Year 12 Human Biology Marking Key and feedback for students Trial WACE 2011

Section One: Multiple Choice

Question 1 2 3 4 5 6 7 8 9 10 Answer c b a b a d c a c d Question 11 12 13 14 15 16 17 18 19 20 Answer c a b b d b b c b d

(20 marks x 2)

Section Two: Short Answers

Question 21 (a) A phosphate (1) B sugar (1) [deoxyribose sugar or ribose sugar is better]

(100 marks)

(b)

nitrogenous ( ) Although the bases ARE complimentary, that is not their correct NAME. thymine ( ) Not thyamine. GCA (1) Some stem cells can be differentiated into a greater variety of cells (1) (i) (ii) 64 DNA molecules (1) (Any 2 of the following, 1 mark each) Copying/amplifying DNA for the purpose of electrophoresis When multiple copies of DNA are required for gene sequencing Copying or amplifying is essential to mention, because thats what PCR does.

(c) (d) (e)

Copying/amplifying DNA collected from a crime scene Copying/amplifying DNA collected from ancient specimens Copying/amplifying DNA for identification of different antigens Copying/amplifying DNA for identification of hereditary diseases Copying/amplifying DNA for identification of mutations

(f)

(i) (ii)

Suspect 1 (1) Suspect 1 has more matching DNA bands than 2 or 3 (1) That is a better answer than simply saying it is the same as the specimen. You need to show that you know WHY it is the same. DESCRIBE the EVIDENCE. Dont assume the reader knows what an identical match means.

Question 22 (a) (Any 1 of the following, 1 mark) The higher / lower the amount of calcium consumed, the higher / lower the bone density. Calcium taken in tablet form will increase / decrease bone density more / less than calcium consumed through food eaten as part of a normal diet. Calcium consumption has no effect on bone density. Method of consumption of calcium has no effect on bone density. average bone density (1) (Any 2 of the following, 1 mark each) age / 50 years or older activity level female were already osteoporotic how they were assessed for bone density timings of bone density testing duration of experiment for all groups Why not diet? Because (a) it would be impractical (impossible) to ensure that all 90 people eat EXACTLY the same diet over a 6 month period and (b) We want to know the effect of the independent variable when people are eating NORMAL (i.e. varied) diets. Other variables that would NOT REALISTICALLY be expected to have an impact of bone density; The time of day the calcium was taken in (ingested) The way it was taken The number of people in each group

(b) (c)

(d)

Title that includes time and bone density (1) e.g. The Effect Of Calcium On Bone Density Over Time Titles for X axis title Time (months) and Y axis - Average bone density (%) (1) Correct scale on both axes (1) Key for three groups / 3 labelled lines (1) All data points plotted correctly (1)

(e)

The question says explain the difference not describe the difference. The majority of you described the difference, despite the simple wording in this Q. The difference between these two groups (1 & 2) is the way in which the calcium was ingested (via the normal diet or in a tablet), so the explanation for the difference in results is that; calcium in the diet is absorbed more effectively than calcium tablets (1) You could also say; absorption of calcium was greater in Group 2 than in Group 1 (1) This is a bit obvious, but its true.

(f)

The method in any investigation can be improved by thinking about three things; [a] how could you obtain more reliable data? - increase the number of participants (1) [b] how could you obtain more valid data? (i.e. make it a fairer test) - test a broader range of calcium doses (1) OR e.g. have a fourth group who are on a lower dose of calcium (same thing) [c] how could you reduce the limitations on the experiment, these being that they only tested females and they only experimented for 6 months - include males in the investigation (1) - extend the length of the study (i.e. give calcium for longer, measure bone density for longer) (1)

(g) (h)

parathormone (1) (also known as Parathyroid hormone) parathyroid glands (1) (Calcitonin, from the thyroid gland is also involved in calcium ion regulation)

Question 23 (a) osmoregulation - hypothalamus (1) fine motor coordination cerebellum (1) blood vessel diameter medulla oblongata (1) (i) (ii) axon (1) speeds up nerve transmission (1) Your book says insulates and protects from damage but they are trivial. Stick with the first function for the WACE. Dozens of people simply named it. Read the question!!! neurotransmitters (1) mitochondria (1) provide energy for neurotransmitter formation (1)

(b)

(iii) (iv)

Remember, the neurotransmitter gets broken down in the synapse it has to be reabsorbed and then re-synthesized in the vesicles. Thats what the energy is needed for. Technically, a little energy will be required for the vesicles to undergo exocytosis in order to release the neurotransmitter in the first place ( ). Vesicles do not move across the synapse: what was contained WITHIN THEM does. Lots of you need to revise what goes on at the synapse.

(c)

(i)

motor neuron (1) multipolar (1) is acceptable, but motor neuron is better, because this clearly IS a motor neuron. Not all multipolar neurons are motor neurons. X takes nerve impulses away from the cell body, Y takes nerve impulses to the cell body

(ii)

Both X and Y are processes (things that stick out of the neuron) so how are their functions different?

