For all Queensland schools

2014 Senior External Examination

Biology Wednesday 5 November 2014

Paper Two — Question and response book 1 pm to 3:10 pm

Time allowed

• Perusal time: 10 minutes

• Working time: 2 hours

Examination materials provided

• Paper Two — Question and response book

• Notepaper

Equipment/materials allowed

• QCAA-approved equipment

• non-programmable calculator

• one A4 sheet of EBI question topic research notes

Directions

Do not write in this book during perusal time.

Paper Two has two parts:

• Part A — Continuity of life

• Part B — Evolution and diversity

Attempt all questions.

Suggested time allocation

• Part A: 60 minutes

• Part B: 60 minutes

Assessment

Paper Two assesses the following assessment criteria:

• Understanding biology (UB)

• Investigating biology (IB)

• Evaluating biological issues (EBI)

Assessment standards are at the end of this book.

After the examination session

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

Supervisor use only

QCAA use only

Supervisor’s initials

Marker number

––

Candidate use

Print your candidate number here

Attach barcode here

Number of books used

1 4

Planning space

Part A — Continuity of life

Questions 1–7 assess Understanding biology (UB) and Investigating biology (IB).

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

Suggested time allocation: 60 minutes.

Question 1 (UB)

There are two types of cell division. Name these types, give an example of where each occurs and explain their significance.

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Question 2 (UB)

The following karyotype is from a frog. Sex determination in frogs operates on the same principle as in humans.

a. Is this karyotype prepared from a haploid or diploid cell nucleus? Give a reason for your choice.

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b. What is the sex of the individual? Give a reason for your choice.

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c. How are chromosomes A and B different in their origin?

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A B

1

Question 3 (UB)a. Complete the following table.

b. Suppose a gene contains the code for the synthesis of an enzyme. During replication of the gene a mutation occurs so that one of the nucleotides is left out. Is it more likely that the enzyme produced will be close to ‘normal’ if the deleted base occurs near the beginning or end of the gene? Justify your response.

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Question 4 (UB)

Read the following text and then respond to the questions below.

Gregor Mendel experimented with pea plants. In one experiment he studied how the height of the pea plant was inherited. He took pure-breeding tall plants and crossed them with pure-breeding dwarf plants. He collected the pea seeds produced, and grew them to give an F1 generation. All F1 plants were tall. These F1 tall plants were allowed to self-fertilise. He collected the seeds and grew them to produce the F2 generation. Three-quarters of the F2 plants were tall; one-quarter were dwarf.

a. If pure-breeding tall plants were self-fertilised, what kind of plants will always grow from the seeds that are produced?

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Characteristic DNA RNA

Type of sugar molecule

Usual location in cell

Nitrogen bases present in molecule

Usual number of strands

Functions in the cell

2

b. Which characteristic is dominant (tall or dwarf)? Explain your response.

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c. Complete this diagram to represent the alleles in the gametes and the F1 plants.

d. The diagram below shows the cross between the F1 plants. Complete the diagram by writing in the boxes the alleles of the parents and the F2 plants.

Parents

Gametes

Fertilisation

F plants1

Tall

All

All

All

Dwarf

Parents: F1

Gametes

F generation2

Fertilisation

Tall

Tall Tall Tall Dwarf

Tall

½

¼ ¼ ¼¼

½ ½ ½

3

Question 5 (UB)

Tay Sachs disease is a recessive hereditary abnormality causing death within the first few years of life only when homozygous (tt). The dominant condition produces normal phenotype.

Another condition, brachyphalangy (abnormally shortened fingers) is thought to be the expression of a heterozygous genotype containing the lethal gene b, the homozygote (BB) being normal, and the other homozygote (bb) being lethal.

a. Draw genetic cross-diagrams to illustrate the genotypes possible from parents who both have brachyphalangy and are heterozygous for Tay Sachs disease.

b. What are the phenotypes and ratios expected among teenage children of these parents?

4

W

Question 6 (UB)

The diagram below shows part of Queen Victoria’s family tree (not all of her children are shown). It shows how the disease haemophilia occurred in some of her descendants. Haemophilia was not observed in any of the ancestors of Queen Victoria nor her husband Prince Albert.

The gene causing haemophilia is carried by the X chromosome.

a. From which parent did Prince Leopold (generation II – son of Queen Victoria) inherit the haemophilia gene? Explain your response.

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b. Use the symbols X, Xh and Y to explain how haemophilia was passed from Leopold (generation II) to his grandson in generation IV.

QueenVictoria

Alice

AliceIrene

aldemarof Prussia

Henryof Prussia

? ? ? ? ?TsarevitchAlexis(Killed in revolution

before marrying)Died

young

ViscountTrematon

CrownPrince

Alfonso

VictoriaEugenia

MauriceAlfonsoXIIIof Spain

Leopold Beatrice

I

II

III

IV

Normal male

Haemophiliac male

Normal female

Carrier female

EdwardVII

FredrickWilliam

Nicholas IIof Russia

Leopold

PrinceAlbert

5

Question 7 (UB/IB)

In Drosophila melanogaster, the vinegar fly, the curly-winged phenotype is dominant to the straight-wing phenotype.

