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DEPARTMENT FOR CURRICULUM,
LIFELONG LEARNING AND EMPLOYABILITY
Directorate for Learning and Assessment Programmes
Educational Assessment Unit
Annual Examinations for Secondary Schools 2021
YEAR 9 BIOLOGY TIME: 2 hours
Name: _____________________________________ Class: _______________
Question
No.
Section A Section B
TOTAL
MARK
1
2
3
4 5
6
7
1
2
3
4
5
Max mark
8 6 9 6
8 8 10 15 15 15 15 15
Actual
mark
Track 3
Page 2 of 15 Biology – Year 9 – Track 3 – 2021
Section A Answer ALL questions in this section. This section carries 55 marks.
1. The Smooth sow thistle, Tfiefa komuni (Sonchus oleraceus), is a native plant that is widely spread in Malta. Its bright yellow flowers are commonly seen between December and May.
Figure 1.1 shows the collection of seeds that make up a bristly
pappus (fruit) after fertilisation takes place. The seeds will disperse once mature.
http://cronodon.com/BioTech/asteraceae.html
a. The Smooth sow thistle is an insect pollinated plant.
(i) Define the term ‘pollination’.
[2]
____________________________________________________
____________________________________________________
(ii) Write the phrase from the information provided which confirms that the Smooth sow thistle is insect pollinated.
[1]
____________________________________________________
(iii) From the information provided, name the agent of seed dispersal. Explain.
[2]
____________________________________________________
____________________________________________________
b. The Smooth sow thistle (Sonchus oleraceus) is commonly mistaken with the Common dandelion (Taraxacum officinale) due
to their common yellow flowers, elongated lobed leaves and white bristled seeds. The latter however is not found in Malta.
Is it correct to say that these two plants are related? Explain.
[2]
____________________________________________________
____________________________________________________
Figure 1.1
Biology – Year 9 – Track 3 – 2021 Page 3 of 15
c. During a fieldwork session at Buskett, a group of students investigated the distribution of Smooth sow thistle plants in a
grassy field between two wooded areas 24 metres apart.
Figure 1.2 shows a section through the area studied. The bar chart in Figure 1.3 shows the number of Smooth sow thistle plants found at different distances between the wooded areas.
Mention one likely reason why no Smooth sow thistle plants
were found under the trees.
[1]
____________________________________________________
____________________________________________________
Total: 8 marks
2. a. The skin is the largest organ in the human body. (i) On average, a man can lose about 600 cm3 of water through the
skin per day through sweating. Name the process by which water leaves the skin surface.
[1]
____________________________________________________
Woodland Woodland
0 2 4 6 8 10 12 14 16 18 20 22 24
Distance in metres
Figure 1.2
Field
No. of
plants
8 -
6 -
4 -
2 -
0 2 4 6 8 10 12 14 16 18 20 22 24
Distance in metres
Figure 1.3
Page 4 of 15 Biology – Year 9 – Track 3 – 2021
(ii) Name one factor that could cause a man to lose more than 600 cm3 of water through his skin.
[1]
____________________________________________________
(iii) Give one reason why the body needs to lose water through the skin.
[1]
____________________________________________________
(iv) Vasodilation also takes place as the amount of water being lost from the body increases.
Explain how ‘vasodilation’ takes place.
[1]
____________________________________________________
____________________________________________________
b. Figure 2.1 shows a camel and a llama.
https://www.worldanimalfoundation.com/advocate/wild-
animals/params/post/1297935/camels
https://www.desertusa.com/animals/llama.html
Camels have a hump (store of fat) and live in the hot desert. Llamas and camels are members of the same family. Although
related, the llamas do not have a hump and live in cold mountainous regions.
State one reason why the fat of a llama is stored in a layer
beneath its skin instead of a hump.
[1]
____________________________________________________
____________________________________________________
Figure 2.1
Camel Llama
Biology – Year 9 – Track 3 – 2021 Page 5 of 15
c. The skin has other functions besides the one identified in parts a and b.
Describe one other function of the skin.
