in your explanations. i. Glucose ii. Urea iii. Protein 11

14 Question 5 (UB/IB) The diagram below shows the cross-section of a leaf with the magnified view showing extra detail. Magnified view a. Name two features shown in the diagram that help minimise water loss from the leaf. Explain how each feature you named does this. 12

15 b. The graph below shows the rate of water loss of the plant on a hot summer s day (February) and on a cool winter s day (June). The rate of water loss is measured on a scale from 0 6, with 0 being no water loss. 6 June Rate of water loss 4 2 February 0 4 am 6 am 8 am 10 am 12 noon 2 pm 4 pm 6 pm 8 pm Time of day (hour) Interpret the graph to draw a justified conclusion about why the pattern of water loss is different in summer than in winter. 13

16 Question 6 assesses Evaluating biological issues (EBI). Write an extended response below. Your response MUST refer to biological principles, concepts and ideas. Question 6 (EBI) The consumption of meat is linked to cancer, heart disease and obesity, although some people believe that recommendations to cut down or give up meat altogether are too restrictive and could be doing more harm than good. Do you agree with this statement? Justify your decision referring to both health and environmental concepts. 14

17 End of Part B 15

18 Part C Organisms and ecosystems Questions 1 5 assess Understanding biology (UB) and Investigating biology (IB). Question 6 assesses Evaluating biological issues (EBI). Attempt all questions. Write your responses in the spaces provided. Suggested time allocation: 55 minutes. Question 1 (IB) The Kaibab Plateau is on the edge of the Grand Canyon. Before 1905, the deer population on the Kaibab Plateau was estimated to be approximately The average carrying capacity of the plateau was then estimated to be about deer. In 1906, the Grand Canyon National Game Preserve was created to protect the deer. Unfortunately, by this time, the forest area had already been overgrazed by sheep, cattle and horses. Most of the tall grasses had been eliminated. A number of control mechanisms were taken to protect the deer population, including: all deer hunting was banned from 1905 between 1907 and 1939, 816 mountain lions, 20 wolves, 7388 coyotes and more than 500 bobcats were killed. Signs that the deer population was out of control began to appear as early as 1920 the range was beginning to deteriorate rapidly. By 1923, the deer were on the verge of starvation. Hunting was reopened, and during 1924, 675 deer were killed by hunters. The table below shows the deer population for selected years from 1905 until Year Deer population

19 a. Graph the deer population data. Annotate the graph with the control mechanisms used. Question 1 continues 17

20 b. Two methods were used to protect the deer population. Discuss the success of these methods. Use the data from the graph to support your response. c. Explain why the deer population declined in 1925 despite the killing of predators. d. The population of deer in 1905 was 4000, although the plateau had a carrying capacity of Why was the population this size? 18

21 e. Predict what might have happened to the deer population without human intervention. Explain your response. Question 2 (UB) The diagram below shows part of the carbon cycle. Carbon dioxide in the atmosphere Animals Green plants Microorganisms a. Explain how living things are involved in the constant cycling of carbon. Name the processes involved. Question 2 continues 19

22 b. Explain the likely effect on the carbon cycle if: decomposers were absent. deforestation occurred. Question 3 (UB) The food chain below is from a seashore. Seaweed Limpet Crab Seagull The population and biomass of each of the organisms were estimated for part of a seashore as shown in the table below. Organism Population Mean mass of one organism (g) Biomass of population (g) Seaweed Limpet Crab Seagull a. Use the information in the table to estimate the biomass of the seagull population. 20

23 b. Draw a pyramid of biomass for this food chain. c. The biomass of the crab population is much less than the biomass of the limpet population. Explain why. Question 4 (UB) Using examples, explain the difference between primary and secondary succession. 21

24 Question 5 (IB) A gardener wanted to investigate if changing the ph of the soil would cause the flowers of her plants to change colour. She collected five plants growing in pots and changed the ph of the soil as follows: Pot 1 ph 7 Pot 2 ph 8 Pot 3 ph 6 Pot 4 ph 5 Pot 5 ph 4 Evaluate the design of the experiment and propose refinements. 22

25 Question 6 assesses Evaluating biological issues (EBI). Write an extended response below. Your response MUST refer to biological principles, concepts and ideas. Question 6 (EBI) Climate change significantly affects the habitat in which a population of organisms lives. Predict the effect an increase in average temperature will have on the Emperor penguin population of the Antarctic. 23

26 End of Part C End of Paper One 24

27 Additional pages for responses (if required) 25

28 Part Question 26

29 Part Question 27

30 Planning space 28

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33 Assessment standards derived from the Biology Senior External Syllabus 2006 Paper One 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 organising data to identify trends and interrelationships 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 organising data 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 organising data 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 attempting to organise data. The candidate communicates investigative processes by providing incomplete methodology, and transcribes data. 31

34 Paper One (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 comparing alternatives and predictions relevant in past, present and future biological contexts. The candidate communicates by: integrating the information and data to make logical decisions recognising alternatives and predictions that are relevant in a range of past and present biological contexts. The candidate communicates by: selecting relevant information and data to make plausible decisions and predictions recognising concepts that form the basis of present-day biological issues in a range of biological contexts. The candidate communicates by: making unsupported decisions recognising that a given issue has biological implications. The candidate communicates by restating supplied information. 32

36 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

Biology Monday 9 November 2015 Paper Two Question and response book

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