Question 24 (a) (Any 1 of the following from each category, 1 mark each) Structure Skeletal is striated, smooth is non-striated Skeletal is multinucleated, smooth is mono-nucleate Skeletal cells are longer, smooth are shorter Skeletal cells are cylindrical, smooth are spindle shaped

Function skeletal is voluntary, smooth is involuntary. Just writing one or two places where it is found does not describe the function of something. (b) Neurotransmitter (1) We paid examples, like acetylcholine, but we shouldnt have really. Acetylcholine doesnt fit the definition, because it depends what neuromuscular junction were talking about ) Motor unit (1) Sarcomere (1) (i) (ii) extension / relaxation (1) (Any 1 of the following, 1 mark)

(c)

(iii)

(Any 2 of the following, 1 mark each) the hip is a ball and socket joint, the knee is a hinge joint the hip allows movement in numerous planes, the knee in only one plane the hip is stabilised by muscles, tendons and ligaments, the knee is additionally stabilised by the patella the hip joint involves only two bones, the knee joint involves three bones

(iv)

(Any 4 of the following, 1 mark each) meniscus patella bursae synovial fluid ligaments muscles / tendons crossing the joint Tendon on its own is no good, because it does nothing on its own. Articular cartilage is there to reduce friction. Indirectly, that could be argued to protect the joint but there were too many better answers for that answer to be paid.

(v)

Vertebral column The trend is a gradual move away from a C shaped vertebral column to an S shaped one. (2) The lumbar vertebrae have changed from being a simple block shape towards being wedge-shaped. (2) Pelvis The trend seen is a gradual change from a narrow, long pelvis to one which is broader and shorter (bowl shaped) and tilted forwards. (2)

Question 25 (a) (1 mark for each box in italics) Production site Anterior pituitary Alpha cells of pancreas Hormone produced LH / luteinising hormone OR FSH / follicle stimulating hormone Glucagon Target organ/s Effect Stimulates ovulation OR causes follicles to mature

Ovary

Hypothalamus

Oxytocin

Increases blood glucose / glycogenolysis Stimulate contractions during childbirth / release of milk (not Uterus/mammary PRODUCTION of glands milk, thats prolactin) Liver

The question mentions function very differently and mode of action. It wants you to talk about HOW they work on cells, not what they do. When you get asked to compare (or, in this case contrast) two things (A and B) then you have to do more than just ramble on about A and then ramble on about B. Write a paragraph in which each sentence highlights a difference between A and B e.g. A does this thing, but B does that. Dont make it harder for the marker to find out that you actually DO know some differences by separating two things in different paragraphs. This happens time and time again in your writing and it is EASY to fix. Choose a topic & compare the two in one paragraph. Then choose another way to compare and write another paragraph.

(b)

(Any 3 points compared, 2 marks each) Adrenalin (water soluble hormone) Travel through blood in solution Effects are short lasting Do not pass through plasma membrane Attach to receptor protein on cell membrane Secondary messenger stimulated Do not move into the nucleus Do not bind to DNA Activates enzymes that generate cell changes

Testosterone (steroid hormone) Travel in blood attached to proteins Effects are longer lasting Pass through plasma membrane Attach to receptor proteins in cytoplasm / mitochondria / organelles / nucleus No secondary messenger involved Move into the nucleus Bind to specific regions of DNA Alters level of transcription at that DNA site

If you have not clearly given the point for both types of hormones, you cannot have the two marks. (c) More ADH (1) ADH increases reabsorption of water from the filtrate / nephron / distal and collecting tubules into the bloodstream (1) You need to show you understand that the water is reabsorbed from a specific place back into the bloodstream.

Question 26 (a) (i) artificial, active (1) Herd immunity is not a category of immunity types. (ii) babies - immune systems not fully developed yet (1) - incomplete vaccination means not enough memory cells have been formed (1) - if they havent started their vaccination program yet, they wont have been exposed to this antigen before (1) adults - number of memory cells against whooping cough has decreased (1) so they are no longer immune to the disease (1)

Immunity through vaccination is not about making antibodies. Its about making memory cells. Why suggest that adults arent immune because they havent been vaccinated, when the question clearly tells you that they have been vaccinated? (b) B cells recognises the antigen and become activated / sensitised (1) the activated B cell increases in size and divides (1) to produce plasma cells (1) and memory cells (1) memory cells produce a faster response to this antigen in the future (1) plasma cells produce antibodies to that antigen (1) (and any 1 of the following, 1 mark) which can act by - inhibiting the antigens reactions with other cells - coating bacteria to increase their edibility by phagocytes - causing agglutination to increase phagocytosis ability - dissolve organisms - make substances insoluble and therefore more phagocytic

(c)

The development of antibiotic-resistant strains of bacteria is powerful evidence for evolution. Very few of you appear to understand that. Learn it off by heart. You should have used that knowledge to answer this question; variation in antibiotic resistance exists in the bacterial population (1) That point is sooooooo important! If theres no variation, then theres no chance of antibiotic resistance developing. stopping antibiotics too soon / not taking the whole course allows some bacteria to survive (1) These bacteria will then pass on their resistant genes to the next generation (1) and so over many generations, the proportion of resistant bacteria in the population will increase (1) to the point where theyre all resistant (1) The over-prescription of antibiotics increases bacterial exposure to antibiotics and can also contribute to the above process (1) Many of you seem to think that your body becomes resistant to antibiotics. Untrue. Also, many people wrote things like the surviving bacteria stay in your body and become resistant. This tells me nothing at all. Use your knowledge of natural selection to tackle a question like this in your WACE. Remember its artificial selection though. The antibiotic is acting as the selective agent.