[1]
____________________________________________________
____________________________________________________
Total: 6 marks
3. Figure 3.1 shows a typical animal cell as seen under the light microscope.
The labelled organelles are also found in plant cells.
a. (i) Describe the function of the cell membrane.
[1]
____________________________________________________
(ii) Under higher magnification, more organelles will become visible. Name the organelle where respiration takes place.
[1]
____________________________________________________
b. The cell shown in Figure 3.1 has been magnified. The diameter of a typical animal cell such as a cheek cell is 0.006 cm.
(i) Measure the diameter of the cell shown in Figure 3.1 along the line AB.
[1]
____________________________________________________
(ii) Calculate the scale of Figure 3.1. Show your working.
[1]
Figure 3.1
A B
Page 6 of 15 Biology – Year 9 – Track 3 – 2021
c. (i) Identify the organelle in plant cells where photosynthesis takes place.
[1]
____________________________________________________
(ii) The organelle identified in part c. (i) contains a green substance.
Name this substance.
[1]
____________________________________________________
(iii) Energy is needed for photosynthesis to take place.
Name the source of this energy.
[1]
____________________________________________________
d. Bacterial cells are prokaryotes.
Define the term ‘prokaryotes’.
[2]
____________________________________________________
____________________________________________________
Total: 9 marks
4. In a living organism, the cells are organised into systems,
tissues and organs.
a. Use the bold terms to complete the list of the structures in Table 4.1 in order of increasing size.
1. cells Smallest
2. ___________
3. _____________
4. _____________
5. organism Largest
[3]
b. (i) Define the term ‘organ’.
[1]
_______________________________________________
_______________________________________________
Table 4.1
Biology – Year 9 – Track 3 – 2021 Page 7 of 15
(ii) Name one human organ.
[1]
_______________________________________________
(iii) Describe the function of the organ named in part b. (ii).
[1]
_______________________________________________
Total: 6 marks
5. The robin, il-pitirross (Erithacus rubecula), is a bird that comes to spend the winter months in Malta.
The robin is an endothermic vertebrate that feeds on spiders, insects, worms, seeds and berries.
a. Define the term ‘endothermic’.
[1]
_______________________________________________
_______________________________________________
b. Spiders belong to the phylum Arthropoda.
(i) List two characteristic features of arthropods.
[2]
_______________________________________________
(ii) Name the class to which spiders belong.
[1]
_______________________________________________
c. The robin is extremely territorial. It uses its red breast in order
to settle territorial disputes. The challenges often escalate into a fight which results in injury and even death.
(i) Identify the type of competition exhibited by the robin.
[1]
_______________________________________________
(ii) List two resources that the robin is willing to fight for, other than
territory.
[2]
_______________________________________________
Page 8 of 15 Biology – Year 9 – Track 3 – 2021
d. Robins are born without a red breast. They do not acquire it until after the first moult (during growth of
second set of feathers). Give an advantage for this.
[1]
_______________________________________________
_______________________________________________
Total: 8 marks
6. Figure 6.1 shows a group of flowering plants accompanied by a dichotomous key in order to help identify them.
1 a. Narrow leaf
b. Broad leaf
Go to 2
Go to 3
2 a. Bell-like flower
b. Trumpet-like flower
Bluebell
Wild daffodil
3 a. Heart shaped leaf
b. Club shaped leaf
Lesser celandine
Primrose
a. Use the dichotomous key provided to identify flowers A and B.
A: ___________________ B: ___________________ [2]
b. (i) Identify the division of the plant kingdom to which all plants shown in Figure 6.1 belong.
[1]
_______________________________________________
(ii) The division named in part b. (i) is divided into two classes.
Name the class to which plant B belongs.
[1]
_______________________________________________
(iii) Use Figure 6.1 to give one reason for your answer in part b. (ii).
[1]
_______________________________________________
Figure 6.1
A B C D
Biology – Year 9 – Track 3 – 2021 Page 9 of 15
c. Flowers are the reproductive structures of plants. Reproduction can be sexual or asexual.
The plants shown in Figure 6.1 reproduce sexually to produce seeds.
(i) Define ‘sexual’ reproduction.
[1]
_______________________________________________
_______________________________________________
(ii) Name the flower structure that contains the male sex cells.
