17FY11EBIOLOGYDETAILSOLUTION

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MINISTRY OF EDUCATION
FIJI YEAR 11 FINAL EXAMINATION 2017

BIOLOGY
DETAILED SOLUTIONS
Time Allowed: 3 hours

(An extra 10 minutes is allowed for reading this paper.)
INSTRUCTIONS
1. Write your Name and Year Level on the front page of the Answer Booklet.
2. Write all your answers in the Answer Booklet provided.
3. If you use extra sheets of paper, be sure to show clearly the question number(s) being
answered and secure each sheet in your Answer Booklet at the appropriate places.
Ensure that your Name and Year Level are written on the extra sheets.
4. Answer all the questions with a blue or black ballpoint pen or ink pen. Do not use red
ink. You may use a pencil only for drawing.
5. You may use a calculator, provided it is silent, battery-operated and non-programmable.
6. There are three sections in the paper. All sections are compulsory. Note the choices
in Section C.
SUMMARY OF QUESTIONS
TOTAL SUGGESTED
SECTION GUIDELINES
MARK TIME
A There are twenty multiple-choice questions. 20 36 minutes

All the questions are compulsory.
B There are seven short-answer questions. 70 126 minutes

All the questions are compulsory.
C There are four essay questions. 10 18 minutes

Answer only one question of your choice.
TOTAL 100 180 minutes

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SECTION A MULTIPLE-CHOICE QUESTIONS [20 marks]

The multiple-choice questions are all compulsory. Each question is worth 1 mark.
INSTRUCTIONS
(1) In your Answer Booklet, circle the letter which represents the best answer. If you
change your mind, put a line through your first choice and circle the letter of your
next choice.
For example: 8 A B C D
(2) If you change your mind again and like your first answer better, put a line
through your second circle and tick () your first answer.
For example: 8 A B C D

(3) No mark will be given if you circle more than one letter for a question.
Circle the letter of the best answer in the Answer Booklet.
Study the diagram below and use it to answer Questions 1 and 2.
Source: http://www.image.com
1. The type of microscope shown in the above diagram is a __________ microscope.
A. binocular
B. dissecting
C. compound
D. scanning electron
DETAILED SOLUTION, YEAR 11 BIOLOGY, MINISTRY OF EDUCATION, FIJI, 2017.

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Additional information:
Binocular microscope- A binocular microscope refers to any microscope with two eyepieces
Dissecting microscope- used for science dissection projects
Compound microscope- uses at least two lenses (objective lens and eyepiece lens) to magnify
an object.
Scanning electron- is a type of electron microscope that produces images of a sample by
scanning the surface with a focused beam of electrons.
2. The part labelled A on the diagram which controls the amount of light passing through
the condenser and is called the
A. objective.
B. nose piece.
C. diaphragm.
D. concave mirror.
Objective- objective lenses combine with the eyepiece lens to increase magnification levels.
Nose piece- a rotating turret that houses the objective lenses. The viewer spins the nosepiece to
select different objective lenses.
Diaphragm- adjusts the amount of light that reaches the specimen.
concave mirror- reflects light from an external source up through the bottom of the stage.
3. The diagram below shows a stage of mitosis.
Source: https://encrypted-tbn0.gstatic.com
Which of the following stages of mitosis is shown in the diagram above?
A. Prophase
B. Anaphase
C. Metaphase
D. Telophase

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Mitosis is a cell division which occurs during development and growth and it also replaces old
and worn out cells with new ones. Mitosis produces two daughter cells which are genetically
identical to the parent cell.
Prophase Metaphase Anaphase Telophase
4. The organelle that transports molecules to and from the membrane during exocytosis
and endocytosis is the
A. vesicle.
B. nucleus.
C. vacuole.
D. ribosome.
Exocytosis- the process by which a cell expels molecules and other objects that are too large to
pass through the cellular membrane
Endocytosis- the process by which a cell takes in molecules and other objects that are too
large to pass through the cellular membrane.
Vesicle is a small structure within a cell, or extracellular, consisting of fluid enclosed by a lipid
bilayer. They form naturally during the process of secretion (exocytosis), uptake (endocytosis)
and transport of materials within the cytoplasm.
Nucleus- is a membrane bound structure that contains the cell's hereditary information and
controls the cell's growth and reproduction.
Vacuole- membrane bound structures that are filled with both inorganic and organic
molecules, along with water to support the organelle.
Ribosome- a cell structure that makes protein.
5. The process by which substances move from a region of high concentration to a region
of low concentration is known as
A. osmosis.
B. diffusion.
C. pinocytosis.
D. active transport
Osmosis- Movement of water particles from a region of high concentration to a region of low
concentration through a semi-permeable membrane.
Pinocytosis- is one type of endocytosis by which the cell takes in fluid.

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Active transport- is a movement of molecules across a membrane from a region of their lower
concentration to a region of their higher concentration, i.e., against the concentration gradient.
6. A normal sperm cell contains
A. two X chromosomes.
B. one Y chromosome only.
C. one X chromosome only.
D. either one X or one Y chromosome.
Sperm cells have either an X or a Y chromosome. But an egg cell always has an X-
chromosome.
https://kids.britannica.com
7. A characteristic that shows continuous variation is
A. height.
B. gender.
C. eye color.
D. blood group.
Variation- is all the differences which exist between members of the same species
Continuous variation- For any species a characteristic that changes gradually over a range of
values shows continuous variation, for example, height, weight, heart rate, finger length and
leaf length.
Discontinuous variation- A characteristic of any species with only a limited number of
possible values, for example, tongue rolling, finger prints, eye colour and blood groups.
8. Which of the following two structures are found only in plant cells?
A. Nucleus and cell wall

B. Nucleus and sap vacuole
C. Chloroplast and cell wall
D. Chloroplast and cell membrane

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Structurally, plant and animal cells are very similar because they are both eukaryotic cells.
However, the few differences that exist between plant and animals are very significant and
reflect a difference in the functions of each cell. The main structural differences between plant
and animal cells include: chloroplasts, cell wall, and vacuoles.
The diagram given below shows a section of a stem which aids in transportation in
plants. Use the diagram and your knowledge to answer Question 9.
Source: https://www.encrypted-gstatic.com
9. The structure labelled P is the

A. stem.
B. xylem.
C. phloem.
D. cambium.
Source: https://www.siyavula.com

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10. Which of the following is not a feature of monocotyledons?
A. Fibrous roots
B. Parallel leaf veins
C. Network of veins on the leaves
D. Flower parts in three or multiples of three
http://ib.bioninja.com.au
11. Which of the following products of the photosynthesis reaction is used to drive
the respiration reactions in the mitochondria?
A. Water and oxygen

