TASMANIAN QUALIFICATIONS AUTHORITY
PLACE LABEL HERE
Tasmanian Certificate of Education
BIOLOGY
Senior Secondary
Subject Code: BIO315109
External Assessment
2009
Part 1
Time: 35 minutes
On the basis of your performance in this examination, the examiners will provide a
result on the following criterion taken from the syllabus statement:
Criterion 2
Develop interpret and evaluate biological experiments.
Section Total
/33
Pages:
Questions:
©
12
4
Copyright for part(s) of this examination may be held by individuals and/or organisations other than the
Tasmanian Qualifications Authority.
Part 1 – Criterion 2
BLANK PAGE
Page 2
Part 1 – Criterion 2
CANDIDATE INSTRUCTIONS
Candidates MUST ensure that they have addressed the externally assessed criterion on this examination
paper.
Answer ALL questions. Answers must be written in the spaces provided on the examination paper.
You should make sure you answer all parts within each question so that the criterion can be assessed.
The 2009 Biology Information Sheet and a biological dictionary can be used throughout the examination.
This examination is 3 hours in length. It is recommended that you spend approximately 35 minutes in
total answering the questions in this booklet.
All written responses must be in English.
Page 3
Part 1 – Criterion 2
Question 1
Howard Florey, an Australian scientist working at Oxford, was one of three scientists awarded
the 1945 Nobel Prize in Physiology or Medicine for the development of penicillin, the first
antibiotic. In a series of experiments, commenced in May 1940, Florey demonstrated that
penicillin was able to cure bacterial infections.
In an early crucial experiment each of eight mice was injected with a lethal dose of 100
million streptococci, a type of bacterium. The mice were of the same mass and age.
After the injection with the bacteria, four of the mice were put back in their cages with no
further treatment. One hour after injection of the bacteria two mice were each given a single
10–milligram injection of penicillin, and the other two were given the first of five 5–milligram
injections of penicillin.
The treatment of the mice and the results of this historic experiment are summarized in the
table below. Refer to this table when answering the following questions.
Treatment
Hours
after
infection
2
4
6
8
10
12
14
16
No penicillin
Mouse
1
Mouse
2
Mouse
3
Penicillin injected (mg)
Mouse
4
Mouse
6
10
died
died
Mouse
7
5
Mouse
8
5
5
5
5
5
5
5
5
5
survived
13 days
survived
6 weeks
+
died
died
survived
4 days
>16
(a)
Mouse
5
10
survived
6 days
For the experiment described, state the:
(i)
independent variable
(1 mark)
...................................................................................................................................
(ii)
dependent variable
(1 mark)
...................................................................................................................................
Question 1 continues opposite.
Page 4
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Part 1 – Criterion 2
Question 1 (continued)
(b)
Explain why four of the mice were given a lethal dose of bacteria but no penicillin.
(2 marks)
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(c)
Name THREE variables that were controlled in Florey’s experiment.
(2 marks)
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(d)
What conclusion can be drawn from the results of this experiment?
(1 mark)
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(e)
If you had been Florey, suggest ONE question that the data would have led you to
investigate further.
(1 mark)
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Part 1 – Criterion 2
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Page 6
Part 1 – Criterion 2
Question 2
With rising rates of obesity in children and adolescents, researchers are looking at
environmental/lifestyle factors that may be contributing to this problem. Australian
researchers followed the health, weight and lifestyle of over 5000 girls between the ages
of 14 and 20 from all states of Australia.
For
Marker
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Only
Formulate ONE plausible hypothesis that would account for rising rates of obesity in teenage
girls.
(3 marks)
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/3
Page 7
Part 1 – Criterion 2
Question 3
Sam studied the effect of varying the concentration of the stimulant drug caffeine on heart
rate. She chose to use the microscopic water flea, Daphnia, which are 0.2–3.0 mm in length.
In her study, Sam attempted to keep the temperature of the various caffeine solutions constant.
