REPUBLIC OF NAMIBIA

MINISTRY OF EDUCATION

NAMIBIA SENIOR SECONDARY CERTIFICATE

BIOLOGY
SPECIMEN PAPERS 1, 2, PRACTICAL AND
MARK SCHEME
HIGHER LEVEL
GRADES 11 – 12

THESE PAPERS AND MARK SCHEMES SERVE TO

EXEMPLIFY THE SPECIFICATIONS IN THE LOCALISED
NSSC BIOLOGY HIGHER LEVEL SYLLABUS

2006
Ministry of Education
National Institute for Educational Development
Private Bag 2034
Okahandja
Namibia

© Copyright NIED, Ministry of Education, 2005

NSSCO Biology Specimen Paper Booklet Grades 11-12

ISBN: 99916-69-82-5

Printed by NIED

Publication date: 2005

 TABLE OF CONTENTS

Paper 1: Specimen Paper ..........................................................................................................1

Paper 1: Mark Sheme..............................................................................................................15

Paper 2: Specimen Paper ........................................................................................................20

Paper 2: Mark Sheme..............................................................................................................31

Paper 3: (Practical Paper) Supervisor’s Instructions ..............................................................39

Paper 3: (Practical Paper) Specimen Paper.............................................................................42

Paper 3: Mark Sheme..............................................................................................................48

 MINISTRY OF EDUCATION

Namibia Senior Secondary Certificate (NSSC)

BIOLOGY: HIGHER LEVEL

PAPER 1
SPECIMEN PAPER

TIME: 1h 30 minutes

MARKS: 70

INSTRUCTIONS TO CANDIDATES
Write your Centre number and candidate number in the space at the top of this page.

INFORMATION TO CANDIDATES
The intended number of marks are given in brackets [ ] at the end of each question.

1
1. Fig. 1.1 shows six arthropods.

Fig. 1.1

2
(a) Use the key to identify each arthropod.

Write the genus in Table 1.1.

1 Wings present 2
Wings absent 3

2 One pair of wings Musca

Two pairs of wings Libellula

3 Legs present on most of body 4

Legs on front part of body only 5

4 Legs all similar Lithobius

Legs of different types Leander

5 Three pairs of legs Pediculus

Four pairs of legs Araneus

Table 1.1
diagram letter genus

F [4]

(b) (i) State one diagnostic feature of arthropods which you can see in all the
animals shown in Fig. 1.1.

…………………………………………………………………………… [1]

(ii) State the class (sub-group) of arthropod to which animal F belongs.

…………………………………………………………………….……… [1]

3
 (iii) State three diagnostic features of this class (sub-group) which you can see in
the drawing of F.

1 ………………………………………………………………………………

2 ………………………………………………………………………………

3 ………………………………………………………………………… [3]

(c) Arthropod C lives amongst hair on the human head.

Explain how one feature that you can see in the drawing of C may be an
adaptation to its habitat.

Feature ………………………….……………………………………………….

Explanation ……………………………………………………………………..

…………………………………………………………………………… [2]

(d) Suggest the habitat of arthropod B.

…………………………………………………………..………………………

(e) Explain how one feature which you can see in the drawing of B appears to be an
adaptation to the habitat you have suggested.

Feature ………………………………………………………………………….

Explanation
…………………………………………………………………………………..

…………………………………………………………………………… [2]

[Total: 13]

4
2. Fig. 2.1 shows a section through an insect-pollinated flower.

Fig. 2.1

(a) Name three structures, shown in Fig. 2.1, which help to bring about pollination,
and explain the role of each.

1. structure………………………………………………………………………

role in pollination ……………………….……………………………………

2. structure ………………………………………………………………………

role in pollination ………………………………………………………….…

3. structure ………………………………………………………………………

role in pollination ………………………………….…………………………

……………………………………………………………………………… [3]

(b) Distinguish between pollination and fertilisation.

………………………………………………………………………..…………….

………………………………………………………………………..……………

………………………………………………………………..……..……… [2]

5
(c) Explain how asexually produced offspring differ from sexually produced
offspring.

………………………………………………………………………..…………….

………………………………………………………………………..……………

…………………………………………………………………..…………… [2]

[Total: 7]

6
3. Over 40% of the world’s population live in areas where there is a risk of malaria. The
disease causes widespread suffering and death especially among children.

(a) Name the organism that causes malaria.

……………………………………………………………………..………… [1]

(b) State two geographical areas of the world where there is a high risk of malaria.

………………………………………………………………………..……………

……………………………………………………………………..………… [2]

Malaria is transmitted by a vector, the mosquito Anopheles. Fig. 3.1 shows the
life cycle of Anopheles.

Fig. 3.1

(c) With reference to Fig. 3.1.