B. Oxygen and glucose
C. Carbon dioxide and water
D. Carbon dioxide and glucose
Solar energy

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12. Which of the following terms applies to the plant shoot growing towards sunlight?
A. Phototropism
B. Hydrotropism
C. Chemotropism
D. Thigmotropism
Phototropism- Phototropism is the growth response of a plant in response to light direction.
Different parts of a plant exhibit different reactions to light. Stems show positive phototropism
while most roots show negative phototropism.
Hydrotropism- is the growth response of a plant to water. Roots exhibit positive
hydrotropism
Chemotropism- is the growth response of a plant to a particular chemical. Roots grow toward
useful minerals in the soil
Thigmotropism- growth movements made by plants in response to contact/ touch with a solid
object. This is most apparently seen in tendrils and twiners.
13. Which of the following is not present in the lymphatic system?
A. Valves
B. Food materials
C. Red blood cells
D. White blood cells
The lymphatic system consists of the following:
1. Fluid, known as lymph which contains proteins, salts, glucose, fats, water, and white
blood cells.
2. Lymphatic vessels that transport lymph. These vessels are connected to lymph nodes,
where the lymph is filtered.
3. Organs that contain lymphoid tissue e.g., lymph nodes, tonsils, spleen (removes old
and damaged red blood cells), and thymus.
The lymphatic system has three functions:
1. The removal of excess fluids from body tissues.
2. Absorption of fatty acids from the small intestine.
3. Defense against invading organisms
 Spleen acts as a filter for purifying the blood, removing worn out and damaged red
blood cells, confirms that red blood cell is present in the lymphatic system.
14. Red blood cells are different from white blood cells in that they
A. are larger in size.

B. are less numerous.
C. do not have nucleus.
D. are biconvex in shape.

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Red blood cells (Erythrocytes) White blood cells (Leukocytes)

Do not have nucleus in mammals Nucleus present in mammals
Most abundant cells (about 40% of blood About 1 % of blood volume

volume)
Small in size Larger than RBS in size
Biconcave in shape Irregularly shaped
Transport oxygen to the body cells Provide protection against foreign organisms.
15. A person with kidney failure, undergoing blood dialysis should probably eat foods
low in
A. fat.
B. protein.
C. roughage.
D. carbohydrate.
The primary role of the kidneys is that of homeostasis. The major waste excreted by kidney is
urea, which is produced from the breakdown of proteins. The following can be included in the
diet if suffering from kidney failure: eating a low-protein diet, less fluid, limiting salt,
potassium, phosphorous, and other electrolytes.
16. Muscles are connected to bones by
A. tendon.
B. cartilage.
C. ligament.
D. synovial fluid.
Tendon- tissues that connects muscle to bone.
Cartilage- is a soft, gel-like padding between bones that protects joints and facilitates
movement.
Ligament- is an elastic band of tissue that connects bone to bone and provides stability to the
joint.
Synovial fluid- is a thick, stringy fluid found in the cavities of synovial joints. It reduces friction
in joints by lubricating and cushioning them during movement
17. Which of the following is formed during the fertilisation of two gametes?
A. A fetus
B. A clone
C. A zygote
D. An embryo

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A fetus- An unborn offspring, from the embryo stage until birth.
A clone- genetically identical cells or organisms.
An embryo- a new organism in the earliest stage of development. In humans from the fourth
day after fertilization to the end of the eighth week. After that the unborn baby is usually
referred to as the fetus.
18. The family planning method that also gives protection from sexually transmitted
infections is the use of
A. condoms.
B. vasectomy.
C. diaphragm.
D. contraceptive pills.
Family planning methods prevent unwanted pregnancy and reduces the need for abortion.
• Condoms protect against sexually transmissible infections (STIs) as well as unintended
pregnancy-
• Vasectomy (for males) and tubal ligation (for females) - Permanent contraception,
sometimes called sterilisation, prevents all future pregnancies.
• The diaphragm is a soft rubber dome stretched over a flexible ring; the dome is filled with a
spermicidal cream or jelly. The diaphragm is inserted into the vagina and placed over the
cervix no more than 3 hours prior to intercourse.
• The intra uterine device (IUD) is a T-shaped device (contains copper) that is placed directly
in the uterus by a doctor that lasts for five to ten years- They are more than 99% effective at
preventing pregnancy.
• Hormonal pills and injections- more than 99% effective at preventing pregnancy if taken
correctly.
• Fertility awareness is learning the signs of fertility in your menstrual cycle to help you plan
or avoid a pregnancy.
19. The blue starfish Linckia laevagata is an echinoderm and it belongs to the genus
A. Linckia.
B. Sea Stars.
C. laevagata.
D. Echinoidea.
 Binomial nomenclature is a formal system of naming species of living things by giving each
a name composed of two parts.
 The first part of the name identifies the genus to which the species belongs and the second
part is the specific name identifies the species.
 The first letter of the first part of the name, the genus, is always capitalized in writing, while
that of the second part is not. Both parts are italicized when a binomial name occurs in
normal text but underlined in handwriting.

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20. There is increasing ______________ when moving down the classification table
from kingdom to species.
A. activity
B. diversity
C. complexity
D. similarities
Every organism can be classified at 7 different levels - kingdom, phylum, class, order, family,
genus and species. Each level contains organisms with similar characteristics. The kingdom is
the largest group and very broad. Each successive group contains fewer organisms, but the
organisms are more similar. The species is the smallest group and is very narrow. Organisms
within a species are able to mate and produce fertile offspring.

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SECTION B SHORT ANSWER QUESTIONS [70 marks]
The seven questions in this section are all compulsory. Each question is worth 10 marks.
QUESTION 1 (10 marks)
(a) Study the diagram given below and use your knowledge to answer the questions that follow.
Source: http://www2.sluh.org
(i) Is the diagram above of a plant cell or animal cell? (1 mark)

Animal Cell 
(ii) Give two reasons for your choice in (i) above. (Any 2) (2 marks)
Presence of structure such as centrioles  OR
Absence of cell wall  OR
Absence of chloroplast  OR
Absence of large vacuole 
(iii) Give one function of organelle X. (1 mark)

Production of energy/ Cell respiration 
Additional Notes
Differences
Plant Cell Animal Cell
Have chloroplast for photosynthesis No chloroplast
Presence of cell wall for stability and No cell wall
protection
Presence of vacuole No vacuole
Similarities
 Both are eukaryotic
 Both contain membrane-bound nucleus, mitochondria, endoplasmic reticulum, golgi apparatus,
lysosomes, and peroxisomes.
 Both conytain cytosol, and cytoskeletal elements.