As an extension of this work, she decided to investigate the effect of temperature on heart rate
in more detail. In this new investigation Sam used a small glass chamber which could hold a
single Daphnia and water. The whole apparatus could be placed under a microscope so that
the Daphnia heart could be seen. She videoed four Daphnia at each of five different
temperatures for 30 seconds. She used a slow motion replay of the video to count the number
of heart beats in 30 seconds for each Daphnia at each temperature. Her data are summarized
in the table below:
(˚C)
Daphnia 1
Daphnia 2
Daphnia 3
Daphnia 4
Mean heart
rate/
30 seconds
5
92
71
84
61
77
10
107
92
112
101
103
18
130
125
118
115
122
24
145
137
136
138
139
30
160
166
160
170
164
Number of heart beats in 30 seconds
Temperature
(a)
Caffeine is a drug consumed by humans in drinks such as coffee. Suggest TWO reasons
why Sam would have chosen an invertebrate such as Daphnia to investigate the effect
of caffeine on heart rate.
(2 marks)
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(b)
Indicate the temperature for which the data is most variable.
(1 mark)
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(c)
Give ONE possible reason why the data mentioned in part (b) is so variable.
(1 mark)
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Question 3 continues opposite.
Page 8
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Part 1 – Criterion 2
Question 3 (continued)
(d)
Sam used a video microscope to help count the heart rate of the Daphnia. Why do you
think she used this method?
(2 marks)
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(e)
Sam’s initial investigation concerned the effect of caffeine on heart rate. How would
extending her study to also look at the effect of temperature on heart rate help with her
initial investigation?
(2 marks)
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(f)
Of what use would any conclusions Sam reached about the effect of caffeine on the
heart rate of Daphnia be in determining the effect of caffeine on human heart rate?
Explain your answer.
(2 marks)
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/10
Page 9
Part 1 – Criterion 2
Question 4
Desert lizards are able to maintain their body temperature at about 38˚C by moving in and out
of direct sunlight. When these lizards become infected with certain bacteria, they spend more
time in the sun and their body temperature is maintained at about 42˚C.
One hypothesis to explain why infected lizards spend more time in direct sunlight is:
‘The lizards are better able to fight the infection if their body temperature is higher’.
(a)
Design an experiment to test this hypothesis.
(11 marks)
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Question 4 continues opposite.
Page 10
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Part 1 – Criterion 2
Question 4 (continued)
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(b)
What results would negate the hypothesis?
(1 mark)
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/12
Page 11
Part 1 – Criterion 2
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Q
Page 12
TASMANIAN QUALIFICATIONS AUTHORITY
PLACE LABEL HERE
Tasmanian Certificate of Education
BIOLOGY
Senior Secondary
Subject Code: BIO315109
External Assessment
2009
Part 2
Time: 35 minutes
On the basis of your performance in this examination, the examiners will provide a
result on the following criterion taken from the syllabus statement:
Criterion 5
Demonstrate knowledge and understanding of the chemical basis of
life.
Section Total
/33
Pages:
Questions:
©
12
4
Copyright for part(s) of this examination may be held by individuals and/or organisations other than the
Tasmanian Qualifications Authority.
Part 2 – Criterion 5
CANDIDATE INSTRUCTIONS
Candidates MUST ensure that they have addressed the externally assessed criterion on this examination
paper.
Answer ALL questions. Answers must be written in the spaces provided on the examination paper.
You should make sure you answer all parts within each question so that the criterion can be assessed.
The 2009 Biology Information Sheet and a biological dictionary can be used throughout the examination.
This examination is 3 hours in length. It is recommended that you spend approximately 35 minutes in
total answering the questions in this booklet.
All written responses must be in English.
A set of spare graphs have been provided on pages 7 and 8 of the answer booklet for you to use if
required.
If you use a spare graph, you MUST indicate you have done so in your answer to that question.
Page 2
Part 2 – Criterion 5
Question 5
The graph below shows the changes in photosynthetic rate of a plant as light intensity is
increased. The experiment was carried out in normal air (0.04% CO 2 ) and then
repeated with double the normal levels of CO 2 (0.08%). All other factors were kept
constant.
€
Rate of photosynthesis
(a)
€
0.08% CO2
0.04% CO2
B
A
Light intensity
(i)
What is the role of light in the process of photosynthesis?
(1 mark)
....................................................................................................................................
....................................................................................................................................
(ii)
What is limiting the rate of photosynthesis at point A on the graph?
(1 mark)
....................................................................................................................................
....................................................................................................................................
(iii) What is limiting the rate of photosynthesis at point B on the graph? Explain your
answer.
(2 marks)
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Question 5 continues over the page.