Question 27 (a) (i) (ii) (iii) 4 (1) stratigraphy / superposition (1) Come on guys, stratigraphy is not that hard to spell! This question is asking you to explain why fossil Y is ABSENT from another location. Many of you wanted to tell me that movements in the earths crust flipped layers or something like that. This type of geological event is incredibly unlikely! And also does not even go close to explaining why one species should be missing from a particular location. There were other far-fetched ideas, such as naughty hominins digging up the fossils and moving them.lol (sorry) Here are some PLAUSIBLE reasons why fossil Y was not found in this other sample; (Any 2 of the following, 1 mark each) Organism Y was not present in that area (i.e. it didnt live there!) Conditions were too acidic for fossilisation to take place Conditions were not sedimentary so fossilisation did not take place Organism Y was not buried rapidly enough

(b)

A TREND is a gradual change or pattern . The question is asking you to describe the major trends. That does not mean please ramble on about Homo habilis did with his tools, or what Neanderthals did with their tools etc.

The trends are (any 4 of the following, 1 mark each) The tools began as very simple broken rocks and progressed to more complex tools. (You have to SAY that; we are not going to infer that you know that, via the other stuff you wrote) tools made of rock becoming tools made of bone / antler (no bone until neandertals!) there was a gradual increase in the number of pieces of chipped off the stone (to get a better edge) one side / edge developed through to both edges / many sides worked no hafting (joining of a sharp rock to a long stick, using twine and natural resins) to hafting / attaching handles one general purpose tool used for many tasks through to specific tools for specific tasks (c) (i) time taken for 50% / half the sample to undergo radioactive decay (1) Time taken for it to be halved isnt good enough doesnt show that you know whats going on. 5730 years (1) (Any 2 of the following, 1 mark each) can only date samples that are organic in origin / derived from something that was alive NB carbon-containing describes everything that is organic + everything that isnt, like marble or diamond, and these substances cannot be carbon dated. can only date samples up to 70,000 years can only date samples of 3 grams of more sample tested is destroyed in the process

(ii)

Question 28 (a) any condition whose phenotype is due to the combination of a number of genes (1) skin colour / hair colour / eye colour / height / IQ / spina bifida / cleft lip (1) (i) a genetic condition that has more than two alternatives / alleles / outcomes for the gene (1) Not two genes. Thats polygenic inheritance. Your blood group, for example, is determined by one gene, but there are 3 different alleles that exist (IA, IB and i) which is what makes it a multi-allelic form of inheritance. We have multiple alleles for the one gene here. 3 (the ways you can be homozygous are IAIA, IBIB and ii) Jill is adopted (1) You need to show that you understand how the parents genotypes make it impossible for them to produce a type O child e.g. For her blood type, she must inherit an i (IO) allele from both parents. Her mother must be IAIB if she is blood type AB, so she does not possess an i allele to pass on (1) The O allele is written either I or IO, not Ii or Ii. Dont say blood type O is recessive. It is the O allele which is recessive.

(b)

(ii) (iii)

(c)

Heterozygotes only suffer a mild version of the disease / do not die young (1) You all missed that key point. In order to suffer full-on sickle-cell anaemia, you must inherit the disease allele from both your parents (i.e. be homozygous). Heterozygotes receive protection from malaria that could kill those homozygous for the sickle cell gene (1) This applies especially in malaria-ridden countries, but even in the USA, it would give these people a slight survival advantage.

Section Three: Extended Answers

29. (a) 10 marks from:

(60 marks)

stimulus receptor modulator effectors responses feedback (b) (12 marks)

increased core body temperature (1) thermoreceptors (1) in the hypothalamus (1) hypothalamus (1) sends nerve impulses out to(1) sweat glands (1) smooth muscle of arterioles (1) increased sweating (1) heat removed via evaporation (1) vasodilation of arterioles in the skin (1) heat removed via radiation (1) reduced core body temperature (1)

(i) 4 marks any 2 of the 3 marks for each type of gene: Regulator genes (1) pieces of DNA that switch other genes on or off (1) that act by regulating the rate of transcription of a specific gene (1) Promoter genes (1) allow transcription of a gene to take place (1) acts as the binding site for RNA polymerase (1) (ii) 8 marks Transcription (Any 4 of the following, 1 mark each) DNA unwinds due to RNA polymerase (1) single strand of mRNA is formed (1) by matching to the template strand of DNA (1) following the base pairing rule A-U and C-G (1) mRNA moves out of the nucleus to a ribosome (1) Translation (Any 4 of the following, 1 mark each) mRNA moves through the ribosome one codon at a time (1) molecules of tRNA bring up the particular amino acid determined by the codon (1) anticodon on the tRNA matches the codon on the mRNA (1) ATP is broken down to join two amino acids together (1) a protein chain is formed by numerous amino acids joining together (1)