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Source: https://www.difference talk.com
Organelle Function
Mitochondria Carry out cellular respiration to produce energy
Golgi apparatus modifies, sorts and packages macromolecules for delivery to other
organelles or for secretion from the cell
Nucleolus Production and assembly of ribosomes.
Nucleus Contains the cell's DNA (genetic information) in the form of genes
held on chromosomes
Centrioles Involved in the process of mitosis
Cytoplasm Jelly-like substance that fills the cell. Clear and colorless
Ribosome Production of proteins
Cell/ plasma Separates cell contents from the environment
membrane
Rough Endoplasmic Transport and storage
Reticulum (ER)
Smooth ER Production of lipids or fat
lysosome Tiny sacs containing enzymes that are the main sites of intracellular
digestion. They enable the cell to make use of nutrients
Peroxisomes Smaller than lysosomes which carries out the metabolic functions of
breaking down of fatty acids and toxic compounds
Golgi vesicles Transport and delivery of their contents (e.g. hormones) either into or
out of the cell via the cell membrane.
Large vacuole Helps maintain turgor pressure (turgidity) inside the cell - which
pushes the plasma membrane against the cell wall. Plants need
turgidity to maintain rigidity.
Cell wall Protection, structure, and support
Chloroplast Carry out photosynthesis to produce glucose
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(b) A cell was placed in a hypotonic solution for 15 minutes and then observed
under the microscope. Apply the concept of osmosis to explain what happens
to the cell after 15 minutes. (2 marks)
The water moves into the cell from lower solute concentration to a higher solute
concentration  by the process of osmosis making the cell turgid 
Additional Notes
 Osmosis- diffusion of water across a semi-permeable membrane (eg. cell membrane) down its
concentration gradient (from areas with more water to areas with less water)
 Hypertonic, Isotonic and Hypotonic conditions are referenced to SOLUTE concentration not
water.
 Hypertonic: Hyper = higher/ more. This solution has higher solute concentration than the cell.
Therefore water moves out of the cell to equalize concentration. Water moving out of the cell
shrinks the cell.
 Isotonic: Iso = equal. This solution has equal/ same solute concentration as the cell. Therefore
water movement into and out of the cell is balanced. Since the water movement in and out of the
cell is same, there is no net effect on the cell.
 Hypotonic: Hypo = lower/ less. This solution has lower solute concentration than the cell.
Therefore water moves into the cell to equalize concentration. Water moving into the cell causes
the cell to swell or become turgid.
Source: https://www.khanacademy.org
Note to teachers
Refer to pg 20 in the Year 11 Biology For All textbook.
The definitions given on this page are correct because they are given relative to THE CELLULAR
ENVIRONMENT (the concentration INSIDE the cell), while in this question, these terms are
given regarding the SOLUTION (the concentration OUTSIDE the cell). Students must be taught
the concept of HYPER, HYPO and ISO well, so that whatever the question asks, regarding
whatever environment (cell or outside cell) the terms apply, they will be able to understand and
deduce the correct response to the question.

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Source: https://www.quora.com
(c) You are provided with two cubes, A and B. The surface area to volume ratio for cube A is 3:2 and
the dimensions for cube B are provided below. (Note: the cubes are not drawn to actual size)
(i) Calculate the surface area to volume ratio of cube B. (Show all working) (2 marks)
Surface Area = 2 x 2 x 6 = 24 
Volume = 2 x 2 x 2 = 8 
S.A: Vol
24 : 8
3 : 1 
Additional Notes
 Surface area of a cube: = Area × # of surfaces in a cube
= (l × w) × # of surfaces in a cube
= (2 × 2) × 6
= 24 cm2
 Volume of a cube: = l × w × h
=2×2×2
= 8 cm3

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(ii) Explain in which cube would diffusion occur at a faster rate. (2 marks)
Cube: B 
Explanation: Cube B has a higher surface area to volume ratio than cube A, resulting
in a faster rate of diffusion. 
Additional Notes
 If the SA:V is high (ie. Bigger SA) than the rate of diffusion is quicker/ faster compared to the one
with lower SA:V
SA : V
 In the case of cube A and B above: 3 : 2
SA:V of cube A: = 3: 2 (which is same as 1.5: 1) whereas ÷2 ÷2
SA:V of cube B: = 3: 1 1.5 : 1
 Since cube B has bigger SA: V (3:1), the rate of diffusion will be quicker for it compared to cube A
with lower SA:V (1.5: 1)
NOTE: when two bodies/cubes with different SA:V ratio are given; convert it to similar numbers/
denominators
Example:
5
Body 1: SA:V = 5:3 same as 3
8
Body 2: SA:V = 8:2 same as 2
Common denominator for both: 6

Body 1 Body 2
×2 ×3
5 8
= =
3 6 2 6
×2 ×3
5 10 8 24
= =
3 6 2 6
24 10
Since is bigger than ; Body 2 will have quicker diffusion rates.
6 6
 Some importance of higher SA:V for quicker diffusion/absorption is seen in:

 Human lungs: through presence of alveoli- numerous branches of small thin grape-like sacs
 Small intestine in humans: presence of villi- small finger-like projections
 Fish gills: lamellae- protrusions in gill filaments

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(a) In pea plants, yellow seed color (Y) is dominant to green seed color (y). A farmer crossed two
heterozygous pea plants.
(i) Complete the punnet square given in the Answer Booklet to find the genotype
and the phenotype of the offspring of the above cross. (2 marks)
(ii) If the farmer plants one hundred seeds produced from the above cross, what
would be the expected number of plants producing yellow seeds. (1 mark)
(i) Y y
Y YY Yy (1 mark)
y Yy yy
Genotype:
1 YY: 2 Yy: 1 yy OR YY, Yy, yy OR
¼ homozygous dominant: ½ heterozygous: ¼ homozygous recessive (½ mark)
Phenotype: ¾ yellow: ¼ green (½ mark)
(ii) Expected number

¾ x 100 = 75 plants (1 mark)
Additional Notes
 Genotype- genetic identity of an organism
 Phenotype- observable characteristics (morphology/ appearance/ look) of an individual resulting

from the interaction of its genotype with the environment.
 Allele- variant form of a gene (Eg. 2 variant forms of seed colour gene in above question are allele
‘Y’ which codes for yellow seeds and allele ‘y’ which codes for green seeds)
 Dominant allele- stronger allele which masks off the effect of recessive allele (‘Y’ is the dominant
allele in the question above and therefore presence of at least one of this allele results in the
phenotype associated with it ie. yellow colour). Because both homozygous dominant (YY) and
heterozygous (Yy) has at least one dominant allele ‘Y’, both produce yellow phenotypes.
 Recessive allele- weaker allele (‘y’ is the recessive allele in the question above and because it is
weak it needs two ‘y’ to produce phenotype associated with it ie. green colour).