Describe three different ways in which the transmission of malaria by Anopheles

can be controlled;

………………………………………………………………………..……………

………………………………………………………………………..……………

………………………………………………………………………..……………

…………………………………………………………………..…………… [3]

[Total: 6]

7
4. Fig. 4.1 shows two test-tubes of water, A and B. A length of partially permeable
Visking tubing, containing 1% starch solution is placed in each tube.

1cm3 of saliva is mixed with the starch solution in the Visking tubing in B. Both tubes
are kept at room temperature.

Fig. 4.1

After two days, samples of water from around the Visking tubing in A and B are tested
for starch and for reducing sugar. Samples of the solutions inside the Visking tubing in
A and B are also tested.

(a) Predict the results of this experiment and complete the table below, using a tick
(9) to show if the substance is present, and a cross (8) to show if the substance is
absent.

A B
test surrounding inside Visking surrounding inside Visking
water tubing water tubing
starch

Reducing sugar

[4]

8
(b) Explain the results that you have predicted for tube B.

(i) starch test

surrounding water ………………….………………………………………..

……………………………………………………..…………………………

……………………………………………………………………..…………

………………………………………………………………………..………

inside Visking tubing ………………………………………………….……..

………………………………………………………………………..………

………………………………………………………….…………… [4]

(ii) reducing sugar test

surrounding water ……...……………………………………………………..

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

inside Visking tubing …………...……………………………………………..

………………….…………………………………………………..…………

………………………………………………………………………… [4]

[Total: 12]

9
5. Fig. 5.1 shows part of the human female reproductive system at a particular stage in the
menstrual cycle.

Fig. 5.1

(a) (i) On Fig. 5.1, label the parts A to D. [2]

(ii) State two functions of structure A.

1. …………..………..………………………………………………………

…………………………………………………………………………………

2. ……………………………………………………………………………

…………………………………………………………………………… [2]

(iii) Assuming that menstruation begins on day 1, suggest which day of the
menstrual cycle is shown in Fig. 5.1.

………………………………………………………………………… [1]

(iv) Explain your answer to (a) (iii).

……………………..…………………………………………………… [1]

(b) On Fig. 5.1

(i) label with an X where fertilisation is mostly likely to occur; [1]

(ii) label with a Y where implantation is most likely to occur. [1]

[Total: 8]

10
6. The structure on the head of a chicken (the comb) can be of different shapes. Fig. 6.1.
shows how two different shapes of a comb, ‘walnut’ and ‘pea’, were inherited in an
experiment. Walnut comb is dominant.

Fig. 6.1

(a) (i) Assuming that comb shape is controlled by one pair of alleles, use Q for the
dominant allele and q for the recessive allele to show the genotypes of the
following chickens.

S …………………………………………

T …………………………………………

U …………………………………………

V ………………………………………… [4]

(ii) Chickens S and V were bred together. What proportion of their offspring had
a pea comb? Show your working.

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

Proportion …………………………..……………………….…………. [2]

11
(b) Fig. 6.2 shows the sex chromosomes of a human being.

Fig. 6.2

(i) On Fig. 6.2, identify each chromosome. [2]

(ii) Fig. 6.3 shows the sex chromosomes taken from a male chicken.

Fig. 6.3

(c) Complete Table 3, identifying the sex chromosomes in human beings and
suggesting the identity of the sex chromosomes in chickens.

Table 3

sex chromosomes
individual’s sex human being chicken

male

Female
[4]
[Total: 12]

12
7. Fig. 7.1 shows apparatus set up to demonstrate a process that occurs in plants.

Fig. 7.1

(a) Name the process.

…….………………………………………………………………………… [1]

(b) Which structural features in a plant are represented in Fig. 7.1 by

(i) the pores in the porous pot,

………………………………………………………………………………

………………………………………………………………………………

(ii) the porous pot,

………………………………………………………………………………

………………………………………………………………………………

(iii) tube Y?

………………………………………………………………………………

………………………………………………………………………… [3]

13
(c) State two environmental conditions that could speed up the rate at which the
meniscus moves along tube Y.

1. …………………………………………………………………………………

2. ………………………………………………………………………… [2]

(d) (i) State the effect on the movement of the meniscus of placing a transparent
polythene bag over porous pot. Explain your answer.

effect …………………………………………………………………………...

explanation …………………………………………………………………...

………………………………………………………………………… [3]

(ii) Another experiment was set up as in Fig. 7.1 using a similar tube but instead
of the porous pot, a leafy shoot was inserted into the tube and sealed with an
air-tight seal. When a transparent polythene bag was placed over the shoot,
the effect on the meniscus was the same as in (i).

Explain why this effect was even greater when a black polythene bag was
placed over the leafy shoot.

