Biology (Int 2)
Examination Style Questions
6287
Winter 1999
HIGHER STILL
Biology (Int 2)
Examination Style Questions
Support Materials


CONTENTS
Introduction
Advice on Constructing a Prelim Paper
External Assessment Specification
Checklist for Intermediate 2 External Assessment
Analysis Grids
INTRODUCTION
The component units of the Biology (Intermediate 2) course are assessed by a test and
a report of an experimental activity as described in the National Unit Specification:
statement of standards. The evidence requirements can be met by using instruments
of assessment from the National Assessment Bank.
To gain the course award for Biology (Intermediate 2), a candidate must pass all the
units of the course as well as the external course examination. Details of the external
course examination are described in the National Course Specification. SQA has
published a specimen question paper in line with the National Course Specification.
Course estimates and evidence for appeals should be based on evidence that matches
the National Course Specification. This evidence could be produced in the form of a
Prelim paper or other alternative formats. The purpose of this support material is to
provide a bank of questions that could be compiled into such evidence. Other suitable
questions were issued in draft form at the national seminars in May 1999; these will
be issued in a final form in future support materials.
Advice on Constructing a Prelim Paper
There is no prescriptive pattern to constructing a prelim paper; centres will no doubt
develop a preferred pattern in the light of experience. However one possible way of
proceeding is described below.
Select a ‘data analysis’ type question for section B. This should ensure coverage of
‘complexity of data’, and ‘problem solving and practical activities’ aspects 1, 2, 3 and 7.
Select a question based on an experiment for section B. This should ensure coverage
of ‘problem solving and practical activities’ aspects 4, 5, 6 and 7.
Select questions for the remainder of section B and for section C paying attention to:
 the total allocation of marks for sections B and C
 the balance of marks across units
 the ratio of KU:PS/PA.
At this stage the balance of marks and KU:PS/PA ratio will be guess work. This can
be refined at the next stage.
Review sections B and C against the checklist. Consider if sections B and C require
review or if the external assessment specification can be met by the selection of
questions for section A.
Select questions for section A so that the prelim paper matches the National Course
Specification.
Caution should be exercised in selecting less familiar and more complex (A type)
questions (usually some 20% of the total marks). Inevitably some questions which do
not meet the grade description for A will cause candidates sufficient difficulty to
operate as A type questions and this should be taken into account. The best test of a
Biology: Examination style questions (Int 2)
1
prelim paper is to retrospectively compare the prelim rank order with external
examination results. In the light of such a comparison either adjust grade cut-off
scores or alter questions to improve prelim concordancy with the external
examination.
A checklist for Intermediate 2 external assessment and blank analysis grids are
included in these materials.
Biology: Examination style questions (Int 2)
2
External Assessment Specification
INTERMEDIATE 2 BIOLOGY
Details of the instruments for external assessment
The external course examination will sample across all of the unit outcomes and
achievement will be graded on the basis of cut-off scores.
The assessment of knowledge and understanding, problem solving and practical
abilities will be based upon the course content described for the three units:



Living Cells (Int 2)
Environmental Biology and Genetics (Int 2)
Animal Physiology (Int 2).
The content contexts of these units will be sampled equally in the course examination
which will include familiar contexts as well as contexts which are less familiar and
more complex than in the unit assessments. While there are no compulsory practicals
for the purposes of external assessment, there will be questions set in the examination
on practical work in contexts less familiar to candidates.
The examination will consist of one paper of 2 hours with a total of 100 marks. The
paper will consist of three sections:
Section A
This section will contain 25 multiple-choice questions (of these 9-11 will test problem
solving and/or practical abilities, the remainder will test knowledge and
understanding). Section A will have an allocation of 25 marks. Candidates will be
expected to answer all the questions.
Section B
This section will contain structured questions and data handling questions with an
allocation of 65 marks. Between 15 and 20 marks will test problem solving and/or
practical abilities, the remainder will test knowledge and understanding. Candidates
will be expected to answer all the questions.
Section C
This section will consist of four extended response questions to test the candidate’s
ability to select, organise and present relevant knowledge. Section C will have an
allocation of 10 marks and will include:

two extended response questions given with a diagram, each with an allocation of
5 marks (1 mark for coherence, 4 for knowledge and understanding). Candidates
will be expected to answer one of these questions.

two extended response questions for 5 marks. Candidates will be expected to
answer one of these questions.
Biology: Examination style questions (Int 2)
3
Grade descriptions
Grade C
Candidates at Grade C will have demonstrated success in achieving the component
units of the course. In the course assessment candidates will generally have
demonstrated the ability to:
 retain knowledge and skills over an extended period of time
 integrate knowledge and understanding, problem solving and practical abilities
acquired across component units
 apply knowledge and understanding, problem solving and practical abilities in
contexts similar to those in the component units.
Grade A
In addition candidates at Grade A will generally have demonstrated the ability to:
 retain an extensive range of knowledge and skills over an extended period of time
 integrate an extensive range of knowledge and understanding, problem solving
and practical abilities acquired across component units
 apply knowledge and understanding, problem solving and practical abilities in
contexts less familiar and more complex than in the component units.
Testing of the course outcomes
The following gives advice on how the course outcomes will be assessed.
Knowledge and understanding
Candidates should be tested on their ability to recall learning and understand facts and
principles detailed in the content statements and supplementary notes in the content
tables in the course specification.
Problem solving and practical abilities
Questions relating to each of the following points will be included in the course
examination in order to test the candidate’s ability to:
1. Select relevant information from texts, tables, charts, keys, graphs and/or diagrams.
2. Present information appropriately in a variety of forms, including written
summaries, extended writing, tables and/or graphs.
3. Process information accurately using calculations including percentages, averages
and/or ratios. Significant figures and units should be used appropriately.
4. Plan and design experimental procedures to test given hypotheses or to illustrate
particular effects. This could include identification of variables, controls and
measurements or observations required.
Biology: Examination style questions (Int 2)
4
5. Evaluate experimental procedures in situations that are unfamiliar, by commenting
on the purpose of approach, the suitability and effectiveness of procedures, the
control of variables, the limitations of equipment, possible sources of error and/or
suggestions for improvement.
6. Draw valid conclusions and give explanations supported by evidence or
justification. Conclusions should include reference to the overall pattern to
readings or observations, trends in results or comment on the connection between
variables and controls.
7. Make predictions and generalisations based on available evidence.
Complexity of Data
The following advice is intended as general guidelines in setting the complexity of
data to be used in problem solving questions.
At Intermediate 2 typically one source of data (text, tables, charts, keys, diagrams or
graphs) should be provided from which the problem has to be solved.
The provided data should typically have one to two patterns, trends, conditions,
variables or sets of results from which information has to be selected and presented or
which have to be used as sources of evidence for conclusions, explanations,
predictions or generalisations. The analysis of data should involve one set of data.
The planning designing and evaluation of experimental procedures should involve one
of the following: one or two treatments, adequate controls, limitations of equipment,
sources of error, and possible improvements as appropriate.
Biology: Examination style questions (Int 2)
5
CHECKLIST FOR INTERMEDIATE 2 EXTERNAL ASSESSMENT
EXTERNAL ASSESSMENT
SPECIFICATION
DETAILS
PRESENT
Units equally sampled
Data of Int 2 level
complexity
Typically one source of data with one
to two patterns/ trends/ conditions/
variables/sets of results
Integration
Questions which integrate across
component units/outcomes/
performance criteria
Less familiar, more
complex contexts
‘A’ type questions
PS/PA
All aspects 1-7 covered
Section A
Total marks - 25
PS/PA - 9-11 marks
Section B
Total marks - 65
PS/PA - 15 - 20
Section C
Total marks - 10
Two extended response questions
with a diagram for 5 marks (1 mark
for coherence, 4 marks for KU)
Two extended response questions for
5 marks
Biology: Examination style questions (Int 2)
6
Checklist for Intermediate 2 External Assessment (cont.)
ALL PS/PA ASPECTS COVERED:
SECTION A
SECTION B
1. Select relevant information from texts, tables, charts,
keys, graphs and/or diagrams.
2. Present information appropriately in a variety of
forms, including written summaries, extended
writing, tables and/or graphs.
3. Process information accurately using calculations
including percentages, averages and/or ratios;
significant figures and units should be used
appropriately.
4. Plan and design experimental procedures to test
given hypotheses or to illustrate particular effects.
This could include identification of variables,
controls and measurements or observations required.
5. Evaluate experimental procedures in situations
which are unfamiliar by commenting on the purpose
of approach, the suitability and effectiveness of
procedures, the control of variables, the limitations
of equipment, possible sources of error and/or
suggestions for improvement.
6. Draw valid conclusions and give explanations
supported by evidence. Conclusions should include
reference to the overall pattern to readings or
observations, trends in results or comment on the
connection between variables and controls.
7. Make predictions and generalisations based on
available evidence.
Biology: Examination style questions (Int 2)
7
Intermediate 2 Biology Prelim Paper
Section A
Q NO.
KU
MARKS
PS/PA
MARKS
UNIT 1
C
UNIT 2
A
C
UNIT 3
A
C
A
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Biology: Examination style questions (Int 2)
8
Intermediate 2 Biology Prelim Paper
Section B
Q NO.