[1]
_______________________________________________
(iii) Give one advantage of sexual reproduction when compared to
asexual reproduction.
[1]
_______________________________________________
_______________________________________________
Total: 8 marks
7. Figure 7.1 shows four ways in which molecules may move into and out of a cell. The density of the dots shows the concentration of molecules.
The higher the density, the higher the concentration. The cell is respiring aerobically.
a. Define ‘aerobic’ respiration.
[3]
_______________________________________________
_______________________________________________
Figure 7.1
A B
C D
Page 10 of 15 Biology – Year 9 – Track 3 – 2021
b. The chemicals that are needed for a reaction to take place are called reactants.
The chemicals that are produced as a result of the reaction taking place are called products.
(i) Identify the letter that represents the movement of the products of aerobic respiration. Explain.
[3]
_______________________________________________
_______________________________________________
(ii) Name the process by means of which the reactants and products move across the cell membrane.
[1]
_______________________________________________
(iii) Specify one factor that affects the rate of the process named in
part c. (ii).
[1]
_______________________________________________
(iv) Explain how the factor mentioned in part c. (iii) affects the rate of the process named in part c. (ii).
[2]
_______________________________________________
_______________________________________________
Total: 10 marks
Biology – Year 9 – Track 3 – 2021 Page 11 of 15
Section B Answer Question 1 and any two other questions on separate sheets of paper.
This section carries 45 marks.
1. Pest control is the regulation or management of a species defined
as a pest. A pest is a living organism that harms humans or human activities. In agriculture, pests are very often kept at bay by
chemical means, although there is a modern trend to limit the use of pesticides as far as possible. The bean broomrape, il-Budebbus tal-ful (Orobanche crenata), is
a plant pest that poses a constant threat to legume production. It obtains its requirements from its association with the faba bean
plant. The plant is pale, completely lacking chlorophyll and produces leafless stems, each of which may carry hundreds of flowers.
Adapted from: https://en.wikipedia.org/wiki/Pest_control
a. (i) Explain why ‘there is a modern trend to limit the use of pesticides’.
[1]
(ii) Describe one alternative method which can be used to control the growth of a pest population.
[1]
b. (i) Name and define the term that best describes the feeding relationship between the bean broomrape and the faba bean plant.
Give reasons for your answer.
[3] (ii) The majority of plants do not depend on associations such as
that identified in part b. (i) in order to stay alive. Explain.
[2]
c. (i) In a scientific article, broomrapes are described to be one of the
biotic factors affecting crops in the Mediterranean that are most difficult to control.
Define the term ‘biotic’.
[1] (ii) List two abiotic factors that may affect plant populations. [2]
d. Some students wanted to calculate the number of broomrape plants growing in the field next to their school. The students placed 5 quadrats at different points in the field.
The students counted the number of broomrape plants in each quadrat as shown in Figure 1B.
(i) Explain how the students should decide where to place the
quadrats.
[1]
Figure 1B
Page 12 of 15 Biology – Year 9 – Track 3 – 2021
(ii) The results were recorded in Table 1B shown below.
Quadrat number Number of plants in each
quadrat
1 0
2 3
3 1
4 4
5 2
Calculate the average number of broomrape plants in one quadrat (show your working).
[1]
(iii) The quadrat has an area of 1 m2. The field was 60 metres wide and 90 metres long.
Use your answer from part d. (ii) to estimate the number of broomrape plants in the field (show your working).
[2]
(iv) State one way how the students could make their estimate
more accurate.
[1] Total: 15 marks
2. A student investigated growth in plants, starting by:
• planting a seed in a pot full of moist soil, • putting the plant in a dark cupboard.
Figure 2.1B shows the result after 5 days.
a. (i) The seed germinated during the five days in the cupboard. Identify the type of germination which took place.
Explain.
[2] (ii) List the two other factors which, together with water, are
needed for germination to take place.
[2]
Table 1B
Figure 2.1B
Shoot
Seed
Root
Pot
Soil
Biology – Year 9 – Track 3 – 2021 Page 13 of 15
b. After 5 days, the student dug up the seed and replanted it horizontally as shown in Figure 2.2B.