……………………………………………………………………………….…

……………………………………………………………………………….…

…………………………………………………………………………… [3]

[Total: 12]

14
 MINISTRY OF EDUCATION

Namibia Senior Secondary Certificate (NSSC)

BIOLOGY: HIGHER LEVEL

PAPER 1
MARK SHEME

Question 1

1. (a)
Diagram letter Genus
A Musca
B Leander
C Pediculus
D Araneus
E Lithobius
F Libellula

5 or 6 correct = 4 marks
4 correct = 3 marks
3 correct = 2 marks
2 correct = 1 mark
1 correct = 0 marks 4

(b) (i) jointed appendages/legs/AW; 1

(ii) Insecta; 1

three from: head, thorax and abdomen;

3 pairs of legs;
2 pairs of wings;
1 pair of antennae;
1 pair of compound eyes; max 3

(c) claws/hairs/hooks/bristles;
for clinging to hair/AW; 2

(d) (any) aquatic;

feature telson/paddle/appendages/legs/tail/AW qualified
AND
explanation swimming/water current/gas exchange idea/AW; 2
(Total: 13)

15
Question 2

2. (a) petals + colour to attract insects/act as landing stage;

nectaries + sugar/food to attract/feed insect;
honey guides + spread scent/act as guide to insects;
anther + produces pollen (grains) to stick to insects;
stigma+ sticky to collect pollen grains from insect; max 3

Reject references to flowers

Reject ovary and ovules - not pollination

(b) pollination = transfer of pollen from anther to stigma;

fertilisation is fusion of nuclei/explanation; 2

(c) asexually produced are genetically identical/clones, whilst sexually produced

are genetically different;
sexually produced requires (fusion of) gametes, asexually produced fall off/cut off
from parent; 2
(Total: 7)

Question 3

3. (a) parasite/Protoctist/Plasmodium; 1

(b) (sub-Sharan) Africa;

Central America;
South America;
South Asia/India;
China;
Middle East;
South East Asia;
Caribbean/West Indies;
AVP;; e.g. tropics/between the tropics, subtropics, named countries max 2

(c) empty containers of water/drain standing water, to prevent eggs being laid;
spray water bodies with oil, to stop larva/pupa breathing;
stock ponds/bodies of water with fish, that feed on larva;
spray houses/infected areas with insecticide, to kill adults;
use mosquito nets/insect repellents/long clothes, to prevent adults feeding on
humans;
AVP; must link control with stage of cycle max 3
(Total: 6)

16
Question 4

4. (a)
A B
surrounding inside Visking surrounding inside Visking
test
water tubing water tubing
starch 8 9 8 8
reducing
8; 8; 9; 9;
sugar

Mark in columns, each column correct = 1 mark 4

(b) (i) surrounding water:

starch molecules too big;
unable to diffuse through the tubing;
therefore no starch present in water;

inside Visking tubing:

starch digested by amylase/enzme in saliva;
starch no longer present; max 4

(ii) surrounding water:

reducing sugars molecules produced by digestion/breakdown of starch;
by amylase/enzyme present in saliva;
small enough to diffuse through the tubing into the water;

inside Visking tubing:

reducing sugars diffuse out of tubing;
until there is an equilibrium/no concentration gradient/AW; max 4
(Total: 12)

17
Question 5

5. (a) (i) A ovary

B egg/ovum/secondary oocyte
C fallopian tube/oviduct
D uterus lining

3 or 4 correct = 2 marks
1 or 2 correct = 1 mark
0 correct = 0 mark 2

(ii) to produce ova;

to produce oestrogen and progesterone; 2

(iii) 14 plus or minus 1; 1

(iv) ovulation has just occurred/an egg has just been released from the ovary; 1

(b) (i) X labelled anywhere within the fallopian tube; 1

(ii) Y labelled anywhere within any of the three areas of uterus lining; 1
(Total: 8)

Question 6

6. (a) (i) S Qq;

T qq;

U qq;

V Qq; 4

N.B. maximum of 2 marks if correct, but using letters other than Q and q.

(ii) correct gametes for both S and V (Q, q, x Q, q);

¼/0.25/25%/1:3/1 in 4;
N.B. Accept 3:1 only if the 1 is identified as pea. 2

(b) (i) X;
Y; 2

(ii)
sex chromosomes
individual’s sex
human being chicken
male XY; XX/ZZ/YY;*
female XX; XY/ZW/X-/Z-/Y-*;

*N.B. for chicken accept any two matching letters for male
For female accept the letter used for the male and any other letter OR
the letter used for the male and a -. 4
(Total: 12)
18
Question 7

7. (a) transpiration/evaporation; Reject evapotranspiration 1

(b) (i) stomata/cell walls;