KU
MARKS
PS/PA
MARKS
UNIT 1
C
Biology: Examination style questions (Int 2)
UNIT 2
A
C
UNIT 3
A
C
A
9
Intermediate 2 Biology Prelim Paper
Section C
Q NO.
KU
MARKS
PS/PA
MARKS
UNIT 1
C
Biology: Examination style questions (Int 2)
UNIT 2
A
C
UNIT 3
A
C
A
10
INT 2 BIOLOGY
UNIT 1
LIVING CELLS
EXAMINATION STYLE QUESTIONS
Biology: Examination style questions (Int 2)
11
Biology: Examination style questions (Int 2)
12
SECTION A
1.
Which of these structures would only be found in a plant cell?
A
B
C
D
2.
Bacteria produce lactic acid when they break down
A
B
C
D
3.
fungus
alga
bacterium
protein.
Glucose molecules can move through a cell membrane from high to low
concentration by
A
B
C
D
5.
lactase
ethanol
glucose
lactose.
Yeast is an example of a single-celled
A
B
C
D
4.
Nucleus
Cell membrane
Cell wall
Cytoplasm
osmosis
diffusion
mitosis
respiration.
The diagram shows a plant cell which has been placed in a 20% sucrose solution
for 5 minutes.
This cell has
A
B
C
D
lost water and is turgid
gained water and is turgid
lost water and is plasmolysed
gained water and is plasmolysed.
Biology: Examination style questions (Int 2)
13
6.
An investigation was carried out into the effect of pH on the digestion of egg
white by the enzyme pepsin.
1 cm lengths of hard boiled egg white were placed in equal volumes of pepsin
solution. The pH of the pepsin solutions ranged from pH 1 to pH 6. After 24
hours at 37C the lengths of egg white were remeasured. The table shows the
results of the experiment.
pH
1
2
3
4
5
6
length of egg white (cm)
0.5
0.1
0.2
0.3
0.4
0.7
The optimum pH of the pepsin is
A
B
C
D
7.
pH 1
pH 2
pH 4
pH 6.
A red blood cell will lose water when placed in a 20% salt solution. This
happens because the red blood cell
A
B
C
D
is isotonic with the salt solution
is hypertonic to the salt solution
is hypotonic to the salt solution
has the same water concentration as the salt solution.
Questions 8 and 9 refer to the following list.
A
B
C
D
Phophorylase
Lipase
Pepsin
Amylase
8.
Which enzyme breaks down starch into sugar?
9.
Which enzyme builds up starch from sugar?
10.
Photolysis is a reaction in which
A
B
C
D
ATP is formed using light energy
water is formed using light energy
ATP is broken down using light energy
water is broken down using light energy.
Biology: Examination style questions (Int 2)
14
11.
In plants aerobic respiration differs from anaerobic respiration because
A
B
C
D
pyruvic acid is formed
glucose is broken down
carbon dioxide is produced
more ATP is formed.
Biology: Examination style questions (Int 2)
15
Section A: Mark Scheme
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
C
D
A
B
C
B
C
D
A
D
D
Biology: Examination style questions (Int 2)
16
INTERMEDIATE 2 QUESTIONS
Section A
Unit: 1
NO.
COMMENTS
KU
MARKS
PS/PA
MARKS
UNIT 1
C
1
2
3
4
5
6
7
8
9
10
11
a(i)
a(ii)
a(ii)
b(i)
b(iv)
c2
b(iv)
c1(iii)
c1(iii)
e1(iii)
d2
1
1
1
1
6
6
1
1
1
1
1
1
1
UNIT 2
A
C
UNIT 3
A
C
A
C
C
C
C
C
C
C
C
C
C
C



Biology: Examination style questions (Int 2)
17
Biology: Examination style questions (Int 2)
18
SECTION B
1.
The following is a diagram of a typical plant cell.
(a)
Identify the parts labelled A to D.
PART
A
B
C
D
NAME
(4)
(b)
What structure, not shown in the diagram, can be found in plant cells but never in an
animal cell?
--------------------------------------------------------------------------------------------------(1)
Biology: Examination style questions (Int 2)
19
2.
The following is a diagram of a single celled organism.
(a)
(i) Why can this organism be called a single celled plant?
--------------------------------------------------------------------------------------------------(1)
(ii) Why can this organism be called a single celled animal?
--------------------------------------------------------------------------------------------------(1)
(b)
Explain what would happen if this organism was placed into distilled water?
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------(2)
Biology: Examination style questions (Int 2)
20
3.
The diagram below represents a cheek cell which is respiring aerobically.
(a)
(i) Name the high energy sugar labelled A and the gas labelled B.
A :------------------------------------
B:---------------------------------------(2)
(ii) Name gas C released during aerobic respiration.
--------------------------------------------------------------------------------------------(1)
(b)
Name the high energy molecule produced during aerobic respiration.
-------------------------------------------------------------------------------------------------(1)
(c)
Which two substances would be produced by the cheek cell if it was
respiring anaerobically?
1.------------------------------------------
Biology: Examination style questions (Int 2)
2.---------------------------------------(2)
21
4.
Three test tubes were set up as follows:
TEST TUBE A contained 2 cm3 of starch suspension and 2 cm3 of salivary amylase.
TEST TUBE B contained 2 cm3 of starch suspension and 2 cm3 of pancreatic lipase.
TEST TUBE C contained 2 cm3 of starch suspension and 2 cm3 of distilled water.
The test tubes were kept at 37C.
(a)
Complete the following table to show what would happen if iodine solution was
added to each of the test tubes after 24 hours.
TEST TUBE
COLOUR
A
B
C
(2)
(b)
Explain the result obtained for:
Test Tube A:--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------(1)
Test Tube B:---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------(1)
Test Tube C:---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------(1)
(c)
What would have been the effect of increasing the temperature of the experiment to
60C?
-------------------------------------------------------------------------------------------------.(1)
Biology: Examination style questions (Int 2)
22
5.
The following graph shows the uptake and output of carbon dioxide by a tomato crop
over a period of time.
(a)
Name the process responsible for
(i) CO2 uptake:------------------------------------------------------------------------------(1)
(ii) CO2 output:------------------------------------------------------------------------------(1)
(b)
Explain the drop in CO2 uptake at the point marked X.
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------(2)
Biology: Examination style questions (Int 2)
23
6.
To demonstrate fermentation by yeast cells the following experiment was set up.
Bicarbonate indicator is used to indicate changes in carbon dioxide concentration. A
change from an orange to yellow colour indicates a carbon dioxide increase and orange
to red indicates a decrease in carbon dioxide.
(a)
What would happen by the end of the experiment to the
(i) temperature of the solution?
---------------------------------------------------------------------------------------------(1)
(ii) bicarbonate indicator colour?
---------------------------------------------------------------------------------------------(1)
(b)
Explain why the following steps were taken.
(i) Boiling of the glucose solution.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------(2)
(ii) Cooling of the glucose solution.
---------------------------------------------------------------------------------------------(1)
(iii) Using an oil layer.
---------------------------------------------------------------------------------------------(1)
Biology: Examination style questions (Int 2)
24
(iv) Using an insulated container.
---------------------------------------------------------------------------------------------(1)
(c)
What new substance would be present in the container at the end of the experiment.?
--------------------------------------------------------------------------------------------------(1)
(d)
A control experiment was set up at the same time as the above experiment.
State one way the control would be different from the experiment.
--------------------------------------------------------------------------------------------------(1)
Biology: Examination style questions (Int 2)
25
7.
The following experiment was set up to show the effect of increasing light intensity on
the rate of photosynthesis.
The rate of photosynthesis was measured by counting the bubbles of oxygen released
every minute.
o
2
The results were as follows.
LIGHT INTENSITY
(light units)
0
1
2
3
4
5
6
7
(a)
RATE OF PHOTOSYNTHESIS
(bubbles of O2/minute)
0
2
4
6
8
8
8
8
Draw a line graph of these results on the graph paper below.
Biology: Examination style questions (Int 2)
(2)
26
(b)
What was limiting the rate of photosynthesis between:
(ii) 0 and 4 light units?
---------------------------------------------------------------------------------------------(1)
(ii) 4 and 7 light units?
---------------------------------------------------------------------------------------------(1)
(c)
Describe one method which could be used to change the light intensity.
--------------------------------------------------------------------------------------------------(1)
(d)
Why was the experiment repeated three times at each light intensity?
--------------------------------------------------------------------------------------------------(1)
(e)
What substance, present in the leaves of the pond weed, trapped the light energy
coming from the light source?
--------------------------------------------------------------------------------------------------(1)
Biology: Examination style questions (Int 2)
27
Section B: Mark Scheme
1.
2.
3.
4.
5.
6.
(a)
A = Cell Wall
B = Nucleus
C = Vacuole
D = Cytoplasm
(1)
(1)
(1)
(1)
(b)
Chloroplasts
(1)
(a)
(i) Presence of chloroplasts/large vacuole.
(ii) Absence of cell wall/presence of flagellum for moving.
(1)
(1)
(b)
Water would enter by osmosis.
Cell would eventually burst.
(1)
(1)
(a)
(i) A = glucose
(ii) carbon dioxide
(b)
ATP
(c)
Lactic Acid…
(a)
A = Brown/not black
B = Black
C = Black
(1)
B = oxygen
(1)
(1)
(1)
(1)
…and ATP
(1)
3 for (2)
2/1 for (1)
(b)
A = enzyme amylase breaks down starch.