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Homozygous Dominant Heterozygous Homozygous Recessive

Genotype YY Yy yy
Phenotype Yellow Yellow green
(ii) Expected number of yellow seeds = population × ratio of YY+ Yy

3
= 100 × 4
= 75 plants
(b) Describe how a test cross is carried out and state its purpose. (2 marks)
It involves the breeding of an organism showing a dominant phenotype with a homozygous
recessive organism  to determine whether the individual being tested is homozygous
dominant (pure bred) or heterozygous 
Additional Notes
Example: Suppose the farmer in part (a) wanted to determine the pure bred pea plants. To do this, he
has to perform a test cross by:
- Taking plants (flowers) which produce yellow seeds [these will either be homozygous dominant
YY or heterozygous Yy]
- Cross/fertilise those plants (flowers) which produce green seeds [these can only be homozygous
recessive yy]
- The pure bred plants (homozygous dominant YY) will produce all yellow seeds (scenario 1) in a
test cross while the heterozygous plants Yy will produce some yellow and some green seeds
(scenario 2).
Scenario 1
Y Y
Parents y Yy Yy
Yellow seeds
(YY)
Green seeds Ifythe yellow Yy Yy
seeds are homozygous
(yy) dominant (YY) then the resulting F1
generation will be all heterozygous
(Yy) having yellow seeds
F1 All yellow seeds

(Yy)

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Scenario 2
Y y
y Yy yy
y Yy yy
Parents
If the yellow seeds are heterozygous
Yellow seeds (Yy) then 50% of resulting F1
Green seeds generation will be heterozygous (Yy)
(Yy) (yy) having yellow seeds and the other
50% will be homozygous recessive
(yy) having green seeds
F1
50% yellow seeds (Yy)
&
50% green seeds (yy)
(c) Use the punnet square given in the Answer Booklet to predict the probability of a child being
born male. (2 marks)
X X (1 mark for correctly filling the punnet square,

X XX XX Minus ½ for any error)
Y XY XY
Probability 50% OR ½ OR 0.5 (1 mark)
Additional Notes
 The sex chromosome in normal human female is always XX Note: normal in this case
 The sex chromosome in normal human male is always XY refers to NO chromosomal
disorders such as X0 or
 The probability of getting a female child from the mating of above
1 XXY
will always be 50%; 2; 0.5 and the probability of getting a male
1
child will also be 50%; 2; 0.5
(d) Why is genetic variation important? (1 mark)

Genetic variation is important because a population has a better chance of surviving and
flourishing than a population with limited/less genetic variation 
Additional Notes
 Variation- difference in characteristics between members of the same species. Example: human
skin colour (species are all same, Homo sapiens but there are many shades of skin colour)
 Variation can be due to: genetics or environmental.
 Genetic variation is inheritable- passed down the generation. Eg. eye colour
 Environmental variation are non-heritable. Eg. scars from injuries
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 Variation can also be continuous or discontinuous

 Continuous variation- has no limit on the value that can occur within
a population. Shows a ‘bell shape’ where majority of the population
is concentrated in the middle but not limited to. Eg. foot length and
human height.
 Discontinuous variation- has limit on the value. Eg. human blood
type can either be A+, B+, AB+, O+, A-, B-, AB-, O-. There is no other
option but for a human to have one of these 8 blood types.
(e) Draw the structure of a Chromosome and label centromere and chromatid. (2 marks)
(structure = 1 mark, 2 labels = 1 mark)
(a) Different plants display different types of leaf arrangement such as spiral, whorl and alternate
arrangements. Explain the importance of leaf arrangement to plants. (2 marks)
To increase a plant’s ability to carry on photosynthesis  by positioning the leaves in such
a way as to maximize the surface area available to capture sunlight  OR
Leaf arrangements also directs water towards the root to be absorbed by the plant.
(b) The diagram below shows two pollen grains from two different types of flowers being observed
under the microscope during a practical class.
Source: http://www.remf.dartmouth.edu
(i) Which pollen grain, (A or B) is from an insect pollinated flower? (1 mark)

A 
(ii) Give a reason for your choice in (i) above. (1 mark)
A is spiky and bigger 
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Additional Notes
 Pollination- transfer of pollen grains from anther onto the stigma either of the same flower (self-
pollination) or different flower (cross-pollination)
Agents of Features of the Flower Example

Pollination
Insect/ Animal - produce nectar - marigold
- has bright colourful petals - okra (bhindi)
- sweet scent - potatoes
- fewer sticky/furry pollen produced - pawpaw
- stamens and stigmas intact within the flower
Wind/ Air - many small light-weight pollen produced - grasses and cereal
- dull coloured petals or no petals crops
- no nectar
- stamens and stigmas exposed to air currents
- stigma feathery to catch pollen from wind
Water - ability of pollen to float on water until it - waterweeds and
contacts a flower pondweeds
Source: https://www.quora.com
(c) A group of students came across the structure below showing 4 cells at 40X magnification
while observing a thick slime through the microscope. The diameter of field of view
at 40X magnification is 3mm.

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Calculate the approximate length of each cell in micrometres. (2 marks)
4 cells fit across 3mm

∴ length of 1 cell = 3mm ÷ 4 cells = 0.75 mm
convert to micrometers/ microns = 0.75 mm x 1000 
= 750µm 
Additional Notes
 When calculating the size of a cell, the number of times the cell fits across the diameter is divided
from the diameter of Field of View (FoV).
Example:
Calculate the size of the cell (in microns) in the diagram below. The diameter of FoV is 0.45 mm.
Diameter of FoV = 0.45 mm
# of times the cell fits = 3
across the diameter
0.45 mm
Size of each cell = = 0.15 mm
3
Size in microns = 0.15 mm x 1000

cell = 150 µm
× 𝟏𝟎𝟎𝟎
Millimeters Micrometers
(mm) (µm)
÷ 𝟏𝟎𝟎𝟎
(d) State one function of a fibrous root. (Any one) (1 mark)

 The roots of the plant spread out to absorb maximum surface water 
 They hold the plant firmly in the soil 
 It helps the plants to stand up firmly even when a strong wind blows 

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Additional Notes
Source: https://www.slideshare.net
(e) Germination is the process of seeds developing into new plants. The suitable environmental
conditions trigger the seeds to grow.
(i) State one environmental condition which is most suitable for seed germination. (1 mark)
1. Water (or moisture)  OR
2. Oxygen/ air  OR
3. warmth (or suitable temperature) 
(ii) What is the difference between hypogeal germination and epigeal germination? (2 marks)
In epigeal germination, the sprouting seed leaves rise above ground level  while in
hypogeal germination, seed leaves emerge from the seed and remain underground or at
ground level 
Additional Notes
Source: https://www.plantscience4u.com

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(a) The diagram below shows a reflex action pathway.
Source: https://www.flipquiz.me
(i) State one functional difference between neurons A and B. (2 marks)