(ii) leaves/named(cell)/shoots/epidermis; Reject cuticle

(iii) xylem/stem/petiole/vein/midrib/root; Reject root hair 3

(c) dry air/less humid;

wind/AW;
high(er) temperature/warmer; max 2

(d) (i) slows down/stops;

increase in humidity in the bag;
slower diffusion of water /loss of diffusion gradient /diffusion stops;
so no/less water can move out of leaf; max 3

(ii) black bag stops light reaching leaf/no light/dark;

no photosynthesis;
stomata close;
so no water can be lost; max 3
(Total: 12)

19
 MINISTRY OF EDUCATION

Namibia Senior Secondary Certificate (NSSC)

BIOLOGY: HIGHER LEVEL

PAPER 2
SPECIMEN PAPER

TIME: 2h 30 minutes

MARKS: 100

INSTRUCTIONS TO CANDIDATES
Write your Centre number and candidate number in the space at the top of this page.

Section A:
Answer all questions.
Write your answers in the spaces provided on this question paper.

Section B:
Write your answers on the separate paper provided.
At the end of the examination:
1. fasten the separate answer paper to the question paper;
2. enter the number of the Section B questions you have answered

INFORMATION TO CANDIDATES
The intended number of marks are given in brackets [ ] at the end of each question.

20
 Section A

Answer all questions in this section.

1 The effects of four different biological washing powders on the breakdown of proteins
and polysaccharides were investigated.

Twenty Petri dishes were prepared. Milk protein was added to the agar in ten of the
dishes, with starch added to the other ten.

In each dish four wells were cut into the agar and each well was filled with one of the
four different washing powder solutions being tested.

The dishes were placed in an incubator for 24 hours at 30 ºC.

An example of the results of a milk protein agar dish is shown in Fig. 1.1. The clear area
around the well is an indication of the protein-digesting ability of the washing powder.

Fig. 1.1

(a) (i) Explain how you would determine the relative effects of the four washing
powders on milk protein.

………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
…………………………………………………………………………. [3]

21
 (ii) With reference to Fig. 1.1, state which washing powder appears to be most
effective at digesting protein in milk.

…………………………………………………………………………. [1]

(iii) Explain why all the dishes were left for 24 hours at 30 ºC.

………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………… [3]

(b) Explain how the activities of the four washing powders on starch could have been
determined.

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
…………………………………………………………………..……….….. [3]

(c) Suggest why the four washing powders may not be equally effective at digesting
protein and starch in this experiment.

………………………………………………………………………………………
………………………………………………………………………………………
…………………………………………………………………………. [2]

[Total: 12]

22
2 Figs. 2.1 and 2.2 show the external and internal features respectively of the mammalian
heart.

Fig. 2.1 Fig. 2.2

(a) Name structures A to D.

A………………………………………………………………………………
B……………………………………………………………………………….
C…………………………………………………………………………….…
D…………………………………………………………………………..…. [4]

Some people are born with heart defects, while others develop heart defects later.

(b) Suggest the likely effects on the circulatory system of the following heart defects:

(i) a baby born with a hole in the wall between the left and right chambers of
the heart (‘hole in the heart’);

………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………. [2]

(ii) valves (V) not working properly.

………………………………………………………………………………
………………………………………………………………………………
……………………………………………………………..…………………
……………………………………………………………………. [2]
[Total: 8]

23
3 Fig. 3.1 shows a simple respirometer. A freshly prepared mixture of yeast, water and
sugar is placed into the respiration chamber.
The air in the apparatus is replaced with nitrogen.

Fig. 3.1

(a) (i) State the type of respiration that occurs in the yeast cells.

…………………………………………………………………………. [1]

(ii) Write a word equation to represent this type of respiration.

…………………………………………………………………………. [3]

(iii) Explain why the mixture must be freshly prepared.

………………………………………………………………………………
……………………………………………….………………………………
………………………………………………………………………. [2]

24
(b) State and explain two economic uses of this type of respiration in yeast.

use………………………………………………………………………………......

explanation …………………………………………………………………………

………………………………………………………………………………………

use …………………………………………………………………………………..

………………………………………………………………………………………

explanation …………………………………………………………………………

………………………………………………………………………………………

…………………………………………………………………………….…. [4]

(c) 15 minutes after setting up the apparatus, the oil drop has moved to the right.

(i) How would you use the syringe to find the volume of gas produced?

………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
……………………………………………………………………. [4]

(ii) Describe how you would use the apparatus to compare the rate of respiration
of the yeast at two different temperatures.