B = enzyme lipase does not break down starch.
C = no enzyme to break down starch.
(1)
(1)
(1)
(c)
No breakdown of starch in any test tube.
(1)
(a)
(i) Photosynthesis
(ii) Respiration
(1)
(1)
(b)
Cloud cover reduce light.
Photosynthesis reduced.
(1)
(1)
(a)
(i) It would have risen.
(ii) Changed from orange to yellow.
(1)
(1)
(b)
(i) To remove oxygen.
To destroy micro-organisms.
(ii) So as not to kill yeast when they were added.
(iii) To prevent entry of oxygen.
(iv) To prevent loss of heat to outside/
To prevent entry of heat from outside.
(1)
(1)
(1)
(1)
Biology: Examination style questions (Int 2)
(1)
28
7.
(c)
Alcohol/Ethanol or Carbon dioxide.
(1)
(d)
No yeast.
(1)
(a)
for correct label and scale
for correct plot
(1)
(1)
(b)
(i) light intensity.
(ii) CO2 concentration/temperature.
(1)
(1)
(c)
Move light source closer/away/dimmer switch/filters/
increase/decrease size of light bulb.
(1)
To ensure plant adapted to new conditions/
to make results more reliable.
(1)
Chlorophyll.
(1)
(d)
(f)
Biology: Examination style questions (Int 2)
29
INTERMEDIATE 2 QUESTIONS
Section B
Unit: 1
NO.
COMMENTS
KU
MARKS
PS/PA
MARKS
UNIT 1
C
1(a)
1(b)
2(a)
2(b)
3(a)(i)
3(a)(ii)
3(b)
3(c)
4(a)
4(b)
4(c)
5(a)(i)
5(a)(ii)
5(b)
6(a)
6(b)
6(c)
6(d)
7(a)
7(b)(i)
7(b)(ii)
7(c)
7(d)
7(e)
a(i)
a(i)
a(i)
b(iv)
d(1)(i),d(2)(i)
d(2)(i)
d(1)(ii)
d(2)(ii)
c(1)(iii)c(1)(ii)
c(1)(iii)c(1)(ii)
c(2)
e(1)(ii)
d(2)(i)
e(2)
a(ii)
4
1
2
2
2
1
1
2
1
1
a(ii)
1
e(1)(i)
Biology: Examination style questions (Int 2)
1
A
C
UNIT 3
A
C
A
C
C
C
C
C
C
C
C
6
6
7
1
2
1
1
1
e(2)
UNIT 2
A
A
A
C
C
6
7
5
6
4
2
1
1,6
4
5
2
2
5
1
2
1
1
1
1
A
A
A
C
C
C
C
A
A
C
C
30
SECTION C
1.
Describe the effect that takes place when plant tissue is placed in a hypertonic
solution.
(5)
Biology: Examination style questions (Int 2)
31
SECTION C QUESTION 1 MARK SCHEME
Suggested Answers
Water leaves cells by osmosis. (1)
Cell contents shrink. (1)
Cell membrane comes away from cell wall. (1)
Cells lose mass/decrease in size. (1)
Tissue becomes flaccid. (1)
Cells become plasmolysed. (1)
Any 5 from 6
Biology: Examination style questions (Int 2)
32
SECTION C
2.
Compare aerobic and anaerobic respiration in yeast cells.
(5)
Biology: Examination style questions (Int 2)
33
SECTION C QUESTION 2 MARK SCHEME
Suggested Answers
Respiration is release of energy from food.
Aerobic is in presence of oxygen.
Anaerobic is in absence of oxygen.
Aerobic produces CO2, H2O and many ATP.
Anaerobic produces Ethanol, CO2 and few ATP.
Both controlled by enzymes or some energy is released as heat.
Biology: Examination style questions (Int 2)
(1)
(1)
(1)
(1)
(1)
(1)
Any 5 from 6
34
INTERMEDIATE 2 QUESTIONS
Section C
Unit 1
NO.
COMMENTS
KU
MARKS
UNIT 1
1
b(iv)
5
C
2
d1(i)(iii) d2(i)(ii)
5
C
Biology: Examination style questions (Int 2)
UNIT 2
UNIT 3
35
Biology: Examination style questions (Int 2)
36
Int 2 Biology
Unit 2
Environmental Biology and Genetics
Examination Style Questions
Biology: Examination style questions (Int 2)
37
Biology: Examination style questions (Int 2)
38
SECTION A
Some of the characteristics of five related British plants are shown in the table.
Use the information to answer questions 1 and 2.
SPECIES
THORNS
FLOWER COLOUR
Pear
Silverweed
Trailing Rose
Dog Rose
Common Tormentil
no
no
yes
yes
no
white
yellow
white
white tinged with pink
yellow
NUMBER OF
PETALS
five
five
five
five
four
The paired statement key below uses the information in the table above.
KEY TO FIVE RELATED BRITISH PLANTS
Clue 1 Thorns present go to Clue 2
Thorns not present go to Clue 3
Clue 2 …………………………….Trailing Rose
…………………………….Dog Rose
Clue 3 5 petals present go to Clue 4
4 petals present …………...Tormentil
Clue 4 …………………………….Pear
…………………………….Silverweed
Use the following paired statements to answer questions 1 and 2.
A
White flowers
Yellow flowers
B
White flowers
White flowers tinged with pink
C
4 petals
5 petals
D
White flowers
Yellow flowers
1.
2.
Which is the correct pair of statements for Clue 2 ?
Which is the correct pair of statements for Clue 4 ?
Biology: Examination style questions (Int 2)
39
3.
Two species of flour beetle X and Y are kept in the same container with a
supply of food. The numbers of each species of beetles are counted at three day
intervals. The beetles competed for the food supply and as a result the
population of one species survived but one species did not.
Which of the graphs below shows this competion?
4.
From the table below select the human cell which has the correct number of
sets and number of chromosomes.
Human Cell
A
B
C
D
Skin
Sperm
Egg
Liver
Sets of
Chromosomes
Present
1
2
1
2
Biology: Examination style questions (Int 2)
Number of
Chromosomes
23
46
46
46
40
Questions 5 and 6 refer to the following information.
Huntingdon’s chorea is a genetic disorder. When one of the chromosomes in a pair
carries the abnormal form of the gene, that person develops the disorder.
The abnormal form of the gene is represented by H and the normal form of the gene
by h. The genotype of an affected individual is Hh.
The tree below shows the inheritance of the disorder in one family.
5.
Which of the following shows the correct genotypes of Alison, James and
Emma?
A
B
C
D
6.
Alison
Hh
hh
Hh
hh
James
Hh
Hh
hh
Hh
Emma
hh
hh
Hh
Hh
Scott and Emma are expecting a baby. What is the chance of the baby
inheriting the disorder?
A
B
C
D
1 in 3 chance
1 in 2 chance
1 in 4 chance
1 in 1 chance
Biology: Examination style questions (Int 2)
41
Questions 7 and 8 are based on the diagram below.
7.
Which structure in a plant contains the male gamete?
A
B
C
D
8.
Stigma
Anther
Filament
Ovule
Which structure in a plant combines with the male gamete to form the zygote?
A
B
C
D
Ovule
Pollen
Ova
Anther
Questions 9 and 10 refer to the following information.
9.
What percentage of the light energy entering the food chain is converted into
plant material?
A
B
C
D
0.5%
1.0%
1.5%
2.0%
Biology: Examination style questions (Int 2)
42
10.
Animals convert 10% of the energy they eat into body material.
How many units of energy are passed on to the foxes?
A
B
C
D
1
5
10
15
Use the information below to answer questions 11 and 12.
In an investigation, a population of Paramecia was cultured together with a population
of another single-celled organism (Organism X).
The graph below shows changes in both populations over a period of 20 days.
11.
The total volume of the culture was 1000 cm3. The greatest population density
of Paramecium in the population was
A
B
C
D
12.
17
180
170
18
On day 3 the ratio of the numbers of Paramecium present to Organism X is
A
B
C
D
200 : 1
50 : 1
1 : 50
1 : 200
Biology: Examination style questions (Int 2)
43
Use the information below to answer question 13.
Paramecium is a single-celled organism which can be studied in the laboratory.
The graph below shows the growth curve of a Paramecium population in 1000 cm3 of
culture solution.
13.
The period with the greatest increase in the population was
A
B
C
D
14.
A species is defined as
A
B
C
D
15.
Days 4-6
Days 6-8
Days 8-10
Days 10-12
a group of organisms that occupy the same habitat
a group of similar looking organisms
a group of organisms that interbreed to produce fertile offspring
a group of organisms that have the same genes.
The diversity of species found in a grassland ecosystem will be greatest if
A
B
C
D
the grassland is regularly sprayed with herbicide
cows are kept on the grassland throughout the year
all the rabbits are removed from the grassland
the grassland is regularly ploughed.
Biology: Examination style questions (Int 2)
44
16.
The sequence of the amino acids in a protein is determined by
A
B
C
D
17.
Which of the following actions will reduce biodiversity of species in Scottish
ecosystems?
A
B
C
D
18.
19.
20.
the hydrogen bonds between each strand of DNA
the sugar molecules present
the phosphate molecules in the DNA molecule
the order of the bases in the DNA molecule.
