For all Queensland schools

2017 Senior External Examination

Biology Friday 20 October 2017Paper 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

DirectionsDo 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: 55 minutes• Part B: 40 minutes• Part C: 55 minutes

AssessmentPaper 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 sessionThe supervisor will collect this book and your research notes when you leave.

Planning space

Part A — Cell structure and functionQuestions 1–7 assess Understanding biology (UB) and/or Investigating biology (IB).

Question 8 assesses Evaluating biological issues (EBI).

Attempt all questions. Write your responses in the spaces provided.

Suggested time allocation: 55 minutes.

Question 1 (UB)

a. Explain the difference between prokaryotic and eukaryotic cells.

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b. Complete the following table by putting a tick in the Prokaryote or Eukaryote column if the structure named is present in the cell type.

Question 2 (UB)

Label the following diagram of a cell.

Structure Prokaryote Eukaryote

Cell membrane

Nucleus

Ribosomes

DNA

1

Question 3 (UB)

Complete the following table.

Question 4 (UB)

a. Write the word equation for respiration.

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b. The chemical cyanide inactivates the metabolic reactions of mitochondria.By considering the role of mitochondria in the cell, explain why cyanide poisoning often results in death.

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Organic compound Main function

Carbohydrates

Nucleic acids

2

Question 5 (IB)Yeast is a single-celled, microscopic fungus that uses sucrose as a food source. An experiment was carried out to investigate cellular respiration in a particular species of yeast. Yeast cells were placed in a container at room temperature and a sucrose solution was added. An airtight lid was placed on the container for the length of the experiment. The percentages of oxygen and ethanol in the container were recorded over a one-hour period. The results are shown in the following table.

a. Explain the changes recorded in the oxygen and ethanol levels.

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b. Levels of carbon dioxide were also measured during the experiment.Predict whether the carbon dioxide concentration inside the container would have increased, stayed the same, or decreased within the time the experiment was carried out. Explain the reasoning for your prediction.

Prediction ..............................................................................................

Explanation ............................................................................................

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Percentage of oxygen Percentage of ethanol

At the start of the experiment 21 0

At the end of the experiment 18 4

3

Question 6 (UB)

The graph below shows the rate of carbon dioxide usage in a leaf as light intensity increases. All other variables are kept constant throughout the experiment.

a.i. What is occurring at point M in terms of chemical reactions?

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ii. Explain why the graph becomes nearly horizontal at 500 units of light intensity.

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b. Explain why it is beneficial for a plant to have a high level of carbon dioxide in its leaves(2 reasons).

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4

Question 7 (IB)

A model cell can be made using dialysis tubing. A group of students investigated the effect of temperature on the rate of diffusion using dialysis tubing as shown in the diagram below.

The students recorded their method:

• Take a piece of dialysis tubing approximately 6 cm in length.• Tie a know in one end of the tubing.• Half-fill the tubing with starch solution.• Tie a knot in the other end.• Blot dry the outside of the tubing.• Place the ‘model cell’ into a potassium iodide solution at 20 °C.• Time how long it takes for potassium iodide to diffuse into the model cell. The solution will

turn blue-black in colour.• Complete the procedure a total of three times and calculate the mean.• Repeat the experiment at temperatures of 25 °C, 30 °C, 35 °C and 40 °C.

State two limitations of the experiment and explain how each could be improved.

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5

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)

For centuries waterways have been used to dispose of household and industrial wastes. One of these waste products is detergent.

Detergent affects the structure and function of the cells of organisms in waterways.

a. Explain the effects detergents have on the cells in waterways.

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b. Discuss what has been done in the past and what could be done in the future to reduce the effects of detergents in waterways.

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End of Part A

7

Part B — Physiology of organismsQuestions 1–5 assess Understanding biology (UB) and/or Investigating biology (IB).

Attempt all questions. Write your responses in the spaces provided.

Suggested time allocation: 40 minutes.

Question 1 (UB)

The diagram below shows the digestive system of a segmented worm, Lumbricus terrestris, which has a diet of plant material, such as dead leaves. The part of the digestive system labelled as the gizzard contains particles of soil which assist in grinding up food. The intestine is the site of chemical digestion and also of absorption of digested food.

a. Explain why it is important for digestion that the food passes through the gizzard of the worm before it passes through the intestine.