………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
…………………………………………….…………………………………
………………………………………………………………. [4]

[Total: 18]

25
4 Table 4.1 shows the rate of photosynthesis of two different plants over a range of light
intensities.
Table 4.1

rate of photosynthesis
light intensity /mg carbohydrate produced
/lux per unit area per minute
plant C plant D
5 2 3
10 5 10
20 9 29
30 19 46
40 23 49
50 32 54
60 42 58
70 55 60
80 72 60
90 72 60

(a) State the relationship between light intensity and rate of photosynthesis for both
plants at light intensities up to 40 lux.

……………………………………………………………………………….. [1]

(b) State, with a reason, which plant would grow best in shady conditions.

plant ………………………………………………………………………………

reason ………………………………………………………………………… [2]

(c) Explain why, at a light intensity above 80 lux, the rate of photosynthesis in both
plants might increase if they were

(i) supplied with higher concentrations of carbon dioxide;

………………………………………………………………………………
………………………………………………………………………… [2]

(ii) exposed to higher temperatures.

………………………………………………………………………………
…………………………………………………………………………. [2]

26
(d) Suggest why the rate of photosynthesis may fall when a plant wilts.

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………….……. [3]

[Total: 10]

27
5 Fig. 5.1 shows the arrangement of the kidneys and associated structures.

Fig. 5.1

(a) Name structures E to H.

E …………………………………………………………………………………....

F ……………………………………………………………………………………

G ……………………………………………………………………………………

H …………………………………………………………….………………. [4]

28
Fig. 5.2 shows a section through part of a nephron (kidney tubule).

Fig. 5.2

Table 5.1 shows the relative amounts of the main constituents of samples of the fluid
contents of A and C, and of the urine that is eventually produced by the kidneys.

Table 5.1
% composition
A C urine
water 91.0 98.0 96.0
protein 7.4 0.0 0.0
glucose 0.1 0.1 0.0
salts 0.9 0.9 1.2
amino acids 0.05 0.05 0.0
urea 0.03 0.03 2.1

(b) With reference to Table 5.1, explain the changes in concentration of

(i) protein; ………………………………………………………………………

………………………………………………………………………………..
…………………………………………………………………………… [2]

(ii) glucose; ……………………………………………………………….………

…………………………………………………………………………………
…………………………………………………………………………………
……………………………………………………………………………. [3]

(iii) urea. ……………………………………………………………………………

…………………………………………………………………………………
…………………………………………………………………………… [3]
[Total: 12]

29
 Section B

Answer any two questions from this section.

Use labelled or annotated diagrams if this will make your answer more clearly understood.

6 (a) (i) Explain what is meant by homeostasis. [2]

(ii) Explain why a constant body temperature is important to mammals. [4]

(b) Explain how mammals can maintain a constant body temperature,

(i) when moving from a cool place into hot sunshine; [7]

(ii) when a warm season is followed by a cold season. [7]

[Total: 20]

7 (a) Describe the changes that occur in protein molecules from the time of being
swallowed by a mammal, until absorption of the end products occurs.
State where, in the body, these changes occur. [8]

(b) Describe how proteins are used in the body and how excess proteins
are removed. [12]

[Total: 20]

8 (a) Describe the roles of nitrogen and magnesium in plant growth. [5]

(b) Discuss the roles of auxins in plants. [9]

(c) Explain how hormonal responses in animals differ from responses involving
the nervous system. [6]

[Total: 20]

9 (a) Describe the ways in which energy flows through an ecosystem. [12]

(b) Discuss the possible consequences of land clearance. [8]

[Total: 20]

30
 MINISTRY OF EDUCATION

Namibia Senior Secondary Certificate (NSSC)

BIOLOGY: HIGHER LEVEL

PAPER 2
MARK SHEME

Question 1

1. (a) (i) measure diameter/radius/area, of clear region;

in each dish/more than once, for each washing powder;
calculate means;
widest diameter/largest clear area, most effective powder/AW; max 3

(ii) 1; 1

(iii) all dishes under same conditions/fair test idea;

time for, enzyme to act/reaction to occur;
time for enzyme to diffuse from well;
(30 oC) is suitable temperature/not above optimum/AW e.g. is
below optimum; max 3

(b) Accept any of these points for other valid methods

leave for a suitable time, at suitable temperature;
add iodine solution/or add to starch agar;
blue-black(with starch), clear or yellow without;
clear or yellow areas where starch, converted to maltose/broken down; max 3

(c) washing powder may only have amylase/starch digesting enzyme or protease/protein
digesting enzyme;
may contain different concentrations/quantities of the enzymes (protease & amylase);
these enzymes may, operate at different temperatures/have different optimum
temperatures;
so protein/starch, is broken down fastest;
enzymes may operate best at different values of pH;
Reject idea that the enzyme can digest both protein and starch max 2
(Total: 12)

31
Question 2

2. (a) A coronary artery/arteries/vessels;

B right atrium/auricle;

C pulmonary artery/arteries;