(c) (8 marks) (i) (5 marks) Causes (2 x 1 mark) amyloid plaques / neurofibrillary tangles / genetic Symptoms (2 x 1 mark) loss of short term memory / word substitution / inability to solve problems / inability to think logically / withdrawal from usual interests / get lost more frequently / rapid mood swings / poor coordination / confusion / sleep disturbances / incontinence / difficulty swallowing / loss of verbal skills / Treatment (1 x 1 mark) no cure available / only able to treat the symptoms / cholinesterase inhibitors / glutamate antagonists / medication to reduce depression / medication to reduce anxiety / remain physically active / increase brain training activities (ii) (3 marks) Devalues human life Mechanism of health care cost containment Slippery slope effect that can expand to include other groups Goes against Hippocratic oath of medical fraternity Mental state of patient with Alzheimers to give permission cant be assessed easily Cure might be found in the future 30. (a) (8 marks) (Any 3 comparisons, 2 marks each AND a specific example compared, 1 mark each) Nervous system Fast acting Acts for a short duration Highly specific Based on electrochemical activity Example: reflex arc acts quickly to prevent damage (b) (13 marks) The thyroid gland (1) Feedback model (Either stimulus pathway is acceptable for 9 marks, 1 mark each) Stimulus low metabolic rate / low core body temperature Receptor hypothalamus/thermoreceptors in hypothalamus Modulator hypothalamus Releases more TSHrf Which causes the anterior pituitary to release TSH So that the thyroid produces more thyroxine Effector body cells Response increase rate of cellular respiration Feedback increased metabolic rate / increased core body temperature OR Endocrine system Slower action Acts for longer periods of time Less specific Based on hormones Example: growth hormone acts over a long period of time and targets many cell types

Stimulus high metabolic rate / high core body temperature Receptor hypothalamus/thermoreceptors in hypothalamus Modulator hypothalamus Releases less TSHrf Which causes the anterior pituitary to release less TSH So that the thyroid produces less thyroxine Effector body cells Response reduce rate of cellular respiration Feedback reduced metabolic rate / decreased core body temperature Changes to the model (Any 3 of the following, 1 mark each) Lack of iodine results in less thyroxine being produced So rate of cellular respiration reduces And food consumed is stored rather than being used in cellular activities (c) (9 marks) Named example, must indicate removal from harm / damage (1) (Any 8 of the following, 1 mark each) Stimulus such as pain / temperature / pressure is detected by a receptor Which causes a nerve impulse to travel up the sensory neuron To the cell body in the dorsal root ganglion Then on to synapse with a connector / association neuron in the grey matter of the spinal cord Which synapses with a motor neuron also in the grey matter of the spinal cord The nerve impulse travels down the axon of the motor neuron To the effectors which are the skeletal muscles That contract and remove the body part from the stimulus At the same time the connector neuron sends a nerve impulse to the brain So that awareness / sensation is achieved after the action to remove the part has occurred

31. (a) (10 marks) (Any 10 of the following, 1 mark each) Variation in allele frequency would have existed in the original Scandinavian and Celt populations (1) Due to sexual reproduction / meiosis / fertilisation / mutation / sexual selection / random mating (any 2, 1 mark each) Individuals who migrated to Iceland wont contain all the alleles of the original gene pool (1) Due to the small numbers who migrated there, the founder effect may have occurred (1) Whilst there, the population was isolated from other groups by geographical / ocean barriers (1) Random genetic drift of the Iceland population may occur (1) And result in random non-directional variation in allele frequency in that population (1) Mutations / inheritable random changes in DNA may also have occurred in that population (1) Over time, natural selection would have resulted in some characteristics becoming more common (1) due to the more favourable alleles being passed on / less favourable alleles dying out (1) (b) (10 marks) Comparative DNA All organisms have the same DNA code which suggests they are all related (1) The less the sequence of DNA varies, the more closely related / later the common ancestor (1) Comparative anatomy Compares the structural similarity between organisms to determine their degree of similarity (1) The closer the similarity, the more closely related / later the common ancestor (1) Homologous structures high degree of structural similarity but perform different functions (1) Vestigial structures believed to have been functional in our ancestors but now have no obvious function (1) Comparative embryology Compares the early stages of development of different organisms / vertebrate groups (1) The closer the similarity, the more recent the common ancestor (1) Comparative proteins The sequence of amino acids that determine a particular protein / eg: haemoglobin / eg: cytochrome C are determined for different species (1) The more similar the amino acid sequence the more closely related / more recent the common ancestor (1)

(c) (10 marks) (Any 5 descriptions with their matching trend identified, 1 mark each) Description (Any 5, 5 marks) Outer covering of the cerebrum involved with memory and reasoning Reduction in size of nose and eyes more forward facing Primate trend (Any 5, 5 mark) Increased cerebral cortex due to more convolutions / greater surface area Greater reliance on stereoscopic vision / ability to judge depth rather than smell More species with colour vision Greater period of time of gestation and greater degree of parental care Less offspring born at a time Greater degree of opposability

Size of the cerebral cortex

Olfactory /optical shift

Colour vision Gestation time and parental care Length of time of pregnancy and time spent looking after offspring after birth Number of offspring born at one time Presence of an opposable thumb / ability to touch thumb to each finger Presence of nails

Mobility of digits

Teeth shape and dental arrangements

Teeth shape vary due to diet / grooming behaviour Type and number of each type of tooth in each jaw

More nails rather than claws / move away from presence of a toileting claw Teeth becoming more similar in size and shape to each other Less teeth in the jaw Addition of fourth cusp on upper molars / Y5 pattern on lower molars Less premolars

Markingguidekey:
Usethefollowingtoidentifytheinformationcontainedinthemarkingguide.