Re-introducing the Red Kite to Scotland
Destroying peatland areas by planting trees or burning the peat
Encouraging farming methods that allow young corncrakes to survive
Managing the existing Caledonian pine woods
Which of the following statements about the cell divisions that produce gametes
are correct?
1.
2.
3.
4.
All the cells formed are genetically identical to each other.
Each cell formed has a single set of chromosomes.
Each cell formed has a double set of chromosomes.
The cell division is controlled by the nucleus.
A
B
C
D
1 and 2 are correct
1 and 3 are correct
3 and 4 are correct
2 and 4 are correct
Which of the following statements about human genetics are correct?
1.
2.
3.
A male gamete may have an X chromosome.
A male gamete may have a Y chromosome.
A female gamete has two X chromosomes.
A
B
C
D
All statements are correct
1 and 2 only
2 and 3 only
1 and 3 only
Which of the following is the most likely effect of clearing an area of
woodland?
A
B
C
D
The plant species in the area would decrease
The number of small birds would decrease
The field mice population would decrease
The number of deer would increase
Biology: Examination style questions (Int 2)
45
21.
A cell which carries two different alleles of a gene is
A
B
C
D
heterozygous
homozygous
dominant
recessive.
Questions 22 and 23 refer to the diagram below.
The following diagram shows the biomass of four organisms A-D in a food chain.
22.
Which organism is the secondary consumer?
23.
The biomass is the lowest at the top of the food chain because
A
B
C
D
24.
A forest is a stable ecosystem. A factor which results in the formation of a
stable ecosystem is
A
B
C
D
25.
the organisms are larger
energy is lost at each level in the food chain
energy is gained from the sun at each level in the chain
the organisms are smaller.
reducing the numbers of predators
increasing the number of species present
increasing the producers
a reduction in competition.
Which of the following is an example of polygenic inheritance in humans?
A
B
C
D
Colour blindness
Haemophilia
Height
Tongue rolling
Biology: Examination style questions (Int 2)
46
26.
Which of the following is an example of co-dominant alleles?
A
B
C
D
27.
Haemophilia
Colour blindness
Eye colour
Blood group
The number of melanistic (dark) moths of the Peppered moth has increased in
industrial areas until they are greater than the number of the light variety
present.
The process responsible for this is
A
B
C
D
28.
mutation
adaptive radiation
natural selection
competition.
Variation in the offspring produced when a male and female gamete fuse is due to
A
B
C
D
some genes being dominant
some genes being recessive
random combination of the sex cells
both alleles being present.
Biology: Examination style questions (Int 2)
47
SECTION A MARKING UNIT 2
Item No 1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
B
D
D
D
C
B
B
A
B
C
B
C
B
C
B
C
B
D
B
B
A
C
B
B
C
D
C
C
Biology: Examination style questions (Int 2)
48
INTERMEDIATE 2 QUESTIONS
SECTION A
Unit 2
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
Comments
KU
a(2)(iii)
b(2)(ii)
b(2)(v)
b(2)(v)
b(1)(i)
b(1)(i)
Marks
PS/PA
1
1
1
Biology: Examination style questions (Int 2)
A
Unit 2
C
A
A
A
A
Unit 3
C
A
C
3
3
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Unit 1
C
1
1
1
1
3
3
1
3
3
a(2)(i)
a(2)(i)
b(2)(i)
a(2)(i)
b(2)(ii)
b(2)(iii)
a(2)(i)
b(2)(v)
a(1)(ii)
a(1)(ii)
a(2)(i)
b(2)(v)
b(2)(v)
b(2)(vii)
b(1)(ii)
Marks
1
1
1
1
1
A
A
C
C
C
C
A
A
A
C
C
C
C
A
C
C
C
C
C
C
C
C
C
C
49
Biology: Examination style questions (Int 2)
50
SECTION B
1.
The food web below shows some of the relationships between organisms in a
Scottish heathland.
(a)
Use the information from the food web to select one example for each type of
organism to complete the table below.
Name of Organism
Primary Consumer
Carnivore
Producer
(3)
(b)
Name the organisms from the food web with the greatest biomass?
-------------------------------------------------------------------------------------------------(1)
(c)
Explain why the biomass of the shrews, grouse and rabbits is always greater than the
biomass of eagles in the heathland.
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------(2)
(d)
Describe what may happen to the numbers of grouse if the rabbits died from
myxomatosis. Explain why this may happen.
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------(1)
Biology: Examination style questions (Int 2)
51
2.
Blowfly larvae were released at the centre of a tray marked off into four sections.
The tray was placed to one side of a lamp and after 10 minutes the position of the
blowfly larvae were noted.
The experiment was repeated five times with different blowfly larvae each time.
The results obtained are shown in the table below.
Trial Number
1
2
3
4
5
Average Number
NUMBER OF BLOWFLY LARVAE
Area A
Area B
Area C
Area D
5
4
1
0
6
3
2
1
4
6
0
0
7
3
1
1
4
5
0
1
4.2
0.8
0.6
(a)
On the table above complete the average number of blowfly larvae found in area A.
(1)
(b)
What hypothesis could the above investigation have been testing?
--------------------------------------------------------------------------------------------------(1)
(c)
State two variables that should be kept constant throughout the trials.
--------------------------------------------------------------------------------------------------(1)
(d)
Give two ways the investigation is making sure the results obtained are valid.
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------(2)
(e)
How could the design be further changed to improve validity of the results.?
--------------------------------------------------------------------------------------------------(1)
Biology: Examination style questions (Int 2)
52
(f)
What valid conclusion can be drawn from the results?
------------------------------------------------------------------------------------------------(1)
(g)
Suggest the survival value to the blowfly larvae in responding in this way.
------------------------------------------------------------------------------------------------(1)
Biology: Examination style questions (Int 2)
53
3.
The diagrams below show some of the stages in cells dividing to form gamete cells.
(a)
Complete the drawings to show the chromosome complement of the four sperm cells
produced.
(1)
(b)
During stage 2 the matching chromosomes pair and chromosomes are shuffled.
What happens during “chromosome shuffling”?
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------(1)
(c)
What is the significance of chromosome shuffling during gamete production?
-------------------------------------------------------------------------------------------------(1)
(d)
In humans sperms and eggs contain 23 chromosomes and when fertilisation occurs
the zygote contains 46 chromosomes.
Explain why it is important that the chromosome number remains unchanged after
fertilisation takes place.
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------(2)
Biology: Examination style questions (Int 2)
54
4. A plant breeding experiment was carried out over a period of three years using two
varieties of plant. One variety produced tall plants and the other dwarf plants.
In the first year, the two varieties were grown and were cross-pollinated; the seeds
were collected from the plants. The seeds were sown the following spring and all the
plants were tall. The plants were allowed to self-pollinate and again the seeds were
collected. These seeds were sown in the spring of the third year and the numbers of
tall and dwarf plants noted.
(a)
Explain why the parents in the above experimental cross must be true-breeding.
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------(1)
(b)
Complete the table below to describe and predict the proportions of the phenotypes
found in the F2 generation of the experimental cross.
PHENOTYPE
DESCRIPTION
PROPORTION
1
2
(c)
(1)
Genotype is not the only factor affecting the height to which these peas will grow.
Name another factor that will contribute to the phenotype of the peas.
-------------------------------------------------------------------------------------------------(1)
(d)
The height of the pea plant is a single characteristic controlled by two forms of the
same gene. State the term used to describe the two forms of a gene.
-------------------------------------------------------------------------------------------------(1)
Biology: Examination style questions (Int 2)
55
5.
(a) Colour in a species of wheat is controlled by the combined effect of two genes
R1 and R2.
Gene 1
Gene 2
DOMINANT
R1
R2
RECESSIVE
r1
r2
The phenotype of a plant depends on the number of dominant alleles present as
shown below.
PHENOTYPE
NUMBER OF
DOMINANT ALLELES
GENOTYPE
dark red
4
R1 R1 R2 R2
medium dark red
3
medium
2
light
1
white
0
Complete the table to show the genotypes of each phenotype.
(b)
r1r1r2r2
(2)
What name is given to this pattern of inheritance?
------------------------------------------------------------------------------------------------(1)
(c)
Give the genotype and phenotypes of offspring produced in a cross between a dark
red and a white plant.
Phenotype
dark red x white
Offspring Genotypes:
------------------------
Offspring Phenotypes:
-------------------------
Biology: Examination style questions (Int 2)
(2)
56
6.
(a) Genetic engineering can be used to produce bacterial cells capable of
manufacturing human insulin.
(i)
In the boxes below, describe each of the steps carried out to transfer successfully
the insulin gene from a human cell to a bacterial cell.
(2)
(ii)
Give one advantage of producing insulin in this way.
------------------------------------------------------------------------------------------------(1)
Biology: Examination style questions (Int 2)
57
(b)
The table below contains information about the production of a protein by yeast,
before and after optimum conditions were identified using a mathematical model.
Concentration of yeast
cells (grams per litre)
Protein production (units
per gram of yeast cells)
(i)
NON-OPTIMUM
CONDITIONS
0.6
OPTIMUM
CONDITIONS
0.8
1000
1600
Describe the two ways in which protein production by the yeast is improved under
optimum growth conditions.