Neuron A carries information from the central nervous system/spinal cord or brain
to the muscles and glands  while neuron B send signals from sensory receptors
to the central nervous system/ spinal cord or brain 
(ii) Name the gap labelled D that allows the impulse to travel from neuron A to
neuron C. (1 mark)
Synapse 
(iii) What is the benefit of reflex action pathway over the usual stimulus response (intelligent
pathway)? (2 mark)
 Reflex action pathway provides safety of an organism by giving a very quick
response, for instant, unthinking action  whereas usual stimulus response is
slow 
Additional Notes
 Receptor organ- organs that receive information from external environment and sends it to the
brain. Examples of receptor organs as sensory organs such as tongue, ears, eyes, skin etc.
Receptor organs information CNS

25
 Effector organ- organs that carry out the instructions of the nervous system. Example: glands and
muscles of the body.
CNS information Effector Organs

Neuron Structure & Function
Dendrites: structures on the neuron that

receive electrical messages.
Cell Body: spherical part of the neuron

that contains the nucleus. It connects to
the dendrites (which bring information
to the neuron) and the axon (which
sends information to other neurons)
Nucleus: contains the genetic material

in the form of chromosomes
Axon: neuron that conducts electrical

impulses away from the nerve cell body.
Synapse: transfer electric activity

(information) from one cell to another
either from nerve to nerve (neuro-
neuro), or nerve to muscle (neuro-myo)
Source: https://www.droualb.faculty.mjc.edu
Reflex Action
 A quick response that does not need the involvement of the brain.
 Actions are rapid and happen without thinking- an automatic response to a stimulus
 Made possible by neural pathways called reflex arcs which can act on an impulse before that
impulse reaches the brain.
 Example: When you touch something very hot and immediately remove your fingers or when
something sharp is suddenly thrown towards your face, you blink.
(b) The diagram given below shows the structures associated with gas exchange in lungs.

26
Source: http://www.mvstudyguide.com
(i) Identify substances A and B. (1 mark)

A Oxygen 
B Carbon Dioxide 
(ii) Describe any two characteristics of alveoli that enables efficient gas exchange. (2 marks)
(Any 2= 1 mark each)
 Large surface area to volume ratio
 Very thin /one cell thick
 Moist surface area
 Filled with blood capillaries
(c) The diagram given below shows a villus from a small intestine. Use the diagram and your
knowledge to answer the questions that follow.
Source: http://ibguides.com
(i) Name the part labelled A. (1 mark)

Lacteal
(ii) State one important function served by the villi in small intestine. (1 mark)
Increases surface area for absorption of digested food
Additional Notes
 Absorption - movement of digested food molecules through the walls of the intestine into the blood
or lymph.
 Digested food is absorbed in the small intestine. Most absorption happens in the ileum which is the
longest section of the small intestine. Small intestine has large SA:V for absorption to occur quickly.
 Villi (singular: villus) - tiny, finger-like structures that increase the surface area of small intestine.

27
Features Of Villi
 wall is one cell thick to ensure short distance for absorption to
occur by diffusion and active transport
 network of blood capillaries - transports glucose and amino
acids away from the small intestine in the blood
 presence of lacteal (internal structure) - transports fatty acids
and glycerol away from the small intestine in the lymph
Source: https://www.ibbiologysyllabus - WikiFoundry
QUESTION 5
(a) Study the Nitrogen cycle diagram given below and use your knowledge to answer
the questions that follow.
Source: http:/www.cdn.biologydiscussion.com
(i) Name the process W.

Nitrification ( 1 mark)
(ii) Identify bacteria causing the process X to occur.

Dentrifying bacteria (1 mark)

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https://www.ck12.org
(b) Some year 11 students wanted to estimate the population size of sensitive grass
plants in a 15 metre by 10 metre rectangular field. They randomly placed 5
quadrats (one metre square each) in the field and counted the sensitive grass plants
in each quadrat. The results are tabulated below.
Quadrat Number Number of plants
1 18
2 24
3 27
4 8
5 23
Total 100
(i) Calculate the estimated total population of sensitive grass plant in the field.
Show all your working.
Total Population = number in quadrat x Total area of the field

Total area of quadrat
= 100 x 150m2 (1 mark)

5m2
= 3000 plants (1 mark)
(ii) State how the students could make a more accurate estimation.
1. By increasing the number of quadrats (sample area)
2. By putting the quadrats randomly (Any one for 1 mark)

29
Quadrant sampling: common sampling technique for stationary populations. A quadrant or sampling
frame is placed in a region within the habitat and each member of the population of the species in
question that’s appears in the frame is counted.
(c) A group of biology students were doing a field study. They recorded the names
and number of the organisms they studied as shown in the table below.
Organisms Number of organism

Mongoose 1
grasshoppers 35
Grasses 2500
birds 8
(i) Using the information from the above table construct a labelled pyramid
of numbers. (2 marks – ½ for each correct rectangle with label)
The population of each organism in a food chain can be shown in a sort of bar chart called pyramid of
numbers. The more organism there are, the wider the bar. The producer in the food chain always goes at
the bottom of the pyramid of numbers.
Clover plant is the producer of this food chain Sometimes the pyramid of numbers doesn’t look
hence it is found at the bottom of the pyramid. like a pyramid at all. This could happen if the
producer is a large plant such as a tree, or if the
population of consumers is small. Never the less,
the producer still will be at the bottom of the
pyramid.

30
Energy is lost to the surrounding as we go from one http://www.bbc.co.uk

level to the next, so there is fewer organisms at
each level in this food chain. A lot of clover is
needed to support the snail population. A thrush
eats lots of snails while hawk eats lots of thrushes.
ii) State the organism from the above community with the greatest biomass.
(1 marks)
https://socratic.org
(d) Seed dispersal is important in plants. Name one adaptation each of a seed dispersed
by the following agents:
1. Water: Buoyancy / able to float /hollow inside

2. being eaten by animals: Inside a fruit /flesh (1 mark for each correct answer)
(2 marks)

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Strategies for dispersal: Wind

Some plants have evolved seeds that use wind power to transport them from one place to another. Seeds
that are dispersed by the wind have several characteristic adaptations that allow them to be successful with
that strategy.
1. They are usually lighter and smaller than other seeds. This makes it easy for the wind to carry them.
2. They have special structures that catch the air, such as wings or fluff. These structures increase the
seed’s hang time in the air and allow them to travel extremely far distances.
Strategies for seed dispersal: Animal
Another strategy for seed dispersal is to use animals to carry seeds to suitable locations. There are several
methods plants use to get animals to carry their seeds.
1. Making their seeds food: Seeds can be embedded in fruits. Fruits have bright colors and nutrient rich
flesh that attract animals like birds and mammals to eat them. The animals then disperse the seeds when
they defecate or spit them out.
2. Seeds that attract animals by being a food source are often relatively large and heavy. Plants usually
don’t produce these large seeds in large numbers because each one is relatively energetically expensive
to produce. Seeds can also take advantage of animals by becoming hitch hikers. Seeds can develop
special structures such as burs or hooks that allow them to get tangled in an animal’s feathers of fur
and be carried to new locations.
Strategies for seed dispersal: Water

Plants which grow beside or in water often use water to disperse their seeds. These seeds are waterproof,
and can have fluff or other structures to increase their buoyancy. In the special case of coconuts, their
waterproof wooden casings allow them to be transported extremely long distances in saltwater.
Strategies for seed dispersal: Explosion
Some seeds use an explosion to disperse their seeds. The seeds of these dispersers reside in pods, and as
the pod dries out it will eventually burst expelling seeds in every direction. A local example of this type of
dispersal is witch hazel; its seeds are held in tiny wooden capsules and can shoot several feet away when
the pod bursts. http://calscomm.cals.cornell.edu

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(a) Plants adapted to conditions of high temperatures and low water availability
often has stomata sunken into pits on stems and leaves. The stomata remain
closed during the hottest part of the day.
(i) State the role of stomata in relation to water movement in plants.