Red Originalmarksallocation Generalcomments:

Blue Additionstothemarks allocation

Purple Teachergeneral comments

*YouranswersSHOULDfitinthebooklet. Sparepapershouldbeusedforplanningandorganisingyourthoughtstohelpyouwriteaconcise andclearresponsethatfitsinthebooklet *DoNOTwriteoutthequestion/rewordthequestionmajorwasteoftime *Thinkabouthowtobestpresentyouranswertable,flowchart,diagram.Themajorityofyouare writingessaysthat: a)makelittlesensetheydonotflowandareverydisjointed b)arewritingwaytoomuch,andthemajorityoftheextrainformationisnotnecessary c)areamessandextremelydifficulttoread.WACEmarkerswillnottaketheamountoftime Ididtomarkyourwork.Iftheycannotreadit,theywillnotmarkit. *Donotdrawatable,flowchart,diagramANDwriteanessayanswerwhatisthepointofwriting youranswertwice? Useplanningpaper,thinkaboutwhatyouaredoing,thenwriteyourgoodcopy.Ifyoudonotthink youdonothavetimetoplan,whydoyouhavetimetowriteyouranswerouttwice?Followthis rule:Read(thequestion),Think(aboutthequestion),Think(aboutyouranswer),Plan(youranswer), Write(youransweronce). *Everyoneneedstoworkonthecorrectuseofappropriatescientificterminology. Youneedtoknowyourtermsandusethemintherightplaceattherighttime. Writingdowneverybigtermyouhaveencountered,butinthewrongcontextand/orusingthe wrongscientificterminasentencetellsthemarkeryouhavelimitedknowledgeofwhatyouare talkingabout. Itistheterminology(incontext)thatisoftenthefocusofmanyquestionssoyoumustknowyour terms. *Whencheckingyourworkusingthemarkingguideonthefollowingpages,makesureyouclearly readanyoftheextracommentsonthemarkingguide(andonyourwork)sothatyouunderstand whatwasexpectedandwhereyoulostmarks/canimproveyourresponses.

Question29. (30marks) Completedby25/49students Totalaverage:45% Parta:47% Partb:54% Partc:34% (a)

Inhotconditions,athletesmustbeabletocontroltheirbodytemperaturetoavoidmajor disruptionstocellularfunction.Describethephysiologicalmechanismsthatacttomaintain thecorebodytemperatureofanathleteatsuchtimes. (10marks) Increasedcorebodytemperature(1) Thermoreceptors(1)inthehypothalamus(1) Nottheskinasquestionspecificallyasksaboutcorebodytemperature Hypothalamus(1)sendsnerveimpulsesoutto(1) viasympatheticnerves Sweatglands(1) Smoothmuscleofarterioles(1)Bloodvesselsisnotaccurate Increasedsweating(1)heatremovedviaevaporation(1) Vasodilationofarteriolesintheskin(1)heatremovedviaradiation/convection(1) Reducedcorebodytemperature(1)

Stimulus Receptor Modulator Effectors

Responses

Feedback *QuestionasksforphysiologicalNOTbehavioural *Mechanismsreferstothefeedbackloops *Mostpeopleexplainedheatlossprocesseseg.howwesweat;vasodilation/constrictionbut notincontextofphysiologicalmechanism

 (b)

GeneexpressioncanbedefinedastheprocessofconvertingtheinformationstoredinDNA intoaprotein. (12marks)

(i) Nameanddescribetwotypesofgenesthecellusestocontrolgeneexpression,and (4marks)any2ofthe3marksforbothtypesofgene: Regulatorgenes(1): PiecesofDNAthatswitchothergenesonoroff(1)Genesthatswitchothergeneson/off Actbyregulatingtherateoftranscriptionofaspecificgene(1)Formaninhibitorgene=stops transcription Promotergenes(1) Allowtranscriptionofagenetotakeplace(1)Signalsthebeginningpointoftranscription ActsasthebindingsiteforRNApolymerase(1) *StructuralgenesdoNOTcontrolgeneexpressiontheyarethegenesbeingexpressed (ii) Outlinethetwostagesofgeneexpressionthatresultintheformationofa particularprotein. (8marks) Transcription(Any4ofthefollowing,1markeach): DNAunwinds/unzipsduetoRNApolymerase(1)ifnoRNApolymerase singlestrandofmRNAisformed(1) bymatchingtothetemplatestrandofDNA(1) followingthecomplimentarybasepairingruleAUandCG(1)Someindicationofthisruleshown mRNAmovesoutofthenucleustoaribosome(1)Movesoutofnucleusthroughnuclearporesinto cytoplasm Translation(Any4ofthefollowing,1markeach): mRNAmovesthroughtheribosomeonecodonatatime(1)StartcodonAUGinitiatestranslation moleculesoftRNAbringtheparticularaminoaciddeterminedbythecodon(1) anticodononthetRNAmatchesthecodononthemRNA(1) ATP(energy)isbrokendowntojointwoaminoacidstogether(1)Bondbetweenaminoacidsis calledapeptidebond aproteinchainisformedbynumerousaminoacidsjoiningtogether(1) *Reasonablywellanswered *Attentiontodetailanduseofscientifictermsneedsrefining

