2011 Senior External Examination
Biology
Thursday 27 October 2011
Paper One — Question and response book
Time allowed
• Perusal time: 10 minutes
• Working time: 2 hours 30 minutes
9 am to 11:40 am
Candidate use
Print your candidate number here
1 1 –
Examination materials provided
• Paper One — Question and response book
• Notepaper
Attach barcode here
Equipment allowed
• QSA-approved equipment
• non-programmable calculator
• one A4 sheet of EBI question topic research notes
Directions
Do not write in this book during perusal time.
Paper One has three parts:
• Part A — Cell structure and function
• Part B — Physiology of organisms
• Part C — Organisms and ecosystems
Number of books used
Supervisor use only
Supervisor’s initials
QSA use only
Marker number
Suggested time allocation
• Part A: 50 minutes
• Part B: 50 minutes
• Part C: 50 minutes
Assessment
Assessment standards are at the end of this book.
After the examination session
The supervisor will collect this book.
Take your research notes when you leave.
–
Planning space
Part A — Cell structure and function
Section 1 — Short response
Section 1 has 10 questions that assess either Understanding biology (UB) or Investigating
biology (IB). Attempt all questions.
Respond to the questions in the spaces provided.
Question 1 (UB)
Describe the main difference between a prokaryotic cell and an eukaryotic cell.
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Question 2 (UB)
Describe the functional relationship between the endoplasmic reticulum and the Golgi apparatus.
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Question 3 (UB)
The diagram below shows a typical plant cell.
Label three features that distinguish it from an animal cell.
2011 Biology — Paper One — Question and response book
1
Question 4 (UB)
Increasing the surface area within a cell has several advantages. Use an example to explain the link
between the increase in surface area within a cell to the improved functioning of that cell.
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Question 5 (UB)
Explain the differences between a heart muscle cell and an adrenal gland cell. You may use a labelled
diagram.
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2011 Biology — Paper One — Question and response book
Question 6 (UB)
The diagram below shows the stages of mitosis. The stages are not in the correct order.
a.
b.
Label each stage.
A.
B.
C.
D.
E.
F.
Using the letters assigned to each stage in the diagram, list the stages in the correct sequence
beginning with interphase.
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Question 7 (UB)
Describe the interrelationships between the processes of respiration and photosynthesis within a cell.
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2011 Biology — Paper One — Question and response book
3
The following information relates to Questions 8 and 9.
Currawongs are a type of large native predatory bird. An experiment was carried out to identify
whether currawongs were eating the eggs of smaller birds. Nests with artificial eggs were placed in
trees and observed for two weeks. The predators were identified from markings left behind on the
eggs. The data gathered during the investigation is shown below.
Question 8 (IB)
Organise the data into bar graphs on the axes provided.
Nest predators identified using markings left on artificial eggs
Type of predator
% of markings on
artificial eggs
large birds
64
small birds
30
0
10
20
30
40
50
60
70
large birds
small birds
cats
cats
3
rats
rats
3
possums
possums
3
parrots
parrots
2
Nest predators identified using direct observation by volunteers
Type of predator
% of witnessed
predation
currawongs
52
magpies
13
other large birds
0
10
20
30
40
50
currawongs
magpies
other large birds
4
mynah birds
mynah birds
10
other small birds
other small birds
17
parrots
parrots
2
cats
cats
3
Predation rate of eggs in areas where currawongs are seen
How often do you
see currawongs?
4
% predation
0
never
18
never
monthly
25
monthly
weekly
32
weekly
daily
40
5
10
15
20
25
daily
2011 Biology — Paper One — Question and response book
30
35
40
Question 9 (IB)
Following the study, ecologists made the recommendations below to stabilise the number of small
birds.
• Plant more dense shrubs in gardens to provide the nests of small birds with more protection
from predators.
• Reduce the number of berry-producing plants in gardens. These plants attract large birds like
currawongs because they provide them with food.
• Do not encourage large birds into gardens by feeding them.
Use data from the study to support these recommendations.
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Question 10 (IB)
a.
The functioning of enzymes is affected by a number of factors. Formulate and justify a research
question that could be used to investigate the impact of one of these factors.
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b.
Design an experiment that investigates your research question by:
• providing a method
• addressing variables and controls
• planning replicate treatments
• identifying the data to be collected.
