2012 Senior External Examination
Biology
Tuesday 30 October 2012
Paper Two — Question and response book
Time allowed
• Perusal time: 10 minutes
• Working time: 2 hours
1 pm to 3:10 pm
Candidate use
Print your candidate number here
1 2 –
Examination materials provided
• Paper Two — 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
Number of books used
Supervisor use only
Do not write in this book during perusal time.
Paper Two has two parts:
• Part A — Continuity of life
• Part B — Evolution and diversity
QSA use only
Suggested time allocation
Marker number
Supervisor’s initials
• Part A: 55 minutes
• Part B: 65 minutes
Assessment
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.
–
Planning space
Part A — Continuity of life
Questions 1–8 assess Understanding biology (UB) and Investigating biology (IB).
Attempt all questions. Write your responses in the spaces provided.
Suggested time allocation: 55 minutes.
Question 1 (UB)
State the three components of DNA (deoxyribonucleic acid) and describe how they combine to form
its structure.
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Question 2 (UB)
The presence of freckles is a dominant characteristic. If a child’s mother has no freckles but the father
is known to be heterozygous for freckles, state the probability that the child will develop freckles.
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Question 3 (UB)
There are sources of variation in both sexual and asexual reproduction. State one of these sources and
explain how it can produce variation.
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Question 4 (UB)
Create an annotated pedigree for three generations to demonstrate the inheritance of an incomplete
dominant gene. Use correct biological symbols.
Question 5 (UB)
Some oceans surrounding Australia lack nutrients compared with other oceans. Australian fur seal
pups are suckled for longer and develop at a slower rate than seal pups in other parts of the world.
Suggest why this strategy is useful for survival.
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2012 Biology — Paper Two — Question and response book
Question 6 (UB)
The following diagrams show the stages of meiosis (not in the correct order).
A
E
F
G
B
C
H
D
State which diagram represents Anaphase I. Explain what is happening in the cell.
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Question 7 (UB)
Describe the roles of DNA, messenger RNA (mRNA), transfer RNA (tRNA) and ribosomes in protein
synthesis, linking each structure to the final product.
Hint: a labelled diagram may be useful.
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Question 8 (IB)
The following table shows the composition of bases in the cells in a variety of species.
Thymine
(%)
Adenine
(%)
Guanine
(%)
Cytosine
(%)
Humans
30.1
30.4
19.6
19.9
Cattle
28.7
29.0
21.2
21.2
Salmon
29.1
29.7
20.8
20.4
Wheat germ
27.4
28.1
21.8
22.7
E. coli
23.6
24.7
26.0
25.7
Sea urchin
32.1
32.8
17.7
17.3
Species
Explain how the data would support the theory that there are complementary base pairs.
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End of Part A
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2012 Biology — Paper Two — Question and response book
Part B — Evolution and diversity
Questions 1–7 assess Understanding biology (UB) and Investigating biology (IB).
Question 8 assesses Evaluating biological issues (EBI).
Attempt all questions. Write your responses in the spaces provided.
Suggested time allocation: 65 minutes.
Question 1 (UB)
Place the following levels of classification in the correct order beginning with Kingdom.
Family, Species, Kingdom, Phylum, Order, Class, Genus.
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Question 2 (UB)
The Proteaceae family of plants contains the pink-ice protea found in South Africa and the
drumstick flower found in Western Australia, almost 9000 km apart and on two completely separate
continents.
Pink-ice protea
Drumstick flower
State the type of evolution this would most likely be. Justify your response.
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Question 3 (UB)
The diagram below shows the stages of embryonic development in several vertebrates.
fish
salamander
tortoise
chicken
pig
rabbit
human
This diagram can be used as evidence to support the Theory of Evolution. State the name of this form
of evidence and explain how it can be used to support this theory.
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2012 Biology — Paper Two — Question and response book
Question 4 (UB)
The giraffe (Giraffa camelopardalis) is an African mammal, the tallest living terrestrial animal and
the largest ruminant on Earth. It has a camel-like face and patches of colour on a light background,
which bears a vague resemblance to a leopard’s spots. The giraffe also has an extremely long neck and
legs, and prominent horns. Giraffes usually inhabit savannahs, grasslands and open woodlands. They
prefer areas with plenty of acacia trees which are important food sources. Giraffes can browse at
heights that most other herbivores cannot reach. Males establish social hierarchies through
“neckings”, which are fights where the neck is used as a weapon. Dominant males gain mating access
to females, who bear the sole responsibility for raising the young.
Use this information about the giraffe species to support Darwin’s Theory of Natural Selection which
he believed led to evolution.
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Question 5 (UB)
Define the term phylogeny, using examples to support your response.
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Question 6 (IB)
Formulate and justify a researchable question that would investigate Darwin’s Theory of Natural
Selection using domestic animals of commercial value.
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Question 7 (IB)
The diagram below shows some common organisms.
dolphin
crab
ulva
(sea lettuce)
seagull
starfish
Construct a dichotomous key to allow for classification of these organisms.
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2012 Biology — Paper Two — Question and response book
Question 8 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 write more than one draft, indicate which is to be marked.
Question 8 (EBI)
Biodiversity across the world is rapidly decreasing, with multiple extinctions and many more species
becoming endangered.
Evaluate programs that aim to improve the biodiversity of organisms. Compare these programs and
predict how the role of organisations such as zoos may change in the future.
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End of Part B
End of Paper Two
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2012 Biology — Paper Two — Question and response book
Additional pages for responses (if required)
Part
Question
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Additional pages for responses (if required)
Part
Question
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2012 Biology — Paper Two — Question and response book
Planning space
2012 Biology — Paper Two — Question and response book
13
Planning space
14
2012 Biology — Paper Two — Question and response book
2012 Biology — Paper Two — Question and response book
15
• 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 Biology Senior External Syllabus 2006
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2012 Biology — Paper Two — 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
• recognising concepts that
form the basis of present-day
biological issues in a range of
biological contexts.
• selecting relevant information
and data to make plausible
decisions and predictions
• analysing information and
data from a variety of sources
to determine validity and bias
The candidate communicates
by:
C
(continued)
• recognising that a given issue
has biological implications.
• making unsupported
decisions
• making statements related to
source material
The candidate communicates
by:
D
The candidate communicates
by restating supplied
information.
E
Acknowledgments
Kennedy, E, Aubusson, P & Hickman, P 2000, Biology on Context: The Spectrum of Life, 3rd edn,
Oxford University Press, Melbourne, Vic.
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.
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