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For all Queensland schools
2014 Senior External Examination
Biology Wednesday 5 November 2014
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 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: 60 minutes
• Part B: 50 minutes
• Part C: 40 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.
Supervisor use only
QCAA use only
Supervisor’s initials
Marker number
––
Candidate use
Print your candidate number here
Attach barcode here
Number of books used
1 4
Planning space
Part A — Cell structure and function
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: 60 minutes.
Question 1 (UB)
a. Is the cell shown below prokaryotic or eukaryotic? Explain your choice, referring to information from the diagram.
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b. What is the name and function of the organelle labelled N?
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c. Explain how the internal structure of organelle N increases the organelle’s efficiency and effectiveness.
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d. Explain how the function of organelle N impacts on the functioning of organelles P and Q.
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P
NQ
1
Question 2 (UB)
The diagram below shows the fluid mosaic model of a cell membrane.
a. Label the two features marked on the diagram.
b. Explain the ways in which substances move passively across membranes. Link the movement to the features labelled in the diagram.
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2
Question 3 (IB)
During an experiment on bacterial growth, it was noticed that sealed dishes of the same culture grew at different rates when left overnight in different parts of a laboratory.
a. Formulate and justify a possible hypothesis for the observation.
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b. Outline an experimental design that tests the hypothesis by:
• providing methodology
• addressing variables and control
• planning replicate treatments
• identifying data to be collected (what, when, how).
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Question 4 (IB)
Catalase is an enzyme which brings about the decomposition of hydrogen peroxide to water and oxygen:
A student decided to observe the effect of temperature on the activity of catalase in chopped liver.
Test tubes containing equal amounts of hydrogen peroxide and chopped liver were set in water baths at various temperatures. A drop of detergent was added to each test tube. The student observed the varying rates of reaction by measuring the depth of froth produced by the oxygen bubbles created in the reaction. The results are shown in the table below.
a. Draw a graph of these results.
catalaseHydrogen peroxide Water + Oxygen
2H2O2 2H2O + O2
Temperature (°C)
Depth of bubbles in cmafter two minutes
10 0.8
15 1.5
20 3.2
25 5.4
30 6.8
35 8.1
40 7.4
45 1.1
4
b. What was the optimum temperature for the reaction?
c. Explain the relationship between temperature and depth of bubbles in terms of enzyme theory (refer to the graph).
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d. Outline an experiment to investigate the optimum pH (acidity) conditions for catalase action by:
• providing methodology
• addressing variables and control
• planning replicate treatments
• identifying data to be collected (what, when, how).
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5
Question 5 (UB)
a. Compare the differences between photosynthesis and cellular respiration including purpose, inputs used and outputs produced.
b. A student measured the carbon dioxide and oxygen output from a plant and observed that the proportion of carbon dioxide released in the evening was higher than during the day. Explain this observation.
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Photosynthesis Cellular respiration
Purpose
Inputs
Outputs
6
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)
Are sports drinks better than water?
Justify your decision by evaluating the effects of sports drinks on cell function. In your justification, consider:
• the role of sugar
• dehydration/rehydration
• the function of electrolytes
• the role of sodium
• osmosis.
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End of Part A
8
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: 50 minutes.
Question 1 (UB)
Grasshoppers have a number of paired mouthparts which serve to cut their food and manipulate it into the mouth. The insect’s digestive tract consists of three regions: the foregut, the midgut and the hindgut.
The foregut begins at the mouth and runs as a narrow oesophagus to a crop. The crop is a large, thin-walled sac which stores food. The crop opens into a muscular gizzard lined with thickened tooth-like projections.
The whole length of the foregut, from mouth to gizzard, is lined with cuticle similar to that which forms the exoskeleton of the insect. The midgut, or stomach, has no cuticular lining.
Opening into the stomach’s anterior end are six pouches; these secrete a digestive juice. The stomach is joined to the hindgut, or intestine, which is lined with cuticle like the foregut. The hindgut receives the waste products of digestion and nitrogenous wastes from excretory tubules.