D left ventricle; 4

(b) (i) oxygenated and deoxygenated blood/blood from both sides, would mix/AW;
(so) less oxygen delivered (to the tissues)/AW;
when the heart beats/AW;
less blood leaves the heart/flow to body reduced/ref. slower flow;
ref. to lowering blood pressure;
AVP; e.g. refs. To double circulation altered
Increase in heart rate to compensate max 2

(ii) ref. to one way flow affected/general ref to wrong direction;

less blood leaves heart/AW;
(when ventricles contract some) blood back to atria;
(when ventricles relax some) blood back to ventricles (from arteries);
ventricles not closed off/isolated/separated (from atria/arteries);
drop in blood pressure; max 2
(Total: 8)

32
Question 3

3. (a) (i) anaerobic; 1

(ii) glucose/sugar/C6H12O6;
=alcohol/ethanol/2C2H5OH;
+ carbon dioxide/2CO2, and energy/E; 3

(iii) sugar is used up;

alcohol/ethanol builds up/accumulates;
slows/inhibits/stops respiration;
eventually kills yeast; max 2

(b) In either order

baking bread;
carbon dioxide/gas expands and makes bread rise;

brewing;
alcohol produced for drink; 4

(c) open tap (connect syringe to tube);

read syringe;
draw out syringe plunger;
until bubble back where it was before;
re-read syringe;
close tap;
1st reading – 2nd reading = volume of gas; max 4

(d) keep tube in water bath at one (suitable) temperature;

record volume of gas produced in e.g. 10 minutes;
repeat 2/3 times;
change to new (suitable) temperature;
wait to acclimatise;
record volume of gas produced in e.g. 10 minutes;
repeat 2/3 times; max 4
(Total: 18)

33
Question 4

4 (a) they both increase/it increases/there is an increase; 1

(b) D;
reaches a high rate of photosynthesis in low light intensities/photosynthesises
more AW at low light intensity; 2

(c) (i) carbon dioxide is used in photosynthesis/AW;

more carbon dioxide to combine with water;
carbon dioxide is normally a limiting factor; max 2

(ii) (photosynthesis) is enzyme controlled AW;

enzymes work faster in higher temperatures;
ref. limiting factor; max 2

(d) due to lack of water;

guard cells, lose turgidity/change shape;
stomata closes;
less carbon dioxide can enter;
less/reduced surface area exposed to light;
less light able to be trapped by chlorophyll; max 3
(Total: 10)

Question 5

5. (a) E renal vein;

F renal artery;
G ureter;
H bladder; 4

(b) (i) protein is a large molecule;

cannot be filtered from the capillary to nephron;
therefore no protein in C or urine; max 2

(ii) glucose is a small molecule;

is filtered from the capillary to the nephron;
needed by the body and reabsorbed;
therefore no glucose in C, but not in urine; max 3

(iii) urea is a waste product;

urea is filtered from capillary to the nephron;
more urea is secreted from blood/capillaries into nephron;
active process/requires ATP;
concentration of urea in urine is very high; max 3
(Total: 12)

34
Question 6

6. (a) (i) keeping a constant;

internal environment; 2

(ii) chemical reactions vary if temperature varies/metabolism needs to be kept

constant;
enzymes have an optimum temperature;
temperature can inhibit/denature enzymes;
enables mammals to live in different environments/climates;
AVP;; max 4

(b) (i) blood tmeperaure is detected by brain/hypothalamus;

hairs lie flat;
surface arterioles dilate/vasodilation;
more blood flows to surface;
heat lost ;
sweat is released;
sweat evaporates;
removes heat/cooling effect/latent heat of vaporisation;
metabolism decreases/less active;
AVP; max 7

(ii) less melanin in skin;

fur colour lightens/changes;
fur thickens;
diet changes/eats more;
fat layer thickens;
less active;
hibenration;
migration;
huddling together;
AVP; max 7
(Total: 20)

35
Question 7

7. (a) no action in the mouth;

in stomach, protease/pepsin;
breaks long chain proteins;
into shorther chains/polypeptides;
in small intestine/named area;
other proteases breakdown polypeptides;
into amino acids;
amino acids absorbed into the blood;
in the small intestine/ileum;
into the blood capillaries;
of the villi;
AVP;
max 8

(b) used:
growth/body proteins;
haemoglobin/replacement of red blood cells;
antibodies;
muscle tissue;
cell membrane proteins;
hair;
enzymes;
blood proteins/named;
hormones/named;
AVP;:

removed:
transported to liver;
in hepatic portal vein;
excess broken down/deaminated;
formed into urea;
and glucose/glycogen;
urea excreted/removed by kidneys; max 12
(Total: 20)