Page 3
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Part 2 – Criterion 5
Question 5 (continued)
The graph below shows the effect of temperature on growth rates in a particular species
of plant as well as rates of photosynthesis and respiration. The plants, which were young
and actively growing, were exposed to a normal air supply.
Photosynthesis
Respiration
Rate
(b)
For
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Growth rate
0˚C
(i)
20˚C
Temperature
Describe the effect of temperature on photosynthetic rate.
40˚C
(2 marks)
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
(ii)
Describe the effect of temperature on respiration rate.
(1 mark)
....................................................................................................................................
....................................................................................................................................
(iii) How is the growth rate related to the rates of photosynthesis and respiration?
Explain your answer.
(3 marks)
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/10
Part 2 – Criterion 5
Question 6
The diagram below shows events occurring during the synthesis of a protein that is secreted
from a cell.
For
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molecule X
amino acid
U UC
U UA
A
U A
U A U
G C C
C G G
molecule Z
UU C
A A G
A A U
A A G
ribosome
(a)
(b)
Name:
(1 mark each)
(i)
molecule X: ..............................................................................................................
(ii)
molecule Z: ..............................................................................................................
Identify ONE codon from the diagram above.
(1 mark)
.............................................................................................................................................
(c)
Use information from the diagram above to describe the cellular processes which result
in arginine being placed between tyrosine and lysine in the protein being synthesised.
(5 marks)
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Page 5
Part 2 – Criterion 5
Question 7
In an experiment investigating enzyme activity a small quantity of amylase solution was
mixed with a starch solution and maltose was produced. The experiment was conducted
at a temperature of 18˚C.
(a)
Of the three chemicals named, which is:
(1 mark each)
(i)
the enzyme? .............................................................................................................
(ii)
the substrate? ............................................................................................................
The concentration of maltose was measured for 14 minutes and the results are
shown in the graph below:
maltose concentration
18˚C
0
2
4
6
8
10
12
14
time (min)
(b)
Give ONE reason why the concentration of maltose produced eventually became
constant.
(1 mark)
.............................................................................................................................................
.............................................................................................................................................
Question 7 continues opposite.
Page 6
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Part 2 – Criterion 5
Question 7 (continued)
(c)
The experiment was repeated twice with some altered conditions.
On the graph below sketch the curve you would expect to obtain if the experiment
were repeated at 23˚C with the same volumes and concentrations of starch and
amylase.
(1 mark)
18˚C
maltose concentration
(i)
0
2
4
6
8
10
12
14
time (min)
(ii)
Explain your answer.
(2 marks)
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
Below is a spare graph if needed (clearly indicate which graph you want marked).
maltose concentration
18˚C
0
2
4
6
8
10
12
14
time (min)
Question 7 continues over the page.
Page 7
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Part 2 – Criterion 5
Question 7 (continued)
(iii) On the graph below sketch the curve you would expect to obtain if the experiment
were repeated at 18oC with the same volume and concentration of amylase but
with a higher concentration of starch.
(1 mark)
For
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maltose concentration
18˚C
0
2
4
6
8
10
12
14
time (min)
(iv) Explain your answer.
(2 marks)
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
Below is a spare graph if needed (clearly indicate which graph you want marked).
maltose concentration
18˚C
0
2
4
6
8
10
12
time (min)
14
/9
Page 8
Part 2 – Criterion 5
Question 8
As a result of respiration, some of the energy in a molecule of glucose is converted into useful
energy. There are two forms of respiration. The more efficient transfers up to 40% of the
energy into energy-carrying molecules which the cell can use. The less efficient has a useful
conversion rate of only about 2%.
For
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Discuss the fate of the energy contained in glucose in respiring cells. In your answer include
discussion of the following points:
•
•
•
the different end products of the two forms of respiration
the role of the energy carrying molecules mentioned above
the fate of the energy that cannot be used by the cell in either form of respiration
(6 marks)
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/6
Page 9
Part 2 – Criterion 5
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Page 10
Part 2 – Criterion 5
BLANK PAGE
Page 11
Part 2 – Criterion 5
BLANK PAGE
Q
Page 12
TASMANIAN QUALIFICATIONS AUTHORITY
PLACE LABEL HERE
Tasmanian Certificate of Education
BIOLOGY
Senior Secondary
Subject Code: BIO315109
External Assessment
2009
Part 3
Time: 35 minutes
On the basis of your performance in this examination, the examiners will provide a
result on the following criterion taken from the syllabus statement:
Criterion 6
Demonstrate knowledge and understanding of cells.