Compare the function of the various parts of the grasshopper’s digestive system to those of a human. In your response, consider any structural differences which prevent certain functions taking place.
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oesophagus
mouth gizzard
crop digestive glandsstomach intestine
9
Question 2 (UB)
The diagram below shows a simplified enlarged section of a plant root.
How does the structure of the root, with its millions of root hairs, facilitate its function?
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Question 3 (IB)
Three twigs from the same plant, with leaves of equal surface area, were set up as shown in the diagram.
Note:
• Covering the leaf with vaseline blocks the stomata.
• The film of oil prevents evaporation from the cylinder.
• The experiments were left in identical environmental conditions for 48 hours.
• The results in the table below show the volume of water remaining in each cylinder.
Cylinder Volume of water remaining (cm3)
A 76
B 90
C 65
root hairs
A B C
film of oil
Upper leaf surfacescovered in vaseline
Lower leaf surfacescovered in vaseline
No vaseline
100 cm water3
film of oil
100 cm water3
film of oil
100 cm water3
film of oil
100 cm water3
film of oil
100 cm water3
film of oil
100 cm water3
10
a. What is one hypothesis supported by the results of this experiment? Justify your response by referring to the data and concepts.
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b. Evaluate the design of the investigation and propose refinements.
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11
Question 4 (IB)
A student was investigating the hypothesis that boys’ hearts beat faster than girls’ hearts. The following data was recorded.
Critically examine the adequacy of the data and discuss the validity of any conclusions which could be drawn from these results. Propose refinements to the investigation.
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Sex Rate of heartbeat
Female 85 beats per minute
Male 41 beats per 30 seconds
Male 178 beats in two minutes
Female 86 beats per minute
Male 77 beats per minute
Female 68 beats per minute
Female 48 beats per 30 seconds
Male 93 beats per minute
Male 81 beats per minute
Male 40 beats per 30 seconds
Female 87 beats per minute
12
Question 5 (IB)
Design a controlled experiment to investigate the effect of humidity, heat or wind on the rate of transpiration over a 10-minute period.
a. Write an hypothesis to predict the outcome.
b. Outline a methodology addressing variables and controls and planning replicate treatments.
c. Identify the types of data to be collected.
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13
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 National Health and Medical Research Council (NHMRC) describes xenotransplantation as the transplantation of living cells, tissues or organs from one species to another — such as from pigs to humans.
Xenotransplantation could save thousands of patients waiting for donated organs; therefore medical research into interspecies transplants should be a high priority.
Do you agree with this statement? Justify your decision by including the following in your response:
• why xenotransplantation is considered
• how well it works
• the current risks involved
• comparing alternatives to xenotransplantation.
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End of Part B
15
Part C — Organisms and ecosystems
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/IB)
The following field data was collected from a river ecosystem.
a. From the information provided, construct a food web that clearly shows feeding relationships.
Name of organism Observations
Tadpole Feeds on algae in the river
Water snail Feeds on algae in the river
Mosquito larva Feeds on algae in the river
Dragonfly nymph Feeds on mosquito larvae
Long-necked tortoiseGut contents include partially digested mosquito larvae, tadpoles, water snails and dragonfly nymphs
CodGut contents include partially digested dragonfly nymphs and long-necked tortoise
16
b. From the food web, select and draw a food chain with cod as a third-order consumer.
c. Bacteria and fungi belong to an important group of organisms in a food web. What is this group called? What is its role in a community?
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d. What effect would the sudden appearance of fish that eat large quantities of algae have on the food web? Discuss the impact on all organisms in the food web.
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e. Name one environmental change that could happen in this area to affect the food web. How might the food web change?
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17
Question 2 (UB)
Rabbits often found in deserts have large ears with a rich network of capillaries which lie near the skin.
Kangaroos have a special network of capillaries which lie near the surface of the skin on the inside of the forearms and, in times of intense heat, they can be seen licking their forearms.