36
Question 8

8. (a) nitrogen used in amino acids/proteins;

makes cytoplasm;
enzymes;
nucleic acids;
AVP; max 3

magnesium in chlorophyll;
needed for photosynthesis;
deficiency causes yellow leaves; max 2

(b) shoots grow towards light;

positive phototropism;
released/found in meristems/shoot tips;
destroyed by light/moves away from light;
cell elongation;
promotes growth in shoots;
inhibits growth in roots;
roots show positive geotropism;
auxins on lower edge;
roots grow down;
AVP;
Credit labelled diagrams. max 9

(c) Marks for comparisons, not just lists of characteristics.

hormone slow response, nerve fast response;

hormone chemical, nerve electrical/impulses;
hormone long lasting, nerve short lived;
hormone targets a number of organs, nerves specific effector;
hormone co-ordinated by pituitary gland, nerves co-ordinated by brain;
hormones carried by blood, impulses transmitted along nerve fibres/neurones;
one compared example;
AVP; max 6
(Total: 20)

37
Question 9

9. (a) energy initially from sunlight;

strikes chlorophyll;
converted into glucose/products of photosynthesis;
green plants are producers;
primary consumers receive energy from eating plants;
reference to type of producer – algae/woodland/grassland;
some energy passes through food chain levels;
energy lost at each trophic level;
losses by respiration;
losses by movement/excretion;
energy rich molecules flow through consumer levels;
pyramid of energy;
reduction in size/area/length of band in pyramid shown;
limitation of number of levels;
based on amount of available energy, from previous level/for next level;
role of decomposers/detritivores;
efficiency of transfer of energy from sun to plant/5-10%;
max 12

(b) destruction of habitats;

extinction of species;
reduction in removal of carbon dioxide from atmosphere;
during photosynthesis;
increase in carbon dioxide in atmosphere due to burning trees;
global warming;
melting of polar ice caps;
change in climate/flooding of low lying areas;
soil erosion by wind;
soil erosion by water;
leaching out of nutrients;
possible desertification;
AVP; max 8
[Total: 20]

38
 MINISTRY OF EDUCATION

Namibia Senior Secondary Certificate (NSSC)

BIOLOGY: HIGHER LEVEL

PAPER 3 (PRACTICAL PAPER)

SUPERVISOR’S INSTRUCTIONS

39
 Instructions for preparing apparatus

These instructions detail the apparatus, reagents and specimens required by each candidate
for each experiment in this paper. A summary of the questions that will be presented to the
candidates is included, where appropriate, to allow the teacher to test the apparatus
appropriate. No access is permitted to the question paper in advance of the examination
session.

For Question 1

Each candidate will require:

(i) two test tubes, individually wrapped in one layer of blotting paper or filter paper and
secured with rubber bands;

(ii) a 250 cm3 beaker, one third full of very hot water, near to boiling point;

(iii) a test –tube rack;

(iv) a thermometer which reads from –10oC to 110 oC;

(v) a wall clock or stopclock with second sweep hand;

(vi) 50 cm3 of cold water with a dropping pipette.

Procedure to be followed by candidates

Candidates will be required to measure the temperature of two separate test-tubes of water.

40
For Question 2

Each candidate will require:

(i) a fresh green leaf that has been covered with a stencil and exposed to good light source
for 48 hours while still attached to a plant; (The plant should previously have been
destarched, by keeping in a dark cupboard for 2 days. Stencils should be attached to as
many leaves as are required, as shown in Fig. 2.1. Stencils should be removed from the
leaves before the leaves are given to the candidates. Candidates are not allowed to see
the stencils.)

Fig. 2.1

(ii) equipment for carrying out the starch test on a leaf, ie:
a boiling tube
a beaker (water bath)
a source of water
a Bunsen burner, tripod and gauze
ethanol
iodine in potassium iodide, labelled iodine solution
a pipette
a white tile or a suitable alternative
a glass rod/tweezers to remove leaf from boiling tube.

41
 MINISTRY OF EDUCATION

Namibia Senior Secondary Certificate (NSSC)

BIOLOGY: HIGHER LEVEL

PAPER 3 (PRACTICAL PAPER)

SPECIMEN PAPER

TIME: 1h 30 minutes

MARKS: 40

INSTRUCTIONS TO CANDIDATES

Write your Centre number and candidate number in the space at the top of this page.

Answer both questions.

Write your answers in the spaces provided on this question paper.
Use a sharp pencil for your drawings. Coloured pencils or crayons should not be used.

INFORMATION TO CANDIDATES

The intended number of marks are given in brackets [ ] at the end of each question.

42
1 You have been provided with two test-tubes covered with filter paper and one beaker
containing some very hot water. You are required to measure how quickly the hot water
cools in the two test-tubes.