Curly-wing males mate with straight-wing females which then lay eggs. The eggs are randomly allocated to identical nutrient tubes which are then incubated at 25 °C or 18 °C. The phenotypes of the resultant offspring are recorded and shown below.

a. Are the curly-wing parents homozygous or heterozygous? Explain your response.

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b. Formulate and justify a genetic-based hypothesis to explain the results at 25 °C.

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c. Suggest a reason for the difference between the results at 25 °C and 18 °C.

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d. Curly-wing flies are crossed together. In the offspring, 152 flies have curly wings and 73 flies have straight wings when development occurs at 25 °C. Explain this result.

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End of Part A

Temperature Curly-wing fly Straight-wing fly

25 °C 109 115

18 °C 165 135

6

Part B — Evolution and diversity

Questions 1–4 assess Understanding biology (UB) and Investigating biology (IB).

Question 5 assesses Evaluating biological issues (EBI).

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

Suggested time allocation: 60 minutes.

Question 1 (IB)

The diagram below shows a family tree of several individuals of the same genus Oryctolagos which reproduces sexually. Each different letter represents a different individual. ‘X’ means a mating had occurred (e.g. A and B have mated to produce offspring C).

Note: Individual D is shown twice.

Using the reproductive-based definition of a species, study the data to conclude how many different species are shown in the diagram. Justify your conclusion, showing which individuals belong to the same species.

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A

C

D G Mx

x

x x xB

F

E H N

L

Sterileoffspring

Sterileoffspring

Nooffspring

Qx x xK P D

7

Question 2 (UB)

Discuss two types of evidence for evolution and explain how each provides support for the theory of evolution.

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Question 3 (UB)

The environment of the Hawaiian Islands has been described in the following way.

They (the islands) include a much greater variety of biotic communities, particularly in rich forests, full of plants having flowers and fruits of various sizes and shapes, and supporting a great diversity of insect life. In response to these ecological opportunities, and in the absence or scarcity of other highly developed bird groups such as exist in sub-tropical and tropical forests on the continents, the honey creepers have evolved nine genera which among them include almost as great a variety of beak shapes as are found in the entire order of perching birds which includes sparrows, warblers, finches, magpies and most of the other kinds of small birds found in continental forests.

Some of these honey creepers, together with their ancestral form, are shown below.

Ancestral form

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a. Discuss the factors involved in the evolution of the nine genera of honey creepers from one original ancestral form with particular reference to:

i. competition

ii. isolation.

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b. Would you expect a similar diversity to have evolved on a group of islands with a single biotic community? Explain your response.

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9

Question 4 (UB)

Two paleoanthropologists used the same fossil data to each draw a model of the human evolutionary tree. The two models they produced are shown below.

a. How is it possible that different models have been produced for the human evolutionary tree?

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b. State one feature of agreement between the models.

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c. State one feature of conflict between the models.

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d. Evidence suggests that Homo sapiens and Homo neanderthalensis were living in the same areas some 30000 years ago, and it is unlikely that they interbred. Give one reason why interbreeding might not have occurred.

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e. Scientists have recently discovered a tiny fossil skull in Indonesia. It has been named Homo floresiensis (the hobbit) and dated to the time our own ancestors were colonising the world. Some scientists believe Homo floresiensis evolved from Homo erectus. Fossils of Homo erectus have also been discovered in Indonesia.

Add Homo floresiensis to either Model 1 or Model 2 above.

Model 1

Australopithecusafarensis

Australopithecusafarensis

3 millionyears ago

2 millionyears ago

1 millionyears ago

present

Australopithecusafricanus

Australopithecusafricanus

Homoergaster

Homoergaster

Homoneanderthalensis

Homoneanderthalensis

Homoheidelbergensis

Homoheidelbergensis

Homoerectus

Homoerectus

HomohabilisHomohabilis

HomohabilisHomohabilis

HomosapiensHomo

sapiens

HomosapiensHomo

sapiens

Model 2

10

Question 5 assesses Evaluating biological issues (EBI). Write an extended response below.

Your response MUST refer to biological principles, concepts and ideas.

Question 5 (EBI)

Debate exists about whether the hobbit (Homo floresiensis) should be considered a new human species.

• Discuss both sides of the debate.

• Decide which side of the debate you agree with.

• Justify your decision by integrating the information discussed.

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End of Part B

End of Paper Two

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Additional pages for responses (if required)

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Part Question

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Additional pages for responses (if required)

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Part Question

15

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16

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17

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18

© Th

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www.

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