2011 Senior External Examination Biology Paper One ... · PDF file2011 Senior External Examination Biology Thursday 27 October 2011 ... 2011 Biology — Paper One — Question and

2011 Senior External Examination

Biology Thursday 27 October 2011

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 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

Suggested time allocation

• Part A: 50 minutes

• Part B: 50 minutes

• Part C: 50 minutes

Assessment

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.

Supervisor use only

QSA use only

Supervisor’s initials

Marker number

––

Candidate use

Print your candidate number here

Attach barcode here

Number of books used

1 1

Planning space

Part A — Cell structure and function

Section 1 — Short response

Section 1 has 10 questions that assess either Understanding biology (UB) or Investigating biology (IB). Attempt all questions.

Respond to the questions in the spaces provided.

Question 1 (UB)

Describe the main difference between a prokaryotic cell and an eukaryotic cell.

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Question 2 (UB)

Describe the functional relationship between the endoplasmic reticulum and the Golgi apparatus.

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Question 3 (UB)

The diagram below shows a typical plant cell.

Label three features that distinguish it from an animal cell.

2011 Biology — Paper One — Question and response book 1

Question 4 (UB)

Increasing the surface area within a cell has several advantages. Use an example to explain the link between the increase in surface area within a cell to the improved functioning of that cell.

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Question 5 (UB)

Explain the differences between a heart muscle cell and an adrenal gland cell. You may use a labelled diagram.

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2 2011 Biology — Paper One — Question and response book

Question 6 (UB)

The diagram below shows the stages of mitosis. The stages are not in the correct order.

a. Label each stage.

b. Using the letters assigned to each stage in the diagram, list the stages in the correct sequence beginning with interphase.

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Question 7 (UB)

Describe the interrelationships between the processes of respiration and photosynthesis within a cell.

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A.

D.

B.

E.

C.

F.


The following information relates to Questions 8 and 9.

Currawongs are a type of large native predatory bird. An experiment was carried out to identify whether currawongs were eating the eggs of smaller birds. Nests with artificial eggs were placed in trees and observed for two weeks. The predators were identified from markings left behind on the eggs. The data gathered during the investigation is shown below.

Question 8 (IB)

Organise the data into bar graphs on the axes provided.

0

large birds

small birds

cats

rats

possums

parrots

10 20 30 40 50 60 70

0

currawongs

magpies

other large birds

mynah birds

other small birds

parrots

cats

10 20 30 40 50

0

never

monthly

weekly

daily

5 10 15 20 25 30 35 40

Nest predators identified using markings left on artificial eggs

Type of predator% of markings on

artificial eggs

large birds 64

small birds 30

cats 3

rats 3

possums 3

parrots 2

Nest predators identified using direct observation by volunteers

Type of predator% of witnessed

predation

currawongs 52

magpies 13

other large birds 4

mynah birds 10

other small birds 17

parrots 2

cats 3

Predation rate of eggs in areas where currawongs are seen

How often do you see currawongs?

% predation

never 18

monthly 25

weekly 32

daily 40


Question 9 (IB)

Following the study, ecologists made the recommendations below to stabilise the number of small birds.

• Plant more dense shrubs in gardens to provide the nests of small birds with more protection from predators.

• Reduce the number of berry-producing plants in gardens. These plants attract large birds like currawongs because they provide them with food.

• Do not encourage large birds into gardens by feeding them.

Use data from the study to support these recommendations.

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Question 10 (IB)

a. The functioning of enzymes is affected by a number of factors. Formulate and justify a research question that could be used to investigate the impact of one of these factors.

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b. Design an experiment that investigates your research question by:

• providing a method

• addressing variables and controls

• planning replicate treatments

• identifying the data to be collected.

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End of Section 1


Blank page


Section 2 — Extended response

Section 2 has one question that 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 do a first draft and then a final draft, indicate which draft is to be assessed.

Question 1 (EBI)

Drugs are used both legally and illegally. Predict the impact that unregulated production of drugs in a first-world country like Australia could have on cellular processes that would then also affect the overall health of our population.

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End of Section 2

End of Part A


Part B — Physiology of organisms


Section 1 has nine questions that assess either Understanding biology (UB) or Investigating biology (IB). Attempt all questions.


Question 1 (UB)

Describe the role of the sun in transpiration.

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Question 2 (UB)

The diagram below shows a partial cross-section of the stem of a vascular plant. Label only the cells through which translocation occurs.

Question 3 (UB)

Temperature regulation is part of the body’s homeostatic processes. Explain why incubators are used in the short-term to help maintain a stable temperature in some premature babies.

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Question 4 (UB)

The diagram below outlines a feedback mechanism.

Give an example of a feedback mechanism for thermo-regulation in mammals.

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Question 5 (UB)

The amount of oxygen blood can carry depends on haemoglobin within red blood cells. When low blood oxygen is detected by the body, the hormone erythropoietin is secreted. This hormone stimulates the production of new red blood cells.