(c)

Ageingisassociatedwithavarietyofdegenerativeconditionsthatreducenormalfunction. Alzheimersisonesuchcondition. (i)

Describethepossiblecauses,symptomsandtreatmentsforthiscondition. (5marks) Causes(2x1mark): amyloidplaques/neurofibrillarytangles/genetic/degenerationofnervefibresinthecerebrum *NOToldage *NOTwhathappenseg.messagescannotbesentbetweennervefibres Symptoms(2x1mark): lossofshorttermmemory/wordsubstitution/inabilitytosolveproblems/inabilitytothink logically/withdrawalfromusualinterests/getlostmorefrequently/rapidmoodswings/poor coordination/confusion/sleepdisturbances/incontinence/difficultyswallowing/lossofverbal skills/ Treatment(1x1mark): nocureavailable/onlyabletotreatthesymptoms/cholinesteraseinhibitors(Reminyl)/glutamate antagonists/medicationtoreducedepression/medicationtoreduceanxiety/remainphysically active/increasebraintrainingactivities *NOTcanbemanagedtoobroad *NOTmedicationtoobroad (ii) SomepeoplemayconsidertheeffectsofAlzheimersasareasontosupportvoluntary euthanasia.Givethreestatementsthatargueagainstthisidea. (3marks) Devalueshumanlife/Religiousreasons Mechanismofhealthcarecostcontainment Slipperyslopeeffectthatcanexpandtoincludeothergroups GoesagainstHippocraticoathofmedicalfraternity MentalstateofpatientwithAlzheimerstogivepermissioncantbeassessedeasily Curemightbefoundinthefuture *NOTanyofthefollowing: Morepainifitfails Suicideisillegal Notinphysicalpainsoshouldbeoktolive Notinanypainsoshouldbeoktolive *Murderisnotagoodtermtouse

Question30. (30marks) Completedby35/49students Totalaverage:57% Parta:64% Partb:52% Partc:54% (a)

Thetwomechanismsofcontrolthebodyhasavailabletoitarethenervoussystemandthe endocrinesystem.Inseveralways,thesesystemsdifferinthewaytheyact.Contrastthese twosystemsand,usingspecificexamples,explainwhyitwouldbemoreadvantageoustothe bodytouseeachsystemincertaincircumstances. (8marks) (Any3comparisons,2markseachANDaspecificexamplecompared,1markeach) Nervoussystem Endocrinesystem Fastacting/Fastresponse Sloweraction/Slowresponse Actsforashortduration/Stopswhenstimulus Actsforlongerperiodsoftime/(Can)continues stops evenafterstimulushasstoped Highlyspecific/Local Lessspecific /Widespread Basedonhormones /Chemical Basedonelectrochemicalactivity/Electrical impulse+neurotransmitters Needtoacknowledgebothelectricaland chemicalaspect Transportedalongneurons(nervefibres) Transportedintheblood Example: Example: Reflexarcactsquicklytopreventdamage/ Growthhormoneactsoveralongperiodof Movementofspecificbodypartsataspecific timeandtargetsmanycelltypes/ time FSHactsontheovarytostimulatedevelopment Initiationofthefightorflightresponse ofovarianfollicleoverafewdays/ dangeroussituations(NOTendocrineasitis Thyroxineduringwinter startedbynervous) Mustaddresswhythesystemisbetterforthe Mustaddresswhythesystemisbetterforthe example,notjustsaytheexampleie.quick/ example,notjustsaytheexampleie.slow/long immediate lasting *MustCONTRASTthetwosystems.Thismeansifyousaythenervoussystemisfastacting,then youMUSTsaytheendocrinesystemisslowacting.Ifyoudonotcontrastyougetzeroforthat point. *UseaTABLE.Ifaquestionaskstocontrast/comparealwaysuseatable.

 (b)

Somepeoplewhoareoverweightmayblametheirglandsfortheextraweighttheycarry, orclaimtheymayhaveaslowmetabolism.Namethespecificglandtheyarereferringto, describeitsnormalfunctioningusingafeedbackmodelandhighlighthowchangestothis modelmayindeedleadtoweightgain. (13marks)