Section Total
/33
Pages:
Questions:
©
12
4
Copyright for part(s) of this examination may be held by individuals and/or organisations other than the
Tasmanian Qualifications Authority.
Part 3 – Criterion 6
BLANK PAGE
Page 2
Part 3 – Criterion 6
CANDIDATE INSTRUCTIONS
Candidates MUST ensure that they have addressed the externally assessed criterion on this examination
paper.
Answer ALL questions. Answers must be written in the spaces provided on the examination paper.
You should make sure you answer all parts within each question so that the criterion can be assessed.
The 2009 Biology Information Sheet and a biological dictionary can be used throughout the examination.
This examination is 3 hours in length. It is recommended that you spend approximately 35 minutes in
total answering the questions in this booklet.
All written responses must be in English.
Page 3
Part 3 – Criterion 6
Question 9
(a)
The drawing below shows transverse sections of a root and a stem.
stem
root
(i)
Shade in the area in the transverse section of the root where there are cells
specialised for the transport of water.
(1 mark)
(ii)
Shade in the area in the transverse section of the stem where there are cells
specialised for the transport of sucrose.
(1 mark)
Below are spare diagrams if needed (clearly indicate which diagrams you want
marked).
root
stem
Question 9 continues opposite.
Page 4
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Part 3 – Criterion 6
Question 9 (continued)
(b)
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The drawing below is of a cross-section of part of a leaf.
P
xylem
(i)
Explain how the structure of the cell labelled P is related to its function. (3 marks)
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
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(ii)
Explain why xylem is described as a tissue.
(2 marks)
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/7
Part 3 – Criterion 6
Question 10
The diagrams below, A, B and C, represent stages of cell division from the same organism.
One of the stages shows the first division of meiosis, one the second division of meiosis and
one shows division by mitosis.
A
B
C
(a)
What is the diploid number of chromosomes shown in these diagrams?
(1 mark)
.............................................................................................................................................
Question 10 continues opposite.
Page 6
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Part 3 – Criterion 6
Question 10 (continued)
(b)
Complete the table to show which of the diagrams, A, B or C is in the first division of
meiosis and which is in the second.
(1 mark)
Stage of meiosis
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Diagram
First division
Second division
(c)
Explain ONE way in which meiosis leads to genetic variation in gametes.
(2 marks)
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/4
Page 7
Part 3 – Criterion 6
Question 11
Amoeba proteus is a unicellular organism commonly found in fresh water ponds. It has a
contractile vacuole that collects and expels water from the cell. One such organism, with a
contractile vacuole that could be easily viewed with the aid of a microscope, was placed in
water with increasing concentrations of salt.
The number of contractions per minute of the contractile vacuole was recorded. The results of
the experiment are shown in the graph below.
Number of contractions per minute
10
5
0.0
0.1
0.2
0.3
Salt concentration (g/100 mL)
(a)
Explain why the rate of contraction of the contractile vacuole varies as shown in this
graph.
(5 marks)
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Question 11 continues opposite.
Page 8
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Part 3 – Criterion 6
Question 11 (continued)
(b)
Above salt concentrations of 0.25 g/100 mL, what changes might the experimenter be
expected to observe in the shape/size of the Amoeba? Explain.
(2 marks)
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(c)
A large number of mitochondria are generally found in the immediate vicinity of the
contractile vacuole. Explain the relationship between these organelles.
(2 marks)
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(d)
The salt concentration within the Amoeba remains constant even though the extracellular
salt concentration changes. How does the Amoeba achieve this? Explain.
(2 marks)
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/11
Page 9
Part 3 – Criterion 6
Question 12
(a)
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The diagram below shows a view through a typical animal cell.
C
A
D
B
E
The table below lists three organelles. Put a cross in the box to match each organelle
with the correct letter shown on the diagram.
(3 marks)
Organelle
A
B
C
D
E
Rough endoplasmic reticulum
Mitochondrion
Golgi apparatus
(b)
For some time after the Golgi apparatus was identified (late 19th century), there was
doubt as to whether it was a new and separate organelle. Give TWO reasons to explain
why the Golgi apparatus may have initially been confused with other organelles within a
cell.