1.------------------------------------------------------------------------------------------------(1)
2.------------------------------------------------------------------------------------------------(1)
(ii)
Calculate the expected percentage increase in the production of the protein per
gram of yeast cells, under optimum growth conditions.
Percentage increase: ----------------%
Biology: Examination style questions (Int 2)
(1)
58
7.
(a)
The following graph shows the behaviour of a species of woodlouse (slater) kept
at various humidities.
With increasing humidity explain what happens to the overall rate of movement and
the percentage of time the woodlice is at rest.
Rate of movement:----------------------------------------------------------------------------------(1)
Percentage time at rest:-----------------------------------------------------------------------------(1)
(b)
Underline the correct answer.
The most marked change of activity occurs between the relative humidities
7% and 44%
70% and 90%
44% and 57%
90% and 100%
57% and 70%
(c)
(1)
How does this response of the woodlice increase their chance of survival?
--------------------------------------------------------------------------------------------------(1)
Biology: Examination style questions (Int 2)
59
Biology: Examination style questions (Int 2)
60
(b) Design an investigation which would allow you to investigate the reactions of the
woodlice to a named condition.
Do this by answering the questions 1-5.
(i)
State the hypothesis you would be testing.
-----------------------------------------------------------------------------------------(1)
(ii)
Name the variable you would be changing.
-----------------------------------------------------------------------------------------(1)
(iii) Sketch the apparatus you would use.
LEAVE SPACE
(1)
(iv) State how the conditions in the investigation would be achieved.
-----------------------------------------------------------------------------------------(1)
(v)
Predict the reaction of the woodlice to the conditions tested.
-----------------------------------------------------------------------------------------(1)
Biology: Examination style questions (Int 2)
61
9.
You have to decide whether each of the following statements about chromosomes
and proteins are TRUE or FALSE and tick the appropriate box.
If you decided it is FALSE you should then write the correct word in the right
hand box to replace the word underlined in the statement.
STATEMENTS
Chromosomes are made
from DNA.
A DNA molecule
contains three different
bases
It is the order of the
bases that determines the
sequence of amino acids
in a protein.
The body obtains their
amino acids for building
proteins by absorbing
proteins in food
molecules.
TRUE
FALSE
CORRECTION
(2)
Biology: Examination style questions (Int 2)
62
10.
Identify the correct.words for the definitions below.
Choose your answers from the following list.
A Genotype
E Dominant
B Recessive
F Gamete
C Allele
G Myosis
D Phenotype
DEFINITIONS
LETTER
The appearance of an individual with respect to a particular
inherited characteristic.
Different forms of the same gene.
Cells with only half the number of chromosomes present.
Produces the same effect present singly or in duplicate.
Division of the nucleus leading to gamete production..
(3)
Biology: Examination style questions (Int 2)
63
11.
In short-horned cattle, coat colour is controlled by a gene which has two alleles.
R represents the allele for red hair and r represents the allele for white hair.
If a red haired bull is mated with a white haired cow the calves have a mixture of
red and white hairs known as a roan colour. The genotypes of the parents of this
cross are shown below.
RR x rr
(a)
(i) State the genotype of the F1 resulting from this cross.
--------------------------------------------------------------------------------------------------(1)
(ii) Decide if each of the following statements about the cross is TRUE or FALSE
and 3 the appropriate box.
If the statement is FALSE write the correct word or phrase in the correction box
to replace the underlined statement.
STATEMENT
The parents in this cross are
true breeding.
TRUE
FALSE
CORRECTION
F1 cattle are all red.
The alleles for coat colour
in short-haired cattle show
dominance.
(3)
(b)
(c)
Two cattle with the same genotype as the F1 were allowed to breed. State the
expected ratio of the genotypes and phenotypes in the F2 generation.
Ratio of genotypes:
---------------------------------------------------------------------(1)
Ratio of phenotypes:
---------------------------------------------------------------------(1)
Suggest why the observed ratio of such a cross would be different from the expected
ratio.
--------------------------------------------------------------------------------------------------(1)
Biology: Examination style questions (Int 2)
64
12.
The following table shows the changes in the population of rabbits over a period
of time, on an island ecosystem.
TIME IN MONTHS
5
10
15
20
25
(a)
NUMBER OF RABBITS
3500
9000
13500
14500
15000
Plot a line graph on the grid below to show these population changes.
Biology: Examination style questions (Int 2)
(2)
65
(b)
The population growth of the rabbits slows down between 20-25 months.
Give two reasons why this may happen.
1.---------------------------------------------------------------------------------------------------
(c)
2.--------------------------------------------------------------------------------------------------(1)
Predict what may happen to the population in the future.
--------------------------------------------------------------------------------------------------(1)
(d)
If the rabbits were all removed from the island what may happen to the variety of
species of plants present? Give a reason for your prediction.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------(1)
Biology: Examination style questions (Int 2)
66
MARKING SECTION B QUESTIONS
1.
(a) Primary consumer-insect/grouse/rabbit
Carnivore-shrew/eagle
Producer-heather litter/young heather shoots
1 mark
1 mark
1 mark
(b) Heather shoots
1 mark
(c) Large numbers of prey (grouse, rabbits, shrews) are needed to support a smaller
population of predators.
Predator requires energy for heat, metabolism, respiration - this energy is lost
(must have) and not passed along a food chain.
2 marks
(d) Number may increase due to more food available - not in competition for food
supply.
Or
Numbers may decrease due to eagles eating more grouse if no rabbits available.
Correct effect and explanation
1 mark
Biology: Examination style questions (Int 2)
67
2.
(a) 5.2
(1)
(b) Blowfly larvae will be moved towards light/away from the darkness.
Or
Blowfly larvae move away from light/towards darkness
Or
The movement of blowfly larvae is unaffected by the light conditions. (1)
(c) Temperature/humidity/same species of blowfly/lamp distance
(2)
(d) Repeating five times/using different blowfly larvae each time/using ten blowfly
larvae
Any two
(2)
(e) Repeat more times/use more blowfly larvae/improve light measurement of each
area/ensure light from one direction only
(1)
(f) Blowfly larvae move to the darkest areas/move away from the light
(1)
(g) Blowfly larvae move to conditions where they will find food/find moisture/be
safe from predators/locate favourable conditions.
(1)
Total 9 marks
Biology: Examination style questions (Int 2)
68
3. (a) Two gametes containing one of the longer chromosomes and two gametes
containing one of the smaller chromosomes
(1)
(b) When matching pairs of chromosomes line up it is a matter of chance which is on
the left and which on the right.
Explanation of random assortment.
(1)
(c) Leads to variation in the gametes/variety in offspring
(1)
(d) So each cell has the correct/full set/complete information.
(1)
Biology: Examination style questions (Int 2)
69
4. (a) Parents in a cross must differ from each other in the one inherited characteristic
being studied/must show different phenotypes/to allow the determination of the
dominant or recessive allele or similar/to allow valid conclusions to be drawn.
(1)
(b)
Tall
Dwarf
75% / 3 / 3:1
25% / 1 / 1:3
(1)
(c) Effects of the environment
(1)
(d) allele
(1)
Biology: Examination style questions (Int 2)
70
5.
(a) R1R1R2r2 or R1r1R2R2
R1R1r2r2 or r1r1R2R2 or R1r1R2r2
R1r1r2r2 or r1r1R2r2
All correct = 2
1 or 2 correct=1
(b) polygenic
(1)
(c) R1r1R2r2
medium red
(1)
(1)
Biology: Examination style questions (Int 2)
71
6.
(a) (i)
Step 2
Step 3
Step 4
Plasmid cut open/plasmid removed
(Insulin) gene removed/extracted/isolated/taken away
Insulin (gene) inserted/put into plasmid
Plasmid returned to bacterial cell/placed in ideal conditions
Three steps correct = 2
One or two steps correct = 1
(ii)
Process of insulin production speeded up/increased quantities of insulin
is produced/cheaper
(1)
(b) (i)
1 Increased concentration of yeast cells/more grams of yeast per litre.
2 Increased protein production per cell or each cell/g of yeast/g of cells
produces more protein.
(1)
(ii)
60
Biology: Examination style questions (Int 2)
(1)
72
7.
(a) Rate of movement decreases.
Percentage of time at rest increases.
(1)
(1)
(b) 70 - 90%
(1)
(c) 1 mark for survival value:
Woodlice need to be moist to allow them to breathe.
Or
1 mark for explaining the response to the environment:
When air is dry/low humidity they will not survive so by increasing their
movement they will move to an area with moist air/high humidity
or
When air is moist/high humidity they do not need to move to survive.
Biology: Examination style questions (Int 2)
(1)
73
8.
(a)(i)
Oniscus
Porcelio
1.
all in dark
4 in light, 6 in dark
2.
all in dark
2 in light, 8 in dark
Correct location = 1 Numbers given = 1
(2)
(ii) Porcelio found in both light and dark conditions/Oniscus found only in dark.
(1)
(iii) humidity/temperature
(b) (i) Hypothesis relates to conditions chosen.
(1)
(1)
(ii) Variable relates to condition chosen.
(1)
(iii) Apparatus - choice chamber or other suitable apparatus.
(1)
(iv) Show how it could be used to change the condition chosen.