Explain how these features help each animal regulate body temperature.
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Question 3 (IB)
Four species of marsupial were studied in their natural environment and were found to have the following food preferences, habitats and shelter requirements.
Which two species would compete most with each other? Justify your conclusion.
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Species Food preference Habitat Shelter requirement
I Ants Open woodland Burrows
II Shoots & leaves Open woodland Hollow logs
III Ants Dense forest Hollow logs
IV Berries & roots Dense forest Hollow logs
18
Question 4 (IB)
Paramecium is a unicellular organism which can easily be fed on yeast cells and cultured in a flask in the laboratory. In a well-known experiment two different species of Paramecium were grown, either alone or mixed together. The sizes of the populations of Paramecium were estimated over two weeks and the results presented in the graphs below.
a. Using the data for P. aurelia grown alone, explain what is happening to the population at:
i. Day 6
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ii. Day 12
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b. Suggest reasons for the difference in results for the mixed cultures and those for the singular cultures.
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c. Predict what will happen to both single cultures if the experiment is continued for an extended period of time. Explain your response.
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Popula
tion s
ize
Time in days Time in days
P. aurelia
alone
P. caudatum
aloneP. aurelia
in mixed culture
P. caudatum
in mixed culture
2 24 46 68 810 1012 1214 14
Popula
tion s
ize
19
Question 5 (IB)
A biologist collected the data below on the population numbers of plankton, prawns and small fish found in a particular area.
a. Graph the data.
Time(months)
Number of organisms
Plankton Prawns Small fish
10 100 130 340
12 140 130 310
14 200 130 210
16 210 135 180
18 190 140 220
10 150 160 320
12 120 190 350
14 120 100 330
16 180 170 250
18 220 150 210
20 200 140 240
20
b. Analyse the results to draw conclusions about the relationships between species and within a species.
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Question 6 (IB)
Selective logging of timber occurs in the rainforests of north Queensland and results in 50% of the canopy being removed. Biologists have studied the effect of this logging on three ringtail possum species living in the rainforest.
On the basis of the information provided, decide which possum population is most likely to be affected by selective logging. Justify your decision.
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End of Part C
End of Paper One
Green ringtail possum A solitary animal living in the canopy of strangler fig trees. Its diet includes figs from trees which are not logged.
Herbert River ringtail possum A canopy dweller which is generally a solitary animal. It lives in a ‘den’ (e.g. a hollow tree or an epiphytic clump).
Lemuroid ringtail possum A canopy dweller living in family groups. It is able to leap up to two metres from one branch to another. It is the most reluctant of the three species to come down to the ground.
21
Additional pages for responses (if required)
22
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Part Question
23
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Part Question
24
Planning space
25
Planning space
26
Planning space
27
Ass
essm
ent
stan
dar
ds
der
ived
fro
m t
he
Bio
log
y S
enio
r E
xter
nal
Syl
lab
us
2006
Pap
er
On
e
Crit
erio
nA
BC
DE
Und
erst
andi
ng
biol
ogy
The
cand
idat
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mm
unic
ates
un
ders
tand
ing
by:
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ing
links
bet
wee
n re
late
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con
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s, p
rinci
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and
th
eorie
s to
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terre
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a ra
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and
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The
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The
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and
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The
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term
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and
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Inve
stig
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ndid
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com
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inve
stig
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and
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to d
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the
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The
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The
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proc
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:
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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
.
28
Pap
er O
ne
(co
nti
nu
ed)
Crit
erio
nA
BC
DE
Eval
uatin
g bi
olog
ical
is
sues
The
cand
idat
e co
mm
unic
ates
by:
•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:
•int
egra
ting
the
info
rmat
ion
and
data
to m
ake
logi
cal d
ecis
ions
•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:
•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 fo
rm
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
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.
29
© Th
CopyrQuee
Excepor othpermi
The Qrequir
EnquiAsses
MPuEm
Que& APO BoLevel 7T + 61F + 61
www.
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