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b. What two parts of the human digestive system perform a function equivalent to that of the gizzard in this worm?

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c. What structural feature would you expect to find in the intestine of the worm to ensure efficient absorption of the products of digestion? Explain your answer.

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8

Question 2 (UB)

The diagram below shows a model representing the human respiratory system. The different parts of the model represent different parts of the system.

a. Which part of the human respiratory system does the flexible rubber sheet represent?

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b. Explain why the balloons inflate when the flexible rubber sheet is pulled down.

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c. In the human body, during breathing, oxygen moves into the bloodstream. Name the structures involved in moving oxygen into the bloodstream and explain how these structures assist in the process of breathing.

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9

d. Fish absorb oxygen from the water flowing through the gills.

The diagram below shows a fish head and gills.

Explain one way in which gills are adapted for rapid absorption of oxygen.

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Question 3 (UB)

Explain how a flowering plant obtains mineral nutrients from the soil.

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10

Question 4 (IB)

A gardener sows 100 seeds of a plant species in a single garden bed. While the plants are growing, the gardener notices that a group of 15 plants in one part of the garden bed is not growing as tall as the rest of the plants. There is no dwarf form of this plant species.

a. Name one factor that may have caused the difference in size of the two groups of plant.

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b. Design an experiment to determine whether the factor you named is responsible for the reduced size. In your design:• provide a methodology that addresses variables and controls, and planning of replicate

treatments• identify the types of data to be collected.

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11

Question 5 (IB)

The volumes of water absorbed by the roots of a plant and lost by transpiration were measured over periods of three hours for one day. The plant was exposed to light from 6 am to 6 pm. The graph below shows the results.

a. Describe the changes in the volumes of water transpired over the period shown.

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b. Explain the changes in the volumes of water absorbed and transpired between 6 am and 6 pm.

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c. Draw a conclusion for the amount of water lost in transpiration.

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End of Part B

012–3 am 3–6 am 6–9 am 9–Noon Noon–3 pm 3–6 pm 6–9 pm 9–Midnight

510

Volume ofwater/cm3

Time of day

1520253035

Water absorbed by roots Water lost by transpiration

12

Part C — Organisms and ecosystemsQuestions 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: 55 minutes.

Question 1 (UB)

Complete the following table by:

a. choosing three organisms

b. listing an adaptation for each organism and identifying the type of adaption

c. explaining why each adaption makes the organism suited to the environment in which it lives.

Organism Adaptation Explanation

13

Question 2 (UB/IB)

Study the following cross-sectional diagram of a lake in summer.

a. Describe the relationship between depth and temperature.

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b.i. Describe the relationship you would expect between depth and light penetration.

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ii. How is light penetration likely to affect the distribution of plants in the lake?

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iii. In which layer (X, Y or Z) would you expect the greatest abundance of animal life?Explain your answer.

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c. Identify one other abiotic factor and explain how it might affect the organisms living in the lake.

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Question 3 (UB)

Twenty-five reindeer (4 males and 21 females) were introduced to an island off the coast of Alaska in North America. The reindeer had no predators on the island. Reindeer consume material such as lichen and mosses. Data on the population of the reindeer were collected for the next 40 years and are shown in the graph below.

a. Explain how various factors would have influenced the population of reindeer between years 28 and 30.

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b. Explain two factors that may have been responsible for the change in the reindeer population between years 30 and 40.

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Question 4 (IB)

Four species of bird were studied in their natural environments. The table below records each of their food preferences, habitat and requirements for shelter.

Which two species would compete most with each other? Justify your hypothesis by referring to the information in the table.

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Species Food preferences Habitat Shelter1 Reptiles, insects, crayfish,

rodents and young birdsOpen forest Hollow tree trunk

2 Insects, berries, other fruits and small birds

Open forest Upper branches of tall trees

3 Small insects Heath lands Nest constructed of dried grasses in low bushes

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

Open forest Nest of sticks in a forked tree branch

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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)

Koalas in the wild are facing unprecedented pressure to survive and have been added to the list of vulnerable species.

‘Saving the koala habitat is the only way to ensure their survival.’

Do you agree with this statement? Consider alternatives that have been used and may be used in the future to justify your decision.

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End of Part C

End of Paper One

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Part Question

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Part Question

20

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21

Planning space

22

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23

Planning space

24

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26

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