(1)
(v) Prediction relates to survival of woodlice i.e. high humidity/suitable
temperature from range chosen or movement towards/away from named
condition.
(1)
Biology: Examination style questions (Int 2)
74
9.
True
False
True
False
four
digesting
4 correct = 2marks
3 or 2 correct = 1 mark
1 correct = 0 marks
Biology: Examination style questions (Int 2)
75
10.
D
C
F
E
G
3 marks
5 correct = 3 marks
3,4 correct = 2 marks
2 correct = 1 mark
Biology: Examination style questions (Int 2)
76
11.
(a) (i)
(ii)
Rr
True
False
False
1 mark
roan/both red and white hairs
co-dominance
5 correct = 3 marks
4 correct = 2 marks
3 correct = 1 mark
(b)
Ratio genotypes
Ratio phenotypes
1 RR : 2 R r : 1 r r
1 Red : 2 Roan : 1 white
(c)
Random effects at fertilisation/Fertilisation is at random/Number of offspring is too
small/alleles passed on are at random.
1 mark
Biology: Examination style questions (Int 2)
1 mark
1 mark
77
12.
(a) Line graph
Correct label and scale = 1 mark
Correctly plotted = 1 mark.
(b)
Competition for food/space/disease/predation
(c)
Population growth will stop/decrease.
Rabbits will start to die.
Population will decrease.
Population may stay the same.
(d)
(2)
Any 2 for 1 mark. (1)
(1)
The number of plant species present would decrease due to the rabbits keeping the
dominant grass plant species in check.
(1)
Biology: Examination style questions (Int 2)
78
INTERMEDIATE 2 QUESTIONS
Section B
Unit 2
NO.
COMMENTS
KU
MARKS
PS/PA
MARKS
UNIT 1
C
1(i)
1(ii)
1(iii)
1(iv)
2(i)
2(ii)
2(iii)
2(iv)
2(v)
2(vi)
2(vii)
3(i)
3(ii)
3(iii)
3(iv)
4(i)
4(ii)
4(iii)
4(iv)
a1(ii)
a1(ii)
a1(ii)
a2(i)
a2(ii)
b2(ii)
b2(ii)
b2(ii)
b2(iv)
b2(v)
b2(v)
b2(vi)
b2(iv)
Biology: Examination style questions (Int 2)
1
1
1
2
1
A
C
UNIT 3
A
C
A
C
C
A
1
4
4
5
4
6
1
1
2
2
1
1
1/2
1
1
1
1
1
1
1
1
1
UNIT 2
C
C
C
C
C
C
C
C
C
A
C
C
C
C
C
C
79
INTERMEDIATE 2 QUESTIONS
Section B
Unit 2
NO.
COMMENTS
KU
MARKS
PS/PA
MARKS
UNIT 1
C
5(i)
5(ii)
5(iii)
6(a)
6(b)(i)
6(b)(ii)
7(i)
7(ii)
7(iii)
8(a)(i)
8(a)(ii)
8(a)(iii)
8(b)(i)
8(b)(ii)
8(b)(iii)
8(b)(iv)
8(b)(v)
9
10
11(a)
11(b)
11(c)
12(a)
12(b)
12(c)
12(d)
b2(v)
b2(v)
b2(v)
b2(viii)
a2(ii)
a2(i)
b2(i)
b2(v)(iv)b1(i)
b2(v)
b2(v)
b2(v)
a2(iii)
Biology: Examination style questions (Int 2)
2
1
2
3
UNIT 2
A
C
UNIT 3
A
C
A
A
C
A
1
3
7
1
2
1
2
1
1
1
1
1
4
4
4
4
7
1
1
1
1
1
1
1
2
3
4
2
1
C
C
C
C
C
C
C
C
C
A
C
A
A
C
C
C
C
A
2
2
7
7
1
1
1
C
C
C
C
C
80
SECTION C - Unit 2
1. The diagram shows the light and dark varieties of the Peppered moth.
Explain the process of natural selections as illustrated by the distribution of light and dark
coloured moths in an industrial area.
Biology: Examination style questions (Int 2)
81
Unit 2 Section C
Question 1
Marking Scheme
•
Natural selection - the individuals that are adapted to their environment survive to breed.
(1)
•
In an industrial area the black form of the moth is well camouflaged on the dark tree.
White form shows up on the dark tree.
(1)
•
Black form is not eaten by birds/predators.
White form is easily seen and eaten by predators.
(1)
•
Black form survives to breed and the numbers increase.
(1)
+ 1 for coherence
Total 5 marks
Biology: Examination style questions (Int 2)
82
2.
The diagram below shows part of a DNA molecule with four different bases.
Describe how this molecule holds the information to make proteins in a cell.
Biology: Examination style questions (Int 2)
83
Question 2
Marking Scheme
•
Proteins are made of long chains of amino acids linked together.
•
The order of the amino acids in the chain is different for each protein the cell makes.
•
The order the amino acids are linked together in a cell is determined by the order of the
bases on the DNA.
•
The amino acids are linked in a specific order to make a specific protein.
•
The order of the bases on the strand forms a code to determine the protein produced.
Any 4 marks + 1 mark for coherence
Total 5 marks
Biology: Examination style questions (Int 2)
84
3.
Explain how new varieties of organisms have been produced by selective breeding.
Biology: Examination style questions (Int 2)
85
Question 3
Marking Scheme
•
A good characteristic in a plant or animal is identified.
•
Organisms with this good characteristic are allowed to breed.
•
By cross breeding in this way over several generations an improvement in the
characteristic is seen.
•
Example given is e.g. milk yield in cattle, oil production in maize.
•
Takes several generations and does not always produce the desired result.
any 5 marks
Biology: Examination style questions (Int 2)
86
4.
Describe the factors that control the populations of organisms within a woodland
ecosystem.
Biology: Examination style questions (Int 2)
87
Question 4
Marking Scheme
Explanation of factor with an example.
•
space available
•
food available
•
disease
•
predators
•
environmental conditions affecting birth and death rate
•
competiton for resources plants - light and soil
animals - food, water, shelter
any 5 - 5 marks
Biology: Examination style questions (Int 2)
88
INTERMEDIATE 2 QUESTIONS
Section C
Unit 2
NO.
COMMENTS
KU
MARKS
UNIT 1
UNIT 2
1
b(2)(vii)
5
C
2
b(2)(i)
5
C
3
b(2)(viii)
5
C
4
a(2)(iii)
5
C
Biology: Examination style questions (Int 2)
UNIT 3
89
Biology: Examination style questions (Int 2)
90
Int 2 Biology
Unit 3
Animal Physiology
Examination Style Questions
Biology: Examination style questions (Int 2)
91
Biology: Examination style questions (Int 2)
92
SECTION A
1.
Which of the following statements contains features which are all essential for gaseous
exchange in mammals?
A
Good blood capillary network, large surface area, thick lining.
B
Good blood capillary network, small surface area, thin lining.
C
Good blood capillary network, moist surface, thin lining.
D
Large surface area, dry surface, thin lining.
Questions 2 and 3 refer to the diagram below.
2.
At which structure does oxygen enter the bloodstream?
A
B
C
D
3.
1
2
3
4
Which structure keeps the air passages open?
A
B
C
D
1
2
3
4
Biology: Examination style questions (Int 2)
93
Questions 4 and 5 refer to the diagram below. It shows the alimentary canal (digestive system) of
a rabbit.
4.
Which structure is the site of absorption for food?
A
B
C
D
5.
2
3
4
5
Which structure secretes an acid solution?
A
B
C
D
5
1
2
3
Biology: Examination style questions (Int 2)
94
Questions 6 and 7 refer to the diagram below. The diagram is a mammalian heart.
6.
The function of the heart chamber marked X on the diagram is to
A
B
C
D
7.
Blood vessel Z on the diagram carries
A
B
C
D
8.
pump blood to the left ventricle
pump blood to the body
collect blood from the body
collect blood from the lungs.
deoxygenated blood to the body
deoxygenated blood to the lungs
oxygenated blood to the body
oxygenated blood to the lungs.
Which of the following explains why urine does not normally contain glucose/
A
B
C
D
The kidney nephron is impermeable to glucose
Glucose is reabsorbed from the nephron back into the bloodstream
All the glucose is used for respiration in the nephron
The kidney converts glucose to urea
Biology: Examination style questions (Int 2)
95
Questions 9, 10 and 11 are about the functions of the brain.
Choose an answer from the list below (letters may be used more than once).
A
B
C
D
Cerebrum
Hypothalamus
Cerebellum
Medulla
9.
Which area of the human brain is responsible for regulating heart beat?
10.
Which area of the human brain regulates body temperature?
11.
Which area of the human brain is responsible for the co-ordination of movement?
Questions 12 and 13 refer to ADH or Antiduretic hormone.
Antiduretic hormone (ADH) is involved in regulating the water concentration in blood.
12.
ADH has its effect by
A
B
C
D
13.
increasing the volume of water reabsorbed from kidney tubules
increasing the volume of water lost by sweating
increasing the volume of water reabsorbed in the large intestine
increasing the volume of water lost in respiration.
ADH is produced by the
A
B
C
D
osmoreceptors
hypothalamus
kidney tubule
pituitary gland.
Biology: Examination style questions (Int 2)
96
14. The pathway for a reflex arc involves the following.
1.
2.
3.