Stomata in the plants regulate the amount of water by opening and closing their guard cells
(1 mark)
(ii) Explain how the closure of stomata would affect the rate of photosynthesis
and plant growth.
Slow down the rate of photosynthesis (1 mark) due to less carbon dioxide uptake/ less gas
exchange. (1 mark)
The stomata are the primary control mechanisms that plants use to reduce water loss. The major role of
stomata is to allow carbon dioxide to drive photosynthesis and at the same time allow the exit of water as
it evaporates, cooling the leaf. Two specialized cells called ‘guard cells’ make up each stoma (stoma is
singular for stomata). Plants have many stomata on their leaf surfaces and they are usually on the lower
surface to minimize water loss.
Environmental factors that affect stomata opening and closing are light, water, temperature, and the
concentration of carbondioxide within the leaf. Stomata will open in the light and close in the dark.
However, stomata can close in the middle of the day if- water is limiting, carbondioxide accumulates in
the leaf, or the temperature is too hot. If the plant lacks water, stomata will close to help the plant
conserve water.
If the leaf’s internal concentration of carbondioxide increases, the stomata are signaled to close because
respiration is releasing more carbondioxide than photosynthesis is using. There is no need to keep the
stomata open and lose water if photosynthesis is not functioning. Alternatively, if the leaf’s
carbondioxide concentration is low, the stomata will stay open to continue fueling photosynthesis. High
temperatures will also signal stomata to close.
High temperatures will increase the water loss from the leaf. With less water available, guard cells can
become flaccid and close.
Another effect of high temperatures is that respiration rates rise above photosynthesis rates causing an
increase of carbondioxide in the leaves; high internal carbondioxide will cause stomata to close as well.
Remember that some plants may open their stomata under high temperatures so that transpiration will
cool the leaves. http://passel.unl.edu

33
https://www.researchgate.net
(b) (i) State one change that would take place in the heartbeat of a person
climbing a mountain.
Increases the heartbeat. (1 mark)
The higher in altitude you get, the less oxygen that is present. The air is thinner, so you are unable to pull
the same amount of oxygen in your lungs with each breath. As a result, heart rate increases to deliver
oxygen to cells in your body more efficiently.
https://www.livestrong.com
(ii) Explain how the change in (i) above help the functioning of the leg
muscles during the climb.
These changes provide more oxygen and glucose to the muscles cells (1 mark) for faster respiration
rate/ energy production enabling the person to climb. (1 mark)
The change “increase in heart rate” transports oxygen and glucose to the muscles and to remove waste
products such as carbondioxide. Oxygen also helps to break down available glucose to release energy for
cells. http://www.bbc.co.uk
(c) Explain how vaccinations work in preventing diseases.

Vaccines are made of dead or weakened antigens/ bacteria/virus which induce immune system to
produce memory lymphocytes to fight them. (1 mark) These memory cells remains in the system.
When the body encounters that antigen again, the memory cells/ memory lymphocyte produce
antibodies fast and strike down the invader before it's too late. (1 mark)

34
Vaccines are like a training course for the immune system. They prepare the body to fight disease without
exposing it to disease symptoms. When foreign invaders such as bacteria or viruses enter the body, immune
cells called lymphocytes respond by producing antibodies, which are protein molecules. These antibodies
fight the invader known as an antigen and protect against further infection. A healthy individual can
produce millions of antibodies a day, fighting infection so efficiently that people never even know they
were exposed to an antigen.
Unfortunately, the first time the body faces a particular invader, it can take several days to ramp up this
antibody response. For antigens like the measles virus or whooping cough bacteria, a few days is too long.
The infection can spread and kill the person before the immune system can fight back.
That's where vaccines come in. Vaccines are made of dead or weakened antigens. They cannot cause an
infection, but the immune system still sees them as an enemy and produces antibodies in response. After
the threat has passed, many of the antibodies will break down, but immune cells called memory cells remain
in the body. When the body encounters that antigen again, the memory cells produce antibodies fast and
strike down the invader before it's too late.
https://www.livescience.com
(d) Explain how a hole in the heart results in insufficient oxygen reaching all parts of the body.
1. Causes mixing of oxygenated and deoxygenated blood OR

2. Causes oxygen-rich blood to flow from the left atrium into the right atrium, instead of
flowing into the left ventricle OR
3. Allows oxygen-rich blood to flow from the left ventricle into the right ventricle, instead
of flowing into the aorta (Any one for 2 marks)
Holes in the heart are referred to as congenital heart defects. Congenital heart defects are problems with
the heart's structure that are present at birth. These defects change the normal flow of blood through the
heart. The heart has two sides, separated by an inner wall called the septum. With each heartbeat, the right
side of the heart receives oxygen-poor blood from the body and pumps it to the lungs. The left side of the
heart receives oxygen-rich blood from the lungs and pumps it to the body.
The septum prevents mixing of blood between the two sides of the heart. However, some babies are born
with holes in the upper or lower septum. A hole in the septum between the heart's two upper chambers is
called an atrial septal defect (ASD). A hole in the septum between the heart's two lower chambers is called
a ventricular septal defect (VSD).
ASDs and VSDs allow blood to pass from the left side of the heart to the right side. Thus, oxygen-rich
blood mixes with oxygen-poor blood. As a result, some oxygen-rich blood is pumped to the lungs instead
of the body.