(a) • Use a dropper to soak the paper of one of the test-tubes with cold
water. Ensure that the paper remains wet throughout the experiment.
• Carefully fill both test-tubes with very hot water.
• Measure and record in Fig. 1.1. the temperature of the water in each
test-tube, every two minutes, for the next 16 minutes.

Time temperature of water in dry test-tube temperature of water in wet test-tube

/min / oC / oC
0
2
4
6
8
10
12
14
16

Fig. 1.1 [3]

(b) Describe two ways in which you tried to make your results accurate.

1. ................................................................................................................................

................................................................................................................................

2. ................................................................................................................................

..................................................................................................................... [2]

43
(c) Plot your readings recorded in Fig. 1.1 on the grid below. Draw a line of best fit for
each set of results.

[6]
(d) Determine the difference in temperature between the two test-tubes

(i) after two minutes,

............................. [1]

(ii) after eleven minutes

............................. [1]

(e) What pattern do your results show?

...................................................................................................................... [2]

44
(f) Suggest and explain two possible improvements to the apparatus or procedure that
would make the results even more accurate.

improvement …………………………………………………………………………

explanation …………………………………………………………………………..

improvement …………………………………………………………………………

explanation ………………………………………………………………….… [4]

(g) On a windy day, swimmers often feel cold when they leave the water.

Use the information gained from your experiment to suggest an explanation for this.

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

............................................................................................................................. [4]

[Total: 23]

45
2 You have been provided with a fresh green leaf.

The leaf has been partly covered and left in bright light for 48 hours.

(a) Using the apparatus provided, test the leaf for the presence of starch.

Make a large outline drawing of the tested leaf, labelling the stained and non-
stained areas.

[5]

46
(b) (i) Measure the longest length of your drawing from the end of the stalk to the tip
of the leaf.

length of drawing …......................................................................................... [1]

(ii) Measure the longest length of your leaf in the same way and calculate the scale
of your drawing.

Show your working.

length of leaf …..................................................................................................

............................................................................................................................

…........................................................................................................................

scale of drawing ............................................................................................... [2]

(c) Describe how you used your apparatus to carry out the starch test and explain why
you carried out each step of the process.

.......................................................................................................................................

…....................................................................................................................................

........................................................................................................................................

........................................................................................................................................

........................................................................................................................................

.........................................................................................................................................

................................................................................................................................... [5]

(d) What does the result of your experiment indicate about the making of starch by
plants?

................................................................................................................................… [1]

(e) Suggest and explain how this experiment could be modified to show that
chlorophyll is required for photosynthesis.

suggestion ……………………………………………………………………………...

…………………………………………………………………………………………..

explanation …………………………………………………………………….……….

……………………………………………………………………………………… [3]
[Total: 17]

47
 MINISTRY OF EDUCATION

Namibia Senior Secondary Certificate (NSSC)

BIOLOGY: HIGHER LEVEL

PAPER 3
MARK SHEME

Question 1

1. (a) temperatures showing decreasing trend in first column;

temperatures showing decreasing trend in second column;
second column decreasing fastest; 3

(b) stir liquid in test tubes;

do not remove thermometer to take reading;
ensure time interval correct for both test tubes;
thermometer placed in tubes at same depth;

max 2

(c) time on x axis;

temperature on y axis;
units correct on both axes;
both curves plotted and identified;
all points correct for dry test tube;
all points correct for wet test tube;
all points joined correctly; max 6

(d) (i) reading correct; 1

(ii) reading correct; 1

(e) wet test tube; ora

cools faster; ora 2

(f) use rubber bungs;

to prevent heat loss by convection;

use same volume of water/same starting temperature/same thermometer;

to ensure fair test;

use more damp filter paper around tube;

less likely to dry out/AW; max 4

(g) swimmer covered in water;

water evaporates;
takes heat from the body/water in tube;
body/water in tube cools;
wind increases rate of evaporation; max 4
(Total: 23)

48
Question 2

2. (a) drawing occupies at least 50% of space;

sharp/clear outline;
drawing matches stencil;
starch area labelled;
non starch area labelled; 5

(b) (i) length correct (must include units); 1

(ii) size of image/size of specimen;

correct answer; 2

(c) leaf boiled in water;

leaf heated in ethanol;
water bath used to heat ethanol;
leaf rinsed in water:
cover leaf with iodine solution;
black = positive result;

max 5

(d) light is needed; 1

(e) use a variegated leaf/described;

green areas contain chlorophyll/ora;
starch present only in green areas/ora; 3
(Total: 17)

49
The National Institute for Educational Development
P/Bag 2034
Okahandja
NAMIBIA

Telephone: +64 62 502446

Facsimile: + 64 62 502613

E-mail: info@nied.edu.na
Website: http://www.nied.edu.na

© NIED 2005