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End of Section 1
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2011 Biology — Paper One — Question and response book
7
Section 2 — Extended response
Section 2 has one question that assesses Evaluating biological issues (EBI). Write an extended
response below.
Your response must refer to biological principles, concepts and ideas.
Plan your response carefully. If you do a first draft and then a final draft, indicate which draft is to
be assessed.
Question 1 (EBI)
Drugs are used both legally and illegally. Predict the impact that unregulated production of drugs in a
first-world country like Australia could have on cellular processes that would then also affect the
overall health of our population.
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End of Section 2
End of Part A
2011 Biology — Paper One — Question and response book
9
Part B — Physiology of organisms
Section 1 — Short response
Section 1 has nine questions that assess either Understanding biology (UB) or Investigating
biology (IB). Attempt all questions.
Respond to the questions in the spaces provided.
Question 1 (UB)
Describe the role of the sun in transpiration.
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Question 2 (UB)
The diagram below shows a partial cross-section of the stem of a vascular plant. Label only the cells
through which translocation occurs.
Question 3 (UB)
Temperature regulation is part of the body’s homeostatic processes. Explain why incubators are used
in the short-term to help maintain a stable temperature in some premature babies.
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2011 Biology — Paper One — Question and response book
Question 4 (UB)
The diagram below outlines a feedback mechanism.
stimulus
feedback
response
receptor
effector
control centre
Give an example of a feedback mechanism for thermo-regulation in mammals.
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Question 5 (UB)
The amount of oxygen blood can carry depends on haemoglobin within red blood cells. When low
blood oxygen is detected by the body, the hormone erythropoietin is secreted. This hormone
stimulates the production of new red blood cells.
Explain why an athlete might consider injecting erythropoietin.
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Question 6 (UB)
Draw diagrams below showing plant cells placed in a fresh water solution and a concentrated salt
solution. Label the main features of each diagram.
Plant cell in fresh water solution
Plant cell in concentrated salt solution
2011 Biology — Paper One — Question and response book
11
Question 7 (UB)
Define phototropism.
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Question 8 (IB)
Design an experiment to investigate if the colour of light affects the amount of stem bending in a
tomato plant by:
•
•
•
•
providing a method
addressing variables and controls
planning replicate treatments
identifying the data to be collected.
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2011 Biology — Paper One — Question and response book
Question 9 (IB)
The table below shows seven turtle species, the types of habitat each occupies and the nitrogenous
wastes produced.
Urine component
Turtle species
Habitat
Uric acid
(g/L)
Ammonia
(g/L)
Urea
(g/L)
Kinosternon subrubrum
Almost wholly aquatic
0.7
24.0
22.9
Pelusios derbianus
Almost wholly aquatic
4.5
18.5
24.4
Emys orbicularis
Semi-aquatic; feeds on
land in marshes
2.5
14.4
47.1
Kinixys erosa
Damp places; frequently
enters water
4.2
6.1
61.0
Testudo denticulata
Damp, swampy ground
6.7
6.0
29.1
Testudo graeca
Very dry, almost desert
conditions
51.9
4.1
22.3
Testudo elegans
Very dry, almost desert
conditions
56.1
6.2
8.5
Draw a conclusion from the data regarding the relationship between the production of uric acid and/or
ammonia and the type of habitat. Link your conclusion to theoretical concepts.
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End of Section 1
2011 Biology — Paper One — Question and response book
13
Section 2 — Extended response
Section 2 has one question that assesses Evaluating biological issues (EBI). Write an extended
response below.
Your response must refer to biological principles, concepts and ideas.
Plan your response carefully. If you do a first draft and then a final draft, indicate which draft is to
be assessed.
Question 1 (EBI)
Smart Choices — Healthy Food and Drink Supply Strategy for Queensland Schools is a dietary
guideline policy which became mandatory in Queensland state schools from 1 January 2007. It
applies to all situations where food and drink is supplied in the school environment. Integrate
information to make a justified and responsible decision on whether this program should continue in
the future.
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End of Section 2
End of Part B
2011 Biology — Paper One — Question and response book
15
Part C — Organisms and ecosystems
Section 1 — Short response
Section 1 has eight questions that assess either Understanding biology (UB) or Investigating
biology (IB). Attempt all questions.