Explain why an athlete might consider injecting erythropoietin.

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Question 6 (UB)

Draw diagrams below showing plant cells placed in a fresh water solution and a concentrated salt solution. Label the main features of each diagram.

Plant cell in fresh water solution Plant cell in concentrated salt solution

control centre

receptorresponse

feedbackstimulus

effector


Question 7 (UB)

Define phototropism.

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Question 8 (IB)

Design an experiment to investigate if the colour of light affects the amount of stem bending in a tomato plant by:

• providing a method

• addressing variables and controls

• planning replicate treatments

• identifying the data to be collected.

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Question 9 (IB)

The table below shows seven turtle species, the types of habitat each occupies and the nitrogenous wastes produced.

Draw a conclusion from the data regarding the relationship between the production of uric acid and/or ammonia and the type of habitat. Link your conclusion to theoretical concepts.

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End of Section 1

Turtle species Habitat

Urine component

Uric acid(g/L)

Ammonia(g/L)

Urea(g/L)

Kinosternon subrubrum Almost wholly aquatic 0.7 24.0 22.9

Pelusios derbianus Almost wholly aquatic 4.5 18.5 24.4

Emys orbicularisSemi-aquatic; feeds on land in marshes

2.5 14.4 47.1

Kinixys erosaDamp places; frequently enters water

4.2 6.1 61.0

Testudo denticulata Damp, swampy ground 6.7 6.0 29.1

Testudo graecaVery dry, almost desert conditions

51.9 4.1 22.3

Testudo elegansVery dry, almost desert conditions

56.1 6.2 8.5






Question 1 (EBI)

Smart Choices — Healthy Food and Drink Supply Strategy for Queensland Schools is a dietary guideline policy which became mandatory in Queensland state schools from 1 January 2007. It applies to all situations where food and drink is supplied in the school environment. Integrate information to make a justified and responsible decision on whether this program should continue in the future.

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End of Section 2

End of Part B


Part C — Organisms and ecosystems


Section 1 has eight questions that assess either Understanding biology (UB) or Investigating biology (IB). Attempt all questions.


Question 1 (UB)

Explain the difference between structural, behavioural and physiological adaptations. Refer to examples.

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Question 2 (UB)

Explain a difference between a community and a population.

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Question 3 (UB)

Monocultures are intensive single plant farming areas. The food webs for monocultures are very simple. Explain why monocultures are not sustainable when stresses such as disease threaten them.

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Question 4 (UB)

The table below contains information about four species of birds.

Which two species would be in most competition with each other? Explain your reasoning.

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Question 5 (UB)

Mangroves are plants which grow in intertidal zones where the environment is affected by the rise and fall of the tide. Describe the daily variations that would occur in oxygen availability and temperature, and how these variations are likely to affect the organisms found within a mangrove community.

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Question 6 (UB)

Complete the diagram below.

Bird Food preferences Habitat Shelter

1Reptiles, insects, crayfish, rodents, young birds

Open forest Hollow tree trunk

2 Insects, berries, small birds Open forest Upper branches of tall trees

3 Small insects Heath land Nest of dried grass in low bushes

4Insects, spiders, centipedes, frogs, mice, small lizards

Open forest Nest of sticks in a forked tree branch

Limestone Fossil Fuels

Death

Animals

Plants

Combustion

Volcanoes

CO2

Atmosphere

EarthWater

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Question 7 (IB)

The grey teal is a duck commonly found in Australian waters, in abundant numbers. The graphs below display information about these ducks and the water levels in a lagoon during a 15 month period.

Food

Relative biomass

0M

MonthsJ J A S O N D J F M A M J J

1

2

3

4

5

6

7

8

Breeding season

Clutches* started

0

norecords

norecords5

10

15

20

25

30

MMonths

J J A S O N D J F M A M J J

Water level

Water level (m)

0M J J A S O N D J F M A M J J

1

2

3

4

5

Months

oocyte

testis

Sexual cycle

Testis volume (mL)

0

1

2

3

4

5

6

7

8

Oo

cyte

dia

met

er(m

m)

0

2

4

6

8

10

12

14

16

M J J A S O N D J F M A M J J

Months

*Clutch: A group of eggs laid at the same time.


Interpret the graphs and analyse the data to draw conclusions about why the grey teal is so abundant.

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Question 8 (IB)

A test was carried out to assess the fertiliser requirements for a 1400-hectare wheat and soybean farm. Different types of fertiliser were applied to four one-hectare plots of land as shown below.

Wheat was then planted and the following yields (tonnes) harvested from each plot were recorded.

a. What has this test demonstrated?

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b. Explain the reasoning in your response to Question 8a.

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c. Evaluate the design of the test. Determine if the data is adequate. Suggest ways the test could be improved.