Central nervous system
Sensory neurone
Motor neurone
Which of the following correctly represents the pathway of a reflex arc?
A
B
C
D
123
132
213
231
15. Villi are the small finger like projections found on the wall of the small intestine. One of their
functions is
A
B
C
D
to propel (move) food along the small intestine
to protect the wall of the small intestine from being damaged
to increase the surface area of the small intestine for absorption
to secrete digestive juices into the small intestine
16. Which of the following comparisons between a freshwater bony fish and a marine bony fish is
correct?
A
B
C
D
Freshwater Bony Fish
large volume of concentrated
urine
water is hypertonic to body fluid
fish tends to lose water
large volume of dilute urine
Biology: Examination style questions (Int 2)
Marine Bony Fish
small volume of dilute urine
water is hypotonic to body fluid
fish tends to gain water
small volume of concentrated urine
97
Questions 17, 18 and 19 refer to the information given below.
Deer mice are found in almost every part of North America. Members of a population of the
mice, which normally live at low altitude, were taken to high altitude for 100 days and then
returned to their own altitude.
The average number of red blood cells in individual mice was measured during this time. The
results are shown on the graph below.
17.
How many days at high altitude did it take for the average number of red blood cells to
increase by 2 million per mm3.
A
B
C
D
18.
After 50 days at high altitude the percentage increase for the average number of red blood
cells per mm3 in the mouse population was
A
B
C
D
19.
100
25
75
50
10%
35%
40%
70%.
What evidence is there from the graph that the mice red blood cells become more efficient at
transporting oxygen whilst at a high altitude?
A
B
C
D
Between day 0 and 25 there is a large increase in cell numbers.
After 60 days at high altitude the number of cells decreases.
At day 50 there is a further increase in the average number of cells.
The number of cells never decreases to its original level at low altitude.
Biology: Examination style questions (Int 2)
98
Question 20 refers to the following information.
The graphs below show changes in lung pressure and volume during one complete breathing
cycle.
20.
The volume of air inhaled during a complete breathing cycle is
A
B
C
D
0.8 litres
2.4 litres
1.6 litres
3.2 litres
Biology: Examination style questions (Int 2)
99
Intermediate Unit 3
Animal Physiology
Multiple Choice Questions Section A
Question Answer
Number Scheme
1
C
2
C
3
B
4
C
5
B
6
C
7
C
8
B
9
D
10
B
11
C
12
A
13
D
14
C
15
C
16
D
17
B
18
C
19
B
20
A
Biology: Examination style questions (Int 2)
100
INTERMEDIATE 2 QUESTIONS
Section A
Unit 3
NO.
COMMENTS
KU
MARKS
PS/PA
MARKS
UNIT 1
C
UNIT 2
A
C
UNIT 3
A C
1
c2(i)
1
C
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
c2(i)
c2(i)
a2(iii)
a2(ii)
c1(ii)
c1(ii)
b(i)
d1(i)
d1(i)
d1(i)
b(iii)
b(iii)
d2(ii)
a2(iii)
b(ii)
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
Biology: Examination style questions (Int 2)
1
1,3
1
1
1
1
1
1
A
A
A
A
101
Biology: Examination style questions (Int 2)
102
SECTION B
1. Separate test tubes containing starch suspension and amylase solution were placed in
water-baths set at a range of temperatures.
When the required temperatures were reached the amylase was added to the starch.
The mixtures were left in the water-baths at these temperatures for 30 minutes.
Samples were then analysed for the quantity of sugar present. The results are shown
in the table below.
Temperature (C)
Units of Sugar
0
5
15
30
30
60
40
80
50
10
70
0
(i) From the results plot a line graph to show the effect of increasing temperature on
the units of sugar present.
(2)
(ii)
From the results, state the optimum temperature for this enzyme.
-----------------C
Biology: Examination style questions (Int 2)
(1)
103
(iii) What would be the effect on the results at 70C if the starch suspension and
amylase solution had been mixed together before being placed in the water bath?
Explain your answer.
Effect
------------------------------------------------------------------------------------------------(1)
Explanation
--------------------------------------------------------------------------------------------------(1)
Amylase is specific to the substrate starch. Explain the meaning of the term specific.
--------------------------------------------------------------------------------------------------(1)
Biology: Examination style questions (Int 2)
104
2. (a) When food is digested, part of the process involves the breakdown of the food
from large insoluble molecules to small soluble molecules.
(i) What is the name given to the group of chemicals that are responsible for this
breakdown?
-------------------------------------------------------------------------------------------------(1)
(ii) Why must the large insoluble molecules be broken down into small soluble
molecules?
------------------------------------------------------------------------------------------------(1)
(b)
The list below shows the names of the main food groups and their products once
they have been broken down in the digestive process.
1.
2.
3.
Carbohydrate  sugars i.e. glucose
Proteins  amino acids
Fats  fatty acids and glycerol
From the list of food groups above state which one would give the most easily
available source of energy for aerobic respiration?
-------------------------------------------------------------------------------------------------(1)
(c)
The bar chart below shows the average daily nutrient requirements for people
operating at different levels of activity. The nutrient requirements are taken from
the three main food groups - protein, fat and carbohydrate.
Biology: Examination style questions (Int 2)
105
(i)
A person changes their occupation from one of light work to one of heavy work.
Calculate the percentage increase in their carbohydrate requirement.
Percentage increase:--------------------%
(ii)
(1)
What is the ratio in which the three nutrients are required for light work?
protein:
--------------fat: -------------carbohydrate:---------------
Biology: Examination style questions (Int 2)
(1)
106
3. (a) The diagram below illustrates a stage in the movement of food along the intestine
due to peristalsis.
Explain the mechanism of peristalsis.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------(2)
(b) The diagram below shows a single villus from the small intestine of a mammal.
Complete the table of features and functions.
Biology: Examination style questions (Int 2)
(2)
107
(c) An investigation was carried out into the effect of vitamin B1 on the heart rate of
rabbits. After the start of the investigation, the diet was changed to one lacking vitamin
B1.
The results are shown in the graph below.
Calculate the percentage decrease in average heart rate from the start of the investigation
to the end on day 45.
Percentage decrease :---------------------%
Biology: Examination style questions (Int 2)
(1)
108
4. (a) The bar chart below shows the nutrient composition of four different milks.
Colostrum is the breast milk produced by a woman for the first few days after giving
birth.
“Humanised milk” is cow’s milk that has been modified to make it more like human
breast milk.
Express as a ratio, the protein content in colostrum, cow’s milk and human milk.
colostrum: ------------cow’s milk: ------------human milk :-------------
Biology: Examination style questions (Int 2)
(1)
109
(b)
At four months of age babies can be given solid or semi-solid foods as well as milk.
(i) What must happen to these solids to allow the baby to absorb them through the wall
of the small intestine?
--------------------------------------------------------------------------------------------------(1)
(ii) Explain how muscular contractions in the baby’s stomach would help in the chemical
breakdown of the solid food?
---------------------------------------------------------------------------------------------------(1)
(c)
Dieticians and midwives agree today that the best possible milk for a healthy baby is
breast milk. This is because it contains the correct balance of nutrients, is sterile and
contains antibodies from the mother.
These antibodies give some protection (immunity) from disease for the baby.
Explain how the antibodies in breast milk have been produced by the mother.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------(2)
Biology: Examination style questions (Int 2)
110
5.
A person who was unfit and did very little exercise was asked to take part in an
investigation into the effects of exercise.
They were given a programme of exercise to follow. Before the investigation started
their lung volume was measured, while breathing normally for 1 minute and then
taking deep breaths for 30 seconds.
The results are shown below.
(a)
(i) From the graph what is the volume of air inhaled in one normal breadth?
-----------------litres
(1)
(ii) What was the person’s breathing rate during normal breathing?
-------------------------------------------------------------------------------------------------(1)
(iii) What is the total volume of air inhaled during the period from 60-90 seconds?
Total volume :-------------------litres
Biology: Examination style questions (Int 2)
(1)
111
(b) After three months on a rigorous exercise programme the measurements for lung
volume were taken again.
Predict what would have happened to their lung volume measurements after the three
months during :
(i)
normal breathing.
--------------------------------------------------------------------------------------------------(1)
(ii)
deep breathing.
--------------------------------------------------------------------------------------------------(1)
Biology: Examination style questions (Int 2)
112
(c) Measurements were also made on the changes in the number of capillaries supplying
blood to the heart muscle during the running part of the exercise programme.
The results for these are recorded below.
Number of capillaries
per mm2 of heart muscle
Total distance run (km)
2000
2100
2250
2500
3000
3200
0
50
100
150
200
250
(i) Plot these results on the graph paper below as a line graph.
Biology: Examination style questions (Int 2)
(2)
113
(ii) What do the results indicate about the effect of exercise on the number of
capillaries in the heart muscle?
--------------------------------------------------------------------------------------------(1)
(iii) Calculate the percentage increase in the number of capillaries per mm 2 in heart
muscle after running a total distance of 200 km.
------------------%
(iv)
How many kilometres did this person run in order to increase the number of
capillaries per mm2 in the heart muscle by 25%?
------------------km
(d)
(1)
(1)
(i) What two substances are supplied by the capillaries to the heart muscles for the
process of respiration?
--------------------------------------------------------------------------------------------(1)
(ii) Name the artery that supplies the heart muscle with its blood supply.