Respond to the questions in the spaces provided.
Question 1 (UB)
Explain the difference between structural, behavioural and physiological adaptations. Refer to
examples.
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Question 2 (UB)
Explain a difference between a community and a population.
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Question 3 (UB)
Monocultures are intensive single plant farming areas. The food webs for monocultures are very
simple. Explain why monocultures are not sustainable when stresses such as disease threaten them.
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2011 Biology — Paper One — Question and response book
Question 4 (UB)
The table below contains information about four species of birds.
Bird
Food preferences
Habitat
Shelter
1
Reptiles, insects, crayfish,
rodents, young birds
Open forest
Hollow tree trunk
2
Insects, berries, small birds
Open forest
Upper branches of tall trees
3
Small insects
Heath land
Nest of dried grass in low bushes
4
Insects, spiders, centipedes,
Open forest
frogs, mice, small lizards
Nest of sticks in a forked tree branch
Which two species would be in most competition with each other? Explain your reasoning.
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Question 5 (UB)
Mangroves are plants which grow in intertidal zones where the environment is affected by the rise and
fall of the tide. Describe the daily variations that would occur in oxygen availability and temperature,
and how these variations are likely to affect the organisms found within a mangrove community.
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Question 6 (UB)
Complete the diagram below.
Atmosphere
CO2
......................
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Volcanoes
Plants
Combustion
Animals
Death
Earth
Water
Limestone
......................
Fossil Fuels
2011 Biology — Paper One — Question and response book
17
Question 7 (IB)
The grey teal is a duck commonly found in Australian waters, in abundant numbers. The graphs below
display information about these ducks and the water levels in a lagoon during a 15 month period.
Food
8
7
6
Relative biomass
5
4
3
2
1
0
M
J
J
A
S
O
N
D
J
Months
F
M
A
M
J
J
Breeding season
30
25
20
Clutches* started
15
10
no
records
5
no
records
0
M
J
J
A
S
O
N
D
J
Months
F
M
A
M
J
J
Sexual cycle
oocyte
14
6
12
5
testis
10
7
Testis volume (mL)
4
8
3
6
2
4
1
2
0
0
M
J
J
A
S
O
N
D
J
Months
F
M
A
M
J
J
J
J
A
S
O
N
D
J
Months
F
M
A
M
J
J
Water level
5
4
3
Water level (m)
2
1
0
M
*Clutch: A group of eggs laid at the same time.
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2011 Biology — Paper One — Question and response book
Oocyte diameter (mm)
16
8
Interpret the graphs and analyse the data to draw conclusions about why the grey teal is so abundant.
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Question 8 (IB)
A test was carried out to assess the fertiliser requirements for a 1400-hectare wheat and soybean farm.
Different types of fertiliser were applied to four one-hectare plots of land as shown below.
1 tonne of urea
1 tonne of
superphosphate
1 tonne of
animal manure
No fertiliser
Wheat was then planted and the following yields (tonnes) harvested from each plot were recorded.
a.
Fertiliser
Wheat yield (harvest)
(t/ha)
Urea
2.0
Superphosphate
1.5
Animal manure
1.5
No fertiliser
1.0
What has this test demonstrated?
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b.
Explain the reasoning in your response to Question 8a.
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c.
Evaluate the design of the test. Determine if the data is adequate. Suggest ways the test could
be improved.
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2011 Biology — Paper One — Question and response book
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End of Section 1
2011 Biology — Paper One — Question and response book
21
Section 2 — Extended response
Section 2 has one question that assesses Evaluating biological issues (EBI). Write an extended
response below.
Your response must refer to biological principles, concepts and ideas.
Plan your response carefully. If you do a first draft and then a final draft, indicate which draft is to
be assessed.
Question 1 (EBI)
Intensive horticultural practices are increasing the rates of food production in most countries around
the world. Analyse how this could be impacting global biodiversity.