Gland:Thyroidgland(1) Feedbackmodel(9marks)Eitherstimuluspathwayisacceptable: Stimulus Lowmetabolicrate/lowcorebodytemperature/Lowthyroxinelevels Receptor Hypothalamus/thermoreceptorsinhypothalamus Modulator HypothalamusOKtostatehypothalamusdetectsthechangeANDsecretesTSHRF forbothmarksjustneedtoclearlyindicatethatthehypothalamusisthereceptor andsendsamessage(anarrowdoesnotshowthisclearly) ReleasesmoreTSHrf WhichcausestheanteriorpituitarytoreleaseTSHMinusifnotanterior Sothatthethyroidproducesmorethyroxine Effector Bodycells Response Increaserateofcellularrespiration/increasedmetabolicrate/Breakdownofglucose incells Feedback Increasedmetabolicrate/increasedcorebodytemperature/Indicatenegative feedback ORZerostudentstalkedaboutHighmetabolicrate Stimulus Highmetabolicrate/highcorebodytemperature Receptor Hypothalamus/thermoreceptorsinhypothalamus Modulator Hypothalamus ReleaseslessTSHrf WhichcausestheanteriorpituitarytoreleaselessTSH Sothatthethyroidproduceslessthyroxine Effector Bodycells Response Reducerateofcellularrespiration Feedback Reducedmetabolicrate/decreasedcorebodytemperature Changestothemodel(Any3ofthefollowing,1markeach): Lackofiodineresultsinlessthyroxinebeingproduced/Thyroidnotsecretingenoughthyroxine MUSTstatenameofglandandhormonehere Sorateofcellularrespirationreduces/Glucosenotbeingbrokendowntoreleaseenergy AndfoodconsumedisstoredratherthanbeingusedincellularactivitiesFoodISbrokendownby digestivesystem,butthenutrientsarenotbeingusedbycellssotheyarestoredinstead *Labellingthestimulus,receptor,modulatoretcisnotimportant.Thestepsarewhatare important. *Flowchartisthebestwaytopresentthemainpartofthisquestion.

Oneparticularmechanismofcontroldoesnotactuallyinvolvethebrainatall,justthespinal cord.Describeasituationwhereuseofsuchamechanismwouldbeadvantageoustothe body,andidentifythestructuresandprocessesinvolvedinsuchaprocedure. (9marks) Namedexample,mustindicateremovalfromharm/damage(1) (Any8ofthefollowing,1markeach) Stimulussuchaspain/temperature/pressureisdetectedbyareceptorMUSThavestimulusand receptorindicatedcannotskipstraightfromtouchingnailtosensoryneuroncarryingimpulse Whichcausesanerveimpulsetotravelupthesensoryneuron Tothecellbodyinthedorsalrootganglion Thenontosynapsewithaconnector/associationneuron/interneuroninthegreymatterofthe spinalcord Whichsynapseswithamotorneuronalsointhegreymatterofthespinalcord ThenerveimpulsetravelsdowntheaxonofthemotorneuronThispointmustbeclearlydifferentto theoneabovetogainbothmarks Totheeffectorswhicharetheskeletalmuscles Thatcontractandremovethebodypartfromthestimulus Atthesametimetheconnectorneuronsendsasensorynerveimpulsetothebrain Sothatawareness/sensationisachievedaftertheactiontoremovetheparthasoccurred *Clearlylabelleddiagramisagreatwaytopresentyouranswer *Noarrowsonyourdiagramdoesnotshowtheprocessasthequestionasks

(c)

 Question31. (30marks) Completedby36/49students Totalaverage:40% Parta:32% Partb:33% Partc:56% (a)

GenetictestingofnativesofIcelandhaveindicatedmajordifferencesinallelefrequencyto ScandinaviansandtheCeltsofIrelandandScotlandfromwheretheyarebelievedtohave originated.Describethewaysinwhichchangesinallelefrequencycancomeaboutin populationssuchasthosefoundinIceland. (10marks)

(Any10ofthefollowing,1markeach) VariationinallelefrequencywouldhaveexistedintheoriginalScandinavianandCeltpopulations (1)Onestudentmadethispoint Duetosexualreproduction/meiosis/fertilisation/mutation/sexualselection/randommating (any2,1markeach)Zerostudentsmadethispoint IndividualswhomigratedtoIcelandwontcontainalltheallelesoftheoriginalgenepool/allele frequencyofthenewpopulationisnotnecessarilyrepresentativeoftheoriginalpopulation(1) *Notdifferentbetweenthetwopopulationsmustbeclear Duetothesmallnumberswhomigratedthere,thefoundereffectmayhaveoccurred(1) Whilstthere,thepopulationwasisolatedfromothergroupsbygeographical/oceanbarriers(1)* MuststateHOWisolated *Icelandisanislandsothegeographicalbarrieristheoceanhowever,notpenalisedifyoulisted othergeographicalbarriers *Notsocioculturalbarriers RandomgeneticdriftoftheIcelandpopulationmayoccur(1)Needtosayifitoccurredornotdo notjustdefineit Resultinrandomnondirectionalvariationinallelefrequencyinthatpopulation(1)Random= Mutations/inheritablerandomchangesinDNAmayalsohaveoccurredinthatpopulation(1) Overtime,naturalselectionwouldhaveresultedinsomecharacteristicsbecomingmorecommon (1) duetothemorefavourableallelesbeingpassedon/lessfavourableallelesdyingout(1)Needa statementaboutpassingontraits Migrationbringsnewallelesintoapopulation[1]CANNOThavebothmigrationandisolation *NeedtostatethemechanismegNaturalSelectionmarksgiventhistimearound *QuestionwasVERYpoorlyanswered. *Manystudentswrotedowneverythingtheyknewaboutthemechanismsofevolutionbutdid notactuallyanswerthequestionwell. *Terminologyneedswork. *Mustclearlyarticulateyourpointswithcorrecttermsandlinksentencestogetherbuildon points,donotjustrandomlywritedowneverythingthatjumpsintoyourhead