(2 marks)
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Question 12 continues opposite.
Page 10
Part 3 – Criterion 6
Question 12 (continued)
(c)
An experiment was designed to investigate the role of organelles in the transport of
proteins that are secreted from the cell. For a brief period of time cells were given
radioactively-labelled amino acids. They were then incubated in a non-radioactive
medium. The percentage of radioactivity found in three different organelles was then
measured at different time intervals. The table below shows the results.
Time after adding
radioactively labelled
amino acids (min)
(i)
For
Marker
Use
Only
Radioactivity present (%)
Rough
endoplasmic
reticulum
(RER)
Golgi
apparatus
Secretory
vesicles
4
67
27
1
6
53
39
2
20
11
73
10
240
11
10
73
What TWO features from the data in the table above provide evidence that the
Golgi apparatus is a separate organelle?
(2 marks)
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
(ii)
Use the data provided in the table above to explain the sequence of events in
protein synthesis, transport and secretion in these cells.
(4 marks)
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/11
Part 3 – Criterion 6
BLANK PAGE
Q
Page 12
TASMANIAN QUALIFICATIONS AUTHORITY
PLACE LABEL HERE
Tasmanian Certificate of Education
BIOLOGY
Senior Secondary
Subject Code: BIO315109
External Assessment
2009
Part 4
Time: 35 minutes
On the basis of your performance in this examination, the examiners will provide a
result on the following criterion taken from the syllabus statement:
Criterion 7
Demonstrate knowledge and understanding of organisms.
Section Total
/33
Pages:
Questions:
©
12
5
Copyright for part(s) of this examination may be held by individuals and/or organisations other than the
Tasmanian Qualifications Authority.
Part 4 – Criterion 7
BLANK PAGE
Page 2
Part 4 – Criterion 7
CANDIDATE INSTRUCTIONS
Candidates MUST ensure that they have addressed the externally assessed criterion on this examination
paper.
Answer ALL questions. Answers must be written in the spaces provided on the examination paper.
You should make sure you answer all parts within each question so that the criterion can be assessed.
The 2009 Biology Information Sheet and a biological dictionary can be used throughout the examination.
This examination is 3 hours in length. It is recommended that you spend approximately 35 minutes in
total answering the questions in this booklet.
All written responses must be in English.
Page 3
Part 4 – Criterion 7
Question 13
For
Marker
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Only
The following table shows information about kidney function.
Component (g per 100 mL)
(a)
(b)
Fluid
urea
glucose
amino
acids
salts
proteins
blood plasma
0.03
0.1
0.05
0.9
8.0
glomerular
filtrate
0.03
0.1
0.05
0.9
none
urine
1.75
none
none
0.9–2.2
none
In which organ is urea produced and how is it transported to the kidneys?
(1 mark)
(i)
Organ: ......................................................................................................................
(ii)
Means of transport: ..................................................................................................
Use the information provided in the table above to answer the following questions:
(i)
Name TWO components in the table which can pass through the wall of the
glomerulus.
(1 mark)
...................................................................................................................................
...................................................................................................................................
(ii)
Explain what happens to glucose in the glomerular filtrate.
(1 mark)
...................................................................................................................................
...................................................................................................................................
(iii) Explain the absence of protein from the glomerular filtrate.
(1 mark)
...................................................................................................................................
...................................................................................................................................
(iv) Give TWO reasons to explain why the urea in the urine is more concentrated than
in the glomerular filtrate.
(2 marks)
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Question 13 continues opposite.
Page 4
Part 4 – Criterion 7
Question 13 (continued)
(c)
The diagram below shows a cross section of part of the coiled tubule of a nephron with
a capillary attached.
For
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Wall of capillary
Wall of tubule
Explain how THREE features shown in this diagram are important to the functioning of
the tubule.
(3 marks)
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/9
Page 5
Part 4 – Criterion 7
Question 14
A protein found on red blood cells, called antigen G, is coded for by a dominant allele of a
gene found on the X chromosome.
For
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The members of one family were tested for the presence of antigen G in the blood. The
antigen was found in the daughter, her father and her father’s mother. No other members had
the antigen.
(a)
One of the grandmothers shown in the table below has two possible genotypes. Write
these in the spaces provided using the symbol XG to show the presence of the alleles for
the antigen G on the X chromosome, and Xg for its absence.