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End of Section 2
End of Part C
End of Paper One
2011 Biology — Paper One — Question and response book
23
Additional pages for responses (if required)
Part
Section
Question
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2011 Biology — Paper One — Question and response book
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Question
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Part
Section
Question
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2011 Biology — Paper One — Question and response book
Planning space
2011 Biology — Paper One — Question and response book
27
Planning space
28
2011 Biology — Paper One — Question and response book
2011 Biology — Paper One — Question and response book
29
• formulating researchable
questions
• designing an investigation by
providing methodology,
addressing obvious variables
and control and planning
replicate treatments
• organising data
• formulating justified
researchable questions
• designing an investigation by
providing methodology,
addressing variables and
control, planning replicate
treatments and identifying
data to be collected
• evaluating the design of the
investigation and reflecting on
the adequacy of the data
collected and proposing
refinements.
• interpreting and critically
analysing data with links to
theoretical concepts to draw
conclusions relating to the
question(s)
• evaluating the design of the
investigation and the
adequacy of the data
collected.
• interpreting data and drawing
conclusions relating to the
question(s)
• organising data
The candidate communicates
investigative processes by:
The candidate communicates
investigative processes by:
• organising data to identify
trends and interrelationships
• designing an investigation by
providing incomplete
methodology with few
variables and attempts to
include a control
• applying knowledge and
understanding to a range of
complex tasks.
• applying knowledge and
understanding to a range of
complex and challenging
tasks.
Investigating
biology
• explaining ideas, concepts,
principles and theories and
describing interrelationships
between them
• making links between related
ideas, concepts, principles
and theories to reveal
meaningful interrelationships
D
• using data to draw
conclusions.
• identifying researchable
questions
The candidate communicates
investigative processes by:
• applying knowledge and
understanding to a range of
tasks.
identifying interrelationships
• attempting to organise data.
• designing an investigation
which provides incomplete
methodology and mentions
variables
• using data to answer
questions
The candidate communicates
investigative processes by:
The candidate communicates
understanding by stating ideas
• defining and describing ideas, and using terminology relevant
to concepts and recalling
concepts, principles and
interrelationships.
theories, and
The candidate communicates
understanding by:
The candidate communicates
understanding by:
The candidate communicates
understanding by:
C
Understanding
biology
B
A
Criterion
E
The candidate communicates
investigative processes by
providing incomplete
methodology, and transcribes
data.
The candidate states
terminology and ideas relevant
to concepts.
Assessment standards from the 2006 senior external syllabus for Biology
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2011 Biology — Paper One — Question and response book
Evaluating
biological
issues
Criterion
• analysing and evaluating
information and data from a
variety of sources to
determine validity, reliability
and bias
• critically analysing and
evaluating information and
data from a variety of sources
to determine validity,
reliability and bias
• comparing alternatives and
predictions relevant in past,
present and future biological
contexts.
• recognising alternatives and
predictions that are relevant
in a range of past and present
biological contexts.
• integrating the information
• integrating the information
and data to make justified and
and data to make logical
responsible decisions
decisions
The candidate communicates
by:
B
The candidate communicates
by:
A
The candidate communicates
by:
D
• recognising concepts that
form the basis of present-day
biological issues in a range of
biological contexts.
• analysing information and
• making statements related to
data from a variety of sources
source material
to determine validity and bias • making unsupported
• selecting relevant information
decisions
and data to make plausible
• recognising that a given issue
decisions and predictions
has biological implications.
The candidate communicates
by:
C
(continued)
The candidate communicates
by restating supplied
information.
E
Acknowledgments
Ampt P and Keys J 2000, Interpreting Data in Biology, Book 1, Emerald City Books, Glebe, NSW.
Aubusson P, Kennedy E & Hickman P 2004, Biology in Context: The spectrum of life, 2nd edn,
Oxford University Press, South Melbourne, Vic.
Evans K, Ladiges PY & McKenzie J et al 2004, Biology: A contextual approach, Pearson Heinemann,
Port Melbourne, Vic.
Evans K, Ladiges PY & McKenzie J 1994, Biology One, 2nd edn, Heinemann Educational Australia,
Port Melbourne, Vic.
Greenwood T, Pryor K & Allan R 2010, Year 11 Biology 2010, Student Workbook, Biozone Learning
Media Australia, Burleigh, Qld.
Every reasonable effort has been made to contact owners of copyright
material. We would be pleased to hear from any copyright owner who has
been omitted or incorrectly acknowledged.
2011 Biology — Paper One — Question and response book
31
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