Auxins determine the direction of growth of the young shoot and root.
(i) Name the vital function being investigated by the student. [1]
(ii) The seed was left to grow for another 3 days. The student dug up the seed again. Copy Figure 2.3B and complete the root of the seed to show
the outcome of investigation after 3 days.
[1]
(iii) Identify the stimulus that is causing the shoot and root to
respond as shown in Figure 2.3B.
[1] (iv) Name the term which best describes the shoot’s response to the
stimulus named in part b. (iii).
[1] (v) Account for the observations made regarding the shoot and root
in part b. (ii). [2]
(vi) Animals carry out the vital function named in part b. (i) as well. Explain how plants and animals carry it out differently.
[2]
c. By the end of the investigation the shoot tip had emerged from the soil surface and the first leaves appeared. The student dug up the seed out of the soil again.
(i) Describe the likely appearance of the seed. [1] (ii) Account for your answer in part c. (i). [2]
Total: 15 marks
Shoot Root
Figure 2.2B
Shoot Root
Figure 2.3B
Page 14 of 15 Biology – Year 9 – Track 3 – 2021
3. The roots of a plant are found buried deeply in the soil. a. One of the main functions of roots is to absorb water and
dissolved nutrients from the soil. Active transport and diffusion make the absorption of nutrients
possible. Compare and contrast active transport and diffusion. (You may give your answer in table format.)
[4]
b. Root hair cells are examples of specialised plant cells. They help in the absorption of water and nutrients from the soil.
List two features that make the root hair cells efficient absorbers of water and nutrients. Explain.
[4]
c. Only a small amount of the water which enters a plant is actually
used by the plant. Most of the water is lost by the plant from the leaves.
(i) List two uses for the water which enters the plant, besides facilitating the absorption of nutrients from the soil.
[2]
(ii) Name the process by means of which water is lost from the
plant.
[1] (iii) Name the structures through which water exits the leaves. [1]
(iv) Mediterranean vegetation is well adapted to living in a dry and hot climate.
The Jerusalem sage, Salvjun tal-Madonna (Phlomis fruticosa), is a perennial herb with long, hairy stems. Its grey-green leaves are small and velvet-like. Its yellow flowers give off a sweet
floral aroma. Explain how the leaves of the Jerusalem sage make it well
adapted to the Mediterranean climate.
[3] Total: 15 marks
4.
a. Distinguish between the following groups of organisms
(i) Annelids and Molluscs [4]
(ii) Amphibians and Reptiles [4] b. (i) Describe the structure of a filamentous fungus. Your answer may
include a diagram. [3]
(ii) Describe a unicellular fungus mode of asexual reproduction. [2] (iii) Fungi are saprophytes.
Describe the saprophytes’ mode of nutrition.
[2] Total: 15 marks
Biology – Year 9 – Track 3 – 2021 Page 15 of 15
5. a. Figure 5B shows that the strawberry plant can reproduce both
sexually and asexually.
There are three main ways how to propagate strawberry plants. • Method 1: The plants can be divided and transplanted once
multiple crowns have been grown.
• Method 2: New plants can be grown from strawberry seeds. • Method 3: The runners that strawberry plants put out can
be controlled, guided and caused to root.
(i) Classify methods 1, 2 and 3 as either sexual or asexual. [3]
(ii) Name the type of asexual reproduction taking place. [1] b. A farmer grows a variety of strawberry plants that yield large,
bright red, juicy strawberries which are in great demand on the market.
(i) Identify the method/s of propagation that the farmer should use
in order to ensure that all the strawberry plants produce strawberries of the same quality.
[2]
(ii) Give a reason for your answer to part b. (i) [2] c. Bees are pollinators. Bees help plants to reproduce sexually
because they increase the probability of fertilisation taking place.
Bees undergo metamorphosis during their life.
(i) Name the class to which bees belong. [1]
(ii) List two characteristics of the class named in part c. (i). [2] (iii) Define fertilisation. [1] (iv) Distinguish between complete and incomplete metamorphosis. [3]
Total: 15 marks
Figure 5B
flower
fruit
leaf
runner
roots