(1 mark)
Grandmother
(has antigen G)
Genotypes
Grandfather
€
Grandmother
Grandfather
……….
……….
……….
€
……… or
………
Father
Mother
(has antigen G)
Genotypes
……….
……….
Daughter
(has antigen G)
Genotype
……….
(b)
Fill in the remaining spaces in the table above.
(3 marks)
(c)
The mother and father have a son. What is the probability of this son inheriting antigen
G? Explain your answer.
(2 marks)
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Part 4 – Criterion 7
Question 15
Mammals maintain a constant body temperature using heat from respiration. The rate of
respiration can be measured by the rate of oxygen uptake. The table shows the mean body
masses and mean rates of oxygen uptake for five species of mammal. The mean oxygen
uptake was measured when the animals were at rest.
-1
-1
Mammal
Mean body mass (kg)
Mean oxygen uptake (mL kg h )
Mouse
0.025
1500
Squirrel
0.5
880
Cat
3
435
Human
70
200
3700
70
Elephant
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Describe the relationship between body mass and oxygen uptake, and explain why this occurs.
(4 marks)
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Page 7
Part 4 – Criterion 7
Question 16
(a)
When first hatched, the young of some species of fish lack gills. Explain how these
young fish, that are less than 2 mm long, get enough oxygen to their cells.
(2 marks)
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(b)
Lungs and leaves are organs where there is an exchange of the gases oxygen, carbon
dioxide and water vapour with the environment. Explain how THREE structural
features of each organ help in the exchange of gases.
(6 marks)
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Page 8
Part 4 – Criterion 7
Question 17
A person has damage to their hypothalamus, the part of the brain involved in detecting the
concentration of water in the blood. Explain how this would interfere with the normal
negative feedback mechanisms involved in the homeostatic control of water levels in the
blood.
(6 marks)
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Part 4 – Criterion 7
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Part 4 – Criterion 7
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Part 4 – Criterion 7
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Page 12
TASMANIAN QUALIFICATIONS AUTHORITY
PLACE LABEL HERE
Tasmanian Certificate of Education
BIOLOGY
Senior Secondary
Subject Code: BIO315109
External Assessment
2009
Part 5
Time: 35 minutes
On the basis of your performance in this examination, the examiners will provide a
result on the following criterion taken from the syllabus statement:
Criterion 8
Demonstrate knowledge and understanding of the interaction of
organisms with their environment.
Section Total
/33
Pages:
Questions:
©
12
4
Copyright for part(s) of this examination may be held by individuals and/or organisations other than the
Tasmanian Qualifications Authority.
Part 5 – Criterion 8
BLANK PAGE
Page 2
Part 5 – Criterion 8
CANDIDATE INSTRUCTIONS
Candidates MUST ensure that they have addressed the externally assessed criterion on this examination
paper.
Answer ALL questions. Answers must be written in the spaces provided on the examination paper.
You should make sure you answer all parts within each question so that the criterion can be assessed.
The 2009 Biology Information Sheet and a biological dictionary can be used throughout the examination.
This examination is 3 hours in length. It is recommended that you spend approximately 35 minutes in
total answering the questions in this booklet.
All written responses must be in English.
Page 3
Part 5 – Criterion 8
Question 18
The diagram below is a simplified food web showing some of the feeding relationships in an
intertidal rocky shore. Use the information from the food web to answer the questions below.
(a)
(i)
Which of the organisms shown in the diagram above are autotrophs?
(1 mark)
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(ii)
Explain how autotrophs can be identified in a food web diagram.
(1 mark)
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(b)
(i)
Identify ONE organism which is a tertiary consumer.
(1 mark)
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(ii)
Why would this organism be considered to be a tertiary consumer?
(1 mark)
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Question 18 continues opposite.
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Part 5 – Criterion 8
Question 18 (continued)
(c)
Some of the organisms in the food web feed on detritus. Explain the value of these
organisms to others in the intertidal community.
(2 marks)
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(d)
The European green crab, Carcinus maenas, is an introduced species first identified in
Tasmanian waters in 1993. It is a very efficient predator, with adults feeding on oysters
and mussels. The impact of Carcinus maenas in Tasmanian waters seems especially
significant due to the absence of large native aggressive crabs in intertidal rocky shores.