--------------------------------------------------------------------------------------------(1)
Biology: Examination style questions (Int 2)
114
6.
In living organisms the water content in their cells and body fluid must be kept at a
near constant level. The name given to the process of maintaining this water level is
osmoregulation.
The diagram below represents part of an organ in a mammal, involved in
osmoregulation.
(a)
(i) In which organ in the mammal would this structure be found and what is the
structure called?
Organ:--------------------------------Structure:-----------------------------
(1)
(ii) Describe the function of each structure indicated by the letters A and B.
LETTER
FUNCTION
A
B
(2)
(b)
Osmoregulation in humans involves a hormone produced by a gland closely
associated with the brain. Name the hormone and the gland from which it is
produced.
Hormone:----------------------------------------------
(1)
Gland:--------------------------------------------------
(1)
Biology: Examination style questions (Int 2)
115
(c)
An investigation was carried out into the changes taking place in the structure
shown in the diagram for a non-diabetic person.
Fluid was analysed at points A and B and the table below shows some of the
substances analysed.
POINT
A
B
Urea
-ve
+ve
SUBSTANCES ANALYSED
Glucose
Water
Salts
+ve
+ve
+ve
-ve
+ve
+ve
(i) Explain why there is
1.
No urea found at point A.
---------------------------------------------------------------------------------------------(1)
2.
No glucose found at point B.
---------------------------------------------------------------------------------------------(1)
(ii) The urea has originally come in the bloodstream to the structure shown from
the liver. What is the source of the urea in the liver?
---------------------------------------------------------------------------------------------(1)
Biology: Examination style questions (Int 2)
116
Section B: Mark Scheme
1.
(i) Scale correct for 1 mark
All points plotted correctly for 1 mark
Points must be joined with a line
(ii) 40C
(iii) Effect
some sugar would be present
Explanation
(2)
(1)
(1)
enzyme/amylase breaks down/converts starch to sugar
before reaching 70C/being denatured
(1)
(iv) The shape of the enzyme will allow it to act on only one substrate or
Amylase only breaks down/acts on starch.
Biology: Examination style questions (Int 2)
(1)
117
2.
(a) (i) enzymes
(1)
(ii) To allow absorption into the bloodstream/ so they can diffuse from the
(small) intestine into the bloodstream
(1)
(b) Carbohydrate
(1)
(c) (i) 60%
(1)
(ii) 1:1:3
Biology: Examination style questions (Int 2)
(1)
118
3.
(a) Wave of muscular contraction.
Muscles contract behind food.
Muscles relax above/in front of food.
All three=2
1 or 2 correct=1
(2)
(b) Blood capillary
absorbs fatty acids and glycerol/absorbs fat
(1)
(1)
(c) 54%
(1)
Biology: Examination style questions (Int 2)
119
4.
(a) (i) 2 colostrum : 3 cows milk : 1 human milk
(1)
(b) (i) Broken down/digested from insoluble molecules to soluble molecules (1)
(ii) Contractions would help mix food, acid and enzymes together which
breaks down the food
(c) Previous exposure to antigens
Lymphocyte production of antibodies
Biology: Examination style questions (Int 2)
(1)
(1)
(1)
120
5.
(a) (i) 0.6 litres
(1)
(ii) 15 breaths per minute
(1)
(iii) 5.8 litres
(1)
(b) (i) increase
(1)
(ii) increase
(1)
(c) (i) line graph :
axis labelled with correct units
points plotted correctly and joined
(1)
(1)
(ii) exercise increases the number of capillaries in the heart muscle
(1)
(iii) 50%
(1)
(iv) 150 km
(1)
(d) (i) oxygen and glucose
(ii) coronary
Biology: Examination style questions (Int 2)
(1)
(1)
121
6.
(a) (i) kidney
nephron
(ii) A:
B:
(b)
(c)
Both for 1 mark
(1)
reabsorbs useful materials eg glucose/selective reabsorption
reabsorption of water
(1)
(1)
Anti diuretic hormone
Pituitary gland
(i) 1.
2.
No urea is reabsorbed into the bloodstream.
All the glucose has been reabsorbed into the bloodstream.
(ii) Breakdown of amino acids
Biology: Examination style questions (Int 2)
(1)
(1)
(1)
(1)
(1)
122
INTERMEDIATE 2 QUESTIONS
Section B
Unit 3
NO.
COMMENTS
KU
MARKS
PS/PA
MARKS
UNIT 1
C
1(i)
1(ii)
1(iii)
1(iv)
2(a)
2(b)
2(c)(i)
2(c)(ii)
3(a)
3(b)
3(c)
4(a)
4(b)(i)
4(b)(ii)
4(c)
5(a)(i)
5(a)(ii)
5(a)(iii)
5(b)
5(c)(i)
5(c)(ii)
5(c)(iii)
5(c)(iv)
5(d)(i)
5d(ii)
6(a)
6(b)
6(c)
2
1
7
Unit 1 c2
Unit 1 c1(ii)(iii)
a1(ii)
a1(i)
a2(i)
a2(iii)
a1(ii)
a2(ii)
c3(iii)
1
2
1
1,3
3
1
1
3
3
1
1
2
2
1
1
2
Biology: Examination style questions (Int 2)
1
1
3
2
3
A C
UNIT 3
A C
A
C
C
A
C
C
C
1
1
1,3
7
2
7
3
1,3
c3(i) Unit1 d2(i)
c1(i)
b(i)
b(iii)
b(i)
2
1
2
UNIT 2
1
1
1
2
1
1
1
1
A
C
C
C
C
A
C
C
C
C
C
A
C
C
C
C
C
C
C
C
C
C
123
Biology: Examination style questions (Int 2)
124
SECTION C
1.
The diagram above shows a human brain with some areas labelled.
With reference to those areas labelled, describe the function of the brain.
Biology: Examination style questions (Int 2)
(5)
125
1.
Brain co-ordinates and controls all activities of the body.
(1)
Cerebrum co-ordinates body’s activities/ responsible for intelligence/memory/
thought/reasoning
(1)
Cerebellum receives information (impulses) from sense organs involved in
movement/co-ordinates balance/muscular movement.
(1)
Medulla controls areas/functions in body not under conscious control such as
breathing/heart rate/peristalsis.
(1)
Pituitary gland produces hormones for regulating body’s environment or named
example i.e. ADH in osmoregulation.
(1)
Spinal cord central nervous system link between the brain and nerves of the
body.
(1)
Hypothalamus regulating centre involved in body temperature/water content of
blood regulation.
(1)
Any 4 from 7
plus 1 for coherence
Biology: Examination style questions (Int 2)
126
2.
Describe the role of blood in the human body.
Biology: Examination style questions (Int 2)
(5)
127
•
Blood is the fluid pumped around the body by the heart.
(1)
•
Blood contains a liquid plasma which carries substances such as glucose, amino
acids, proteins, ions, a little oxygen and carbon dioxide.
(1)
•
Blood has a number of different cells in it. These are:
•

Red blood cells which contain haemoglobin to pick up oxygen and
transport it around the body to the cells.
White blood cells such as:



•
(1)
monocytes (macrophages) which destroy foreign bodies by
phagocytosis.
lymphocytes which produce antibodies in response to foreign
bodies/antigens.
platelets which are involved with successful clotting of blood and
wound sites
other relevant but not in Arrangements
(1)
(1)
(1)
1 for each
(max 2)
Any 5 from above
Biology: Examination style questions (Int 2)
128
3.
The diagram above represents a reflex arc. Describe the sequence of events in a
reflex action and its significance.
(5)
Biology: Examination style questions (Int 2)
129
Reflexes - rapid/automatic or involuntary responses to a stimulus
Protective
Receptor/sense organ detects stimulus
Sensory neurone to CNS
Relay neurone to motor neurone
Motor neurone to effector/muscle/gland
Effector/muscle/gland produces response
(1)
(1)
(1)
(1)
(1)
(1)
(1)
Any 4 plus 1 for coherence
Biology: Examination style questions (Int 2)
130
4.
Osmoregulation is the term given to the process of maintaining specific water
concentrations in body tissues and cells.
Discuss osmoregulation with reference to saltwater bony fish and freshwater
bony fish.
(5)
Biology: Examination style questions (Int 2)
131
 A saltwater bony fish has cell contents hypotonic to the surrounding water and
have a tendency to lose water.



They have kidneys which excrete small volumes of urine (and reabsorbs most
of the water)
Drink saltwater.
They also excrete salts in the gills (to compensate for excess.)
 A freshwater bony fish has cell contents hypertonic to the surrounding water with a
tendency to gain water.


They have kidneys which excrete large volumes of dilute urine (and reabsorb
only the necessary water.)
They also absorb salts in the gills (to compensate for those lost in the urine.)
Any 5 from 7
Biology: Examination style questions (Int 2)
132
INTERMEDIATE 2 QUESTIONS
Section C
Unit 3
NO.
COMMENTS
KU
MARKS
UNIT 1
UNIT 2
UNIT 3
1
d(i) b(iii)
5
C
2
c3(i)(ii)(iii)
5
C
3
d2(ii)
5
C
4
b(ii)
5
A
Biology: Examination style questions (Int 2)
133
Biology: Examination style questions (Int 2)
134