35
https://www.ncbi.nlm.nih.gov/

(a) Use the dichotomous Key below to identify the following leaves.
Adapted from: http://www.abitlikethis.com

36
Dichotomous Key
1. a. Needle shaped leaves go to 2

b. Non needle shaped leaves go to 3
2. a. Needles are clustered Pine

b. Needles are in singlets Spruce
3. a. Simple leaves (single leaves) go to 4

b. Compound leaves (made of “leaflets”) go to 7
4. a. Smooth edged go to 5
b. Spiky or rough edge go to 6
5. a. Leaf shape is oval Magnolia

b. Leaf shape is lobed White Oak
6. a. Leaf edge is small and tooth-like Elm

b. Leaf edge is large and thorny Holly
7. a. Leaflets attached at one single point Chestnut

b. Leaflets attached at multiple points Walnut
A - Elm
B - Spruce
C - White oak
D - Holly
E - Walnut
F - Chestnut
G - Pine
H - Magnolia (½ mark each) (4 marks)
A dichotomous key is a common tool used by biologists and other naturalist to categorise an
unknown organism. This “key” is a series of questions or statements asking about a specific
characteristics of an organisms. Once a question is answered, it leads to another question. Through
this series of questions, the unknown organisms may be identified. Dichotomous keys generally
identify large organisms such as plants and animals because their characteristics are easily seen by
the naked eye.
https://sciencing.com

37
http://ib.bioninja.com.au
(b)
Non communicable diseases kill 40 million people each year. 17 million people die from a
NCD before the age of 70 and 87% of these "premature" deaths occur in developing countries.
Cardiovascular diseases (heart attack, stroke) account for most NCD deaths.
Adapted from: http://www.who.int/mediacentre
(i) What is a non-communicable disease (or NCD)?

- disease that is not caused by infectious agents/bacteria/virus
- diseases which last for long periods of time and progress slowly
- Are not passed from person to person.
- not contagious
(Any one for 1 mark)
(ii) Give one reason why the death rate due to NCDs is high in developing countries.
- Lack of awareness on NCDs

- Healthy food are expensive
- Less production of fruits and vegetables by the agricultural industries
- Less importance given to regular exercise/ yoga /fitness (Any one for 1 mark)

38
Noncommunicable diseases (NCDs), also known as chronic diseases, tend to be of long duration and are
the result of a combination of genetic, physiological, environmental and behaviours factors. The main types
of NCDs are cardiovascular diseases (like heart attacks and stroke), cancers, chronic respiratory diseases
(such as chronic obstructive pulmonary disease and asthma) and diabetes. NCDs disproportionately affect
people in low- and middle-income countries where more than three quarters of global NCD deaths occur.
People of all age groups, regions and countries are affected by NCDs. These conditions are often associated
with older age groups, but evidence shows that 15 million of all deaths attributed to NCDs occur between
the ages of 30 and 69 years. Of these "premature" deaths, over 80% are estimated to occur in low- and
middle-income countries. Children, adults and the elderly are all vulnerable to the risk factors contributing
to NCDs, whether from unhealthy diets, physical inactivity, exposure to tobacco smoke or the harmful use
of alcohol. The increase in NCDs in developing countries is attributable to environmental factors such as
urbanisation, demographic factors such as higher life expectancy, and social factors that impact lifestyles.
http://www.who.int
As people work in increasingly sedentary jobs and rely more on motorised transport to commute to and
from work, they become less physically active. Time constraints also play a role in reducing the opportunity
to exercise, as does the rising popularity of fast food or street food. Eating healthily is typically more
expensive than consuming less healthy, calorie-rich foods that sate the appetite and are easily available.
http://accessaccelerated.economist.com
(c) One of the rising environmental problems today is global warming.

Explain one way human beings have contributed to global warming.
1. Burning of fossil fuel to generate electricity/in vehicles/machines releases carbon dioxide
which absorbs the suns heat that would otherwise be lost to space, causing further heating of the
earth. OR
2. Deforestation to expand agriculture/ for developments of roads/factories -forest takes in carbon

dioxide to photosynthesise, when destroyed, concentration of CO2 increases. Increasing CO2
concentration absorbs suns heat causing further heating of the earth. OR
3. Production of ruminant animals on large scale for food/exporting purposes- These grass eating
animals produce methane during the digestion of their cellulose. Increasing concentration of
methane gas absorbs suns heat causing further heating of the earth.
(Any one for 2 marks) (2 marks)
Burning coal, oil and gas ramps up the greenhouse effect

The danger lies in how human activity is rapidly increasing greenhouse gases in the atmosphere. With the
start of the industrial revolution, humans began to burn vast amounts of fossil fuels, coal, oil and gas for
power and heat. When burned, these carbon-containing fuels release carbon dioxide and other greenhouse
gases. They build up in the atmosphere, ramping up the natural greenhouse effect. This traps more heat and
raises the planet's surface temperature.
Scientists agree humans cause global warming

Scientists agree that our growing greenhouse gas emissions are causing the global warming trend and
climate change.

39
Forest damage makes the problem worse

Trees are climate friendly: they absorb carbon dioxide as they grow. Cutting, burning and harming
forests and other natural vegetation releases this stored carbon from plants' leaves, stems, roots and
soil, sending it into the atmosphere. Cutting and destroying forests turns these valuable carbon
"sinks" into sources of greenhouse gases further fuelling climate change.
Industrial livestock agriculture

Industrial livestock agriculture, raising cows, pigs and chickens, also generates greenhouse gas
emissions as much as all cars, trucks and automobiles combined.
What's happening now?

Human activity has already increased carbon dioxide concentrations by 36 percent. That's an
increase from 280 to more than 400 parts per million since the industrial revolution began. (Before
this, for hundreds of thousands of years, the level stayed much lower than today, between 200 and
300 parts per million). Emissions are still rising by about two part per million each year, adding
more greenhouse gases to the atmosphere. Yet many fossil fuel companies plan to exploit still more
coal, oil and gas. http://www.greenpeace.org
(d) Artificial selection is carried out by humans to produce a breed of organisms