Recently,biotechnologycompanieshavebeenfocussingondifferencesinDNAtodetermine whetherspeciationhasinfacttakenplace.Describehowvariouscomparativestudies, includingthestudyofDNA,canbeusedtosupportthetheoryofevolution. (10marks) ComparativeDNA(max2marks) AllorganismshavethesameDNAcode(A,T,C,G)whichsuggeststheyareallrelated(1) ThelessthesequenceofDNA(nucleotides)varies,themorecloselyrelated/laterthecommon ancestor(1) *JunkDNA/ERVfitsherealso MitochondrialDNA(max2marks) mtDNAonlycomesfromthemother/femaleancestor[1] Moremutationsincommon,themorecloselyrelatedtheyare/laterthecommonmaternal ancestor[1] ComparativeanatomyZerostudentsmentionedeitherofthetwopointsbelow Comparesthestructuralsimilaritybetweenorganismstodeterminetheirdegreeofsimilarity(1) Thecloserthesimilarity,themorecloselyrelated/laterthecommonancestor(1) Homologousstructures(max1mark) Highdegreeofstructuralsimilaritybutperformdifferentfunctions(1)Minusmarkifdonot mentiondifferentfunction Vestigialstructures(max2marks) Organsthatnolongerhaveafunction[1] Believedtohavebeenfunctionalinourancestorsbutnowhavenoobviousfunction(1) Comparativeembryology(max2marks) Comparestheearlystagesofdevelopmentofdifferentorganisms(notfoetuses)/vertebrategroups (1) Thecloserthesimilarity,themorerecentthecommonancestor(1)/Moresimilarities=more closelyrelated/Similaritiesarepresent=mustberelated,havecommonancestor Comparativeproteins(max2marks) Thesequenceofaminoacidsthatdetermineaparticularprotein/eg:haemoglobin/eg:cytochrome Caredeterminedfordifferentspecies(1) Themoresimilartheaminoacidsequencethemorecloselyrelated/morerecentthecommon ancestor(1) *Muststatewhatthestudytellsusaboutrelationshipbetweenspeciesie.Moresimilarities= morecloselyrelated *DoNOTglossoverthisie.allowsustoseehowcloselyrelatedtwospeciesare

(b)

 (c)

Theprimateorderisadiversegroup,includingchimpanzees,lemurs,gibbons,baboonsand humans.Alloftheseorganismshavefeaturesincommon,thoughtodifferentdegrees. Describethekeyfeaturesthatprimatesshare,identifyingtheevolutionarytrendsthatthe groupasawholefollow. (10marks)

YouneededtoidentifyTHEfeatureandthendescribetheevolutionarytrendofTHATfeature mostpeopledidoneoftheotherORlistedvariousfeaturesandtrendsthatdidnotmatch (Any5descriptionswiththeirmatchingtrendidentified,1markeach) Description(Any5,5marks) Primatetrend(Any5,5mark) what Describethefeatureclearly(thisiswhatthe happenstothefeaturesasyoumoveup theevolutionaryladder questionasksfor)donotjuststateit Increasedcerebralcortexduetomore Outercoveringofthecerebruminvolved Sizeofthe convolutions/greatersurfacearea/larger withmemoryandreasoning/thinking/ cerebral brain planning cortex OR Increaseincraniumsize(duetobrain) Greaterrelianceonstereoscopicvision/ Olfactory/ Reductioninsizeofnose/eyesmore abilitytojudgedepthratherthansmell/ opticalshift forwardfacing/reducedsenseofsmell SmellbrainareahasdecreaseSightbrain increasedsenseofsight areahasincreased Colourvision Morespecieswithcolourvision/Losenight vision Greaterperiodoftimeofgestationand Lengthoftimeofpregnancy Gestation greaterdegreeofparentalcare andtimespentlookingafteroffspringafter timeand parentalcare birth Lessoffspringbornatatime Numberofoffspringbornatonetime Mobilityof Presenceofanopposablethumb/abilityto Greaterdegreeofopposability digits touchthumbtoeachfinger Morenailsratherthanclaws/moveaway Presenceofnails frompresenceofatoiletingclaw Noassociatedtrendsonotagood Prehensiledigits/Pentadactylhand/ Frictionridges example Teethbecomingmoresimilarinsizeand Teethshape Teethshapevaryduetodiet/grooming shapetoeachother/smallercanines/no behaviour anddental diastema arrangements Lessteethinthejaw/Lesspremolars Typeandnumberofeachtypeoftoothin eachjaw Additionoffourthcusponuppermolars/ Y5patternonlowermolars *MUSTbekeyfeaturesoftheprimategroupNOTjusthumansNOTbipedal(orfeaturesfor this);parabolicdentalarcade;prognathicjaw *TailisNOTakeyfeatureoftheprimategroup *ForfuturereferenceBRACHIATIONisNOTtheonlymodeoflocomotionnotallprimates brachiate,infactveryfewdo!