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1 tonne of urea1 tonne of

superphosphate

1 tonne of animal manure

No fertiliser

Fertiliser Wheat yield (harvest)

(t/ha)

Urea 2.0

Superphosphate 1.5

Animal manure 1.5

No fertiliser 1.0


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End of Section 1






Question 1 (EBI)

Intensive horticultural practices are increasing the rates of food production in most countries around the world. Analyse how this could be impacting global biodiversity.

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End of Section 2

End of Part C

End of Paper One


Additional pages for responses (if required)

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rese

arch

able

qu

estio

ns

•des

igni

ng a

n in

vest

igat

ion

by

prov

idin

g in

com

plet

e m

etho

dolo

gy w

ith fe

w

varia

bles

and

atte

mpt

s to

in

clud

e a

cont

rol

•org

anis

ing

data

•usi

ng d

ata

to d

raw

co

nclu

sion

s.

The

cand

idat

e co

mm

unic

ates

in

vest

igat

ive

proc

esse

s by

:

•usi

ng d

ata

to a

nsw

er

ques

tions

•des

igni

ng a

n in

vest

igat

ion

whi

ch p

rovi

des

inco

mpl

ete

met

hodo

logy

and

men

tions

va

riabl

es

•atte

mpt

ing

to o

rgan

ise

data

.

The

cand

idat

e co

mm

unic

ates

in

vest

igat

ive

proc

esse

s by

pr

ovid

ing

inco

mpl

ete

met

hodo

logy

, and

tran

scrib

es

data

.


(co

nti

nu

ed)

Crite

rion

AB

CD

E

Evalu

atin

g bi

olog

ical

issue

s

The

cand

idat

e co

mm

unic

ates

by

:

•crit

ical

ly a

naly

sing

and

ev

alua

ting

info

rmat

ion

and

data

from

a v

arie

ty o

f sou

rces

to

det

erm

ine

valid

ity,

relia

bilit

y an

d bi

as

•int

egra

ting

the

info

rmat

ion

and

data

to m

ake

just

ified

and

re

spon

sibl

e de

cisi

ons

•com

parin

g al

tern

ativ

es a

nd

pred

ictio

ns re

leva

nt in

pas

t, pr

esen

t and

futu

re b

iolo

gica

l co

ntex

ts.

The

cand

idat

e co

mm

unic

ates

by

:

•ana

lysi

ng a

nd e

valu

atin

g in

form

atio

n an

d da

ta fr

om a

va

riety

of s

ourc

es to

de

term

ine

valid

ity, r

elia

bilit

y an

d bi

as

•int

egra

ting

the

info

rmat

ion

and

data

to m

ake

logi

cal

deci

sion

s

•rec

ogni

sing

alte

rnat

ives

and

pr

edic

tions

that

are

rele

vant

in

a ra

nge

of p

ast a

nd p

rese

nt

biol

ogic

al c

onte

xts.

The

cand

idat

e co

mm

unic

ates

by

:

•ana

lysi

ng in

form

atio

n an

d da

ta fr

om a

var

iety

of s

ourc

es

to d

eter

min

e va

lidity

and

bia

s

•sel

ectin

g re

leva

nt in

form

atio

n an

d da

ta to

mak

e pl

ausi

ble

deci

sion

s an

d pr

edic

tions

•rec

ogni

sing

con

cept

s th

at

form

the

basi

s of

pre

sent

-day

bi

olog

ical

issu

es in

a ra

nge

of

biol

ogic

al c

onte

xts.

The

cand

idat

e co

mm

unic

ates

by

:

•mak

ing

stat

emen

ts re

late

d to

so

urce

mat

eria

l

•mak

ing

unsu

ppor

ted

deci

sion

s

•rec

ogni

sing

that

a g

iven

issu

e ha

s bi

olog

ical

impl

icat

ions

.

The

cand

idat

e co

mm

unic

ates

by

rest

atin

g su

pplie

d in

form

atio

n.


Acknowledgments

Ampt P and Keys J 2000, Interpreting Data in Biology, Book 1, Emerald City Books, Glebe, NSW.

Aubusson P, Kennedy E & Hickman P 2004, Biology in Context: The spectrum of life, 2nd edn, Oxford University Press, South Melbourne, Vic.

Evans K, Ladiges PY & McKenzie J et al 2004, Biology: A contextual approach, Pearson Heinemann, Port Melbourne, Vic.

Evans K, Ladiges PY & McKenzie J 1994, Biology One, 2nd edn, Heinemann Educational Australia, Port Melbourne, Vic.

Greenwood T, Pryor K & Allan R 2010, Year 11 Biology 2010, Student Workbook, Biozone Learning Media Australia, Burleigh, Qld.

Every reasonable effort has been made to contact owners of copyright material. We would be pleased to hear from any copyright owner who has been omitted or incorrectly acknowledged.


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