Explain THREE significant consequences the introduction of Carcinus maenas
could have on the food web shown above.
(3 marks)
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Page 5
Part 5 – Criterion 8
Question 19
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The diagram below represents the carbon cycle.
Dissolved in
rain/soil
carried to sea
Carbon dioxide
in atmosphere
4
Carbon dissolved
in sea water
1
2
Carbon in
green plants
3
weathering
Carbon in
land animals
combustion
death
excretion
and death
Carbon in
soil
absorption by
organisms
Carbon in marine
animals& plants
Carbon Calcium
in soft carbonate
in hard
parts
parts
burial and
decomposition in
rock sequence
burial and
rock formation
burial and
rock formation
Carbon in coal
and natural gas
Carbon in oil
Carbon in limestone
(a)
Use the information in the diagram above to identify the processes represented by
the numbered arrows.
(2 marks)
(i)
1:................................................................................................................................
(ii)
2:................................................................................................................................
(iii) 3:................................................................................................................................
(iv) 4:................................................................................................................................
Question 19 continues opposite.
Page 6
Part 5 – Criterion 8
Question 19 (continued)
(b)
The time taken for a carbon atom leaving the atmosphere to be returned to the
atmosphere (recycled) can vary from very short to very long term. Outline ONE
sequence of events, involving living organisms, which would result in carbon being
absent from the atmosphere for:
(3 marks)
(i)
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several days:
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(ii)
about 100 years:
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(iii) millions of years:
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(c)
Although nitrogen is abundant in the atmosphere (approximately 78% of air) and carbon
dioxide is present in small amounts (less than 0.04% of air), in some situations plants
can suffer from a deficiency of nitrogen, but never from a deficiency of carbon. Explain
why this can occur.
(4 marks)
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Part 5 – Criterion 8
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Page 8
Part 5 – Criterion 8
Question 20
The diagrams below show typical cross-sections of leaves from four plants which are either
terrestrial or aquatic. Each leaf is drawn to the same scale.
Cross-sections of Leaves
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Key:
Cuticle
Air Spaces
Stoma
A
(a)
(b)
B
C
D
Which leaf is most likely to come from:
Mesophyll
(1 mark)
(i)
a desert plant?............................................................................................................
(ii)
an aquatic plant?........................................................................................................
Describe THREE ways in which structural features shown in the diagrams reduce the
rate of water loss.
(3 marks)
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(c)
Describe THREE structural adaptations shown in the diagrams that you would expect
to find in an aquatic plant. How would they aid the plant’s survival?
(3 marks)
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Part 5 – Criterion 8
Question 21
(a)
In Britain, the European Swift (a species of bird) usually lays two or three eggs per nest.
The tendency to lay a given number of eggs appears to be inherited. Swifts feed on
flying insects. It is harder for them to catch food in cool wet summers than in warm
ones. The table below shows the survival rates of young swifts in a population for two
different summers.
Number of eggs per nest
Average number of young surviving
(Clutch size)
Warm summer
Cool, wet summer
2
1.9
1.7
3
2.7
1.4
Would you expect natural selection to eventually result in all swifts in this
population laying the same clutch size? Explain your answer.
(3 marks)
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(b)
The blind cave beetle Geodetrechus mendumae (illustrated below) is found in the
Ida Bay cave complex in southern Tasmania. These beetles have virtually no trace
of eyes. They have long legs and antennae with sensory hairs. They are mostly
confined to the zone of total darkness where they are found under stones or near
the stream edge collecting food items. They are predatory and feed on
invertebrates that live in the cave system, eggs of other species, or invertebrates
washed in by streams.
(Source: Department of Primary Industries and Water)
Question 21 continues opposite.
Page 10
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Part 5 – Criterion 8
Question 21 (continued)
Four students were asked to explain how this species became blind. Their answers are
listed below:
A.
B.
C.
D.
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the eyes were useless in the dark, and they withered due to lack of use.
this species never evolved eyes and took up residence in caves as this niche was
unoccupied.
eyes are sensitive to damage and infection, and in the dark cave they were a
disadvantage.
the beetles used their long antennae to find food so their eyes were not needed.
Select the best explanation. Use your understanding of Darwin’s theory of evolution to
justify your choice.
(5 marks)
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Part 5 – Criterion 8
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