with useful characteristics which have greater benefits to humans. State one such
benefit of artificial selection.
1. Has made it possible to produce better varieties of corn, and a variety of vegetables such as
cabbage, broccoli, cauliflower, sprouts OR
2. Produced plants that are resistance against weather and pests OR
3. Increased the amount we can harvest from the plants and the size of fruits and vegetables OR
4. in animals can have more efficient animals, for example a cow that gives more milk or a
chicken that lays an egg per day. OR
5. Agriculture animals that give more meat.
(Any one for 1 mark)
Artificial selection is a form of selection in which humans actively choose which traits should be
passed onto offspring. Humans have used selective breeding long before Darwin and the discovery
of genetics. Framers chose cattle with beneficial traits such as larger size or producing more milk
and made them breed and although they may have known nothing about genes, they knew that the
beneficial traits could be heritable. The farmers selected for certain traits in their cattle and probably
noticed that the offspring’s were becoming more and more productive with each generation.
http://wallace.genetics.uga.edu
Advantages
 It requires no company patent: It is a way to naturally earn more income each year since
specific characteristics can be bred into animals and plants to make them produce more over
generations in the future, which is good for business.
 It allows for higher profit: Selective breeding allows the encouragement of plant and animal
characteristics that are more beneficial to farmers. For example, if they have selectively bred
cows, these livestock can produce more milk than those typically bred, and the gene can be
passed on to their offspring. When the method is used on crops, they will also grow more than
the typical crops. Promoting these advantages is surely going to increase the market value of
their products. For farmers who are in for a big business, selective breeding is definitely a
perfect option for them.
40
 It can create new varieties of good crops: With this farming method, people will be able to
produce higher amounts of crops. They can also produce plants with higher resistance to pests
and diseases and shorter period of time for harvest.
 It helps eliminate diseases: One big advantage of selective breeding is its capability to
eliminate animal and plant diseases. Studies revealed that identifying and pre-screening
particular diseases allows farmers to control them. Thus, sooner or later, genetic diseases in
plants and animals in the future will be eliminated.
 It influences the production of food coming from plants in a positive way: In plants, this
agricultural method has the potential to positively influence the production of food around the
world, in a way that it improves quality of seed grains and increase protein levels in forage
crops. Selective breeding is also beneficial by giving plants the ability to grow on lands that are
previously not suitable for farming. This means that farming businessman can get a variety of
plants to grow and eventually more food.
 It can provide a sustainable food chain: With the projected world population to hit a mark of
about 10 billion by 2050, it is more important than ever for world leaders to start planning a
food chain system that would allow for the production of sufficient calories globally each year,
so that people can be fed effectively, gradually eliminating hunger.
 It allows for the creation of high-quality products. Selective breeding has been a
comfortable option on farming for many people, as it assures a process that will completely
gave them superior types of products that are of high quality.
 It can produce fitter and stronger animals: The method of selective breeding can produce
fitter and stronger animals that provide higher yields of meat, milk or eggs. For example, some
cows have been bred to produce more meat. This should also be good as farmers can produce
animals that are better suited to survive in marginal conditions or poor climates, preserving
human food supplies and saving life. Moreover, this farming method can protect animals from
developing diseases or deformities.
https://greengarageblog.org
(e) State one ecological importance of plants.

1. Act as producers- they form the basis of the food chain in the ecosystem/ food for the
animals
2. Produce oxygen through photosynthesis
3. Shelter/ habitat for the animals (Any one for one mark)
 Plants supply food to nearly all terrestrial organisms, including humans. We eat either plants or
other organisms that eat plants.
 Plants maintain the atmosphere. They produce oxygen and absorb carbon dioxide during
photosynthesis. Oxygen is essential for cellular respiration for all aerobic organisms. It also
maintains the ozone layer that helps protect Earth’s life from damaging UV radiation. Removal
of carbon dioxide from the atmosphere reduces the greenhouse effect and global warming.
 Plants recycle matter in biogeochemical cycles. For example, through transpiration, plants move
enormous amounts of water from the soil to the atmosphere. Plants such as peas host bacteria
that fix nitrogen. This makes nitrogen available to all plants, which pass it on to consumers.
 Plants provide many products for human use, such as firewood, timber, fibres, medicines, dyes,
pesticides, oils, and rubber.

41
Plants create habitats for many organisms. A single tree may provide food and shelter to many species of
insects, worms, small mammals, birds, and reptiles.
https://www.ck12.org/biology
SECTION C ESSAY WRITING [10 marks]

There are four questions in this section. Answer only one question. In this section,
you are given an opportunity to show that you can:
(i) select ideas relevant to the question.
(ii) use appropriate examples.
(iii) communicate information clearly and logically.
Write an essay, using 180 – 200 words on any one of the questions given below. Please
note that the allocation of marks for content has been included for each question and
2 marks is allocated for the structure of the essay.
EITHER
QUESTION 1
Plants and animal in a community often form relationship with members of different
species. With reference to this statement
 name and describe two different kinds of community relationships. (2 marks)

 for each community relationship, name the two organisms involved and
discuss the effects of these association to the organisms. (4 marks)
 state two ways that these two community relationship benefit the environment. (2 marks)
Name of the Describe the Name of beneficial or harmful state two ways that these
community community Organism effects two community relationship
relationship relationship (any one pair of benefit the environment
(Any 2 name)
from below)
Mutualism -Both species -Flower and bee - Examples: Bees and -Ensures survival of species.
benefit from the (name of any hummingbirds gather
interaction pollinator) nectar and spread pollen.
-two species - bird and guava plant - Birds and mammals
provide resources (any fruit plant) eat berries and fruits
or services -bat and mango tree while the plant benefits
to each other  by the dispersal of it
enhances fitness - Lichen or (algae and seeds
of both species fungi) - Algae and Fungi -Mycorrhizal relationships
(Lichen) - Alga gets with fungi provide the land
water and nutrients from plants with minerals and
- Sheep (any the fungus and the fungus nutrients.
herbivore) and gets food from the algae
symbiotic bacteria - Many herbivores such
as cows, sheep, deer,
horses and rabbits depend
on bacteria that live in
-Coral and algae their stomachs to break
down the plant material.

42
Bacteria gets shelter and Survival of coral reefs ensures

food biodiversity in the ocean and
- Coral Reefs- The corals protects coastal areas from
get food and the algae get being washed away
protection
Commensali Commensalism is -Clownfish and sea -The clownfish lives Do not have any negative effect
sm a relationship anemone among the forest of on resources
between two tentacles of an anemone
living organisms and is protected from
where one - Barnacles and potential predators
benefits and the whales -One animal attaching
other is neither -shrimps and sea itself to another for
harmed nor slugs transportation such as
helped. -- shark and bakewa barnacles attach to
whales or a shrimp riding
- bird and trees on a sea slugs
-Birds making nest on the
trees
Predation Predation is any -Cat and mice The predators benefit by -Predators are an important part
interaction -lion and buffalo getting food and the prey of a healthy ecosystem.
between two - bear and fish is harmed as it gets killed. -Predators kill vulnerable prey,
organisms in -toad/ lizard and such as the old, injured, sick, or
which one insect very young, leaving more food
organism (the for the survival and prosperity
predator) of healthy prey animals.
consumes all or -Also, by controlling the size of
part of another prey populations, predators help
organism (the slow down the spread of
prey). disease.
Parasitism One organism, -Ticks/fleas and dog -Ticks and fleas that live -leeches are used in medical
usually physically - mosquito and human in a host animal's fur bite industries to help reattach
smaller of the two - vines/ lianas and the animal and drink its severed fingers
(the parasite) trees blood are parasites -and to treat circulation
benefits and the - -Insects such as disorders
other (the host) is tapeworm/hookworms mosquitoes feeding on a
harmed in the human gut. host are parasites
one species feeds - Vines growing on Trees
on another  - Tapeworm or
enhances Hookworms living in
fitness of parasite Host's Gut
but reduces
fitness of host
Competition -Competition is -Two species of Both organisms are
an interaction barnacles on rocky negatively impacted by The weak, sick and vulnerable
between two coasts often compete the presence of the other ones will be removed from the
organisms that for space. because they will have population leaving the healthier
are using the -Mynah bird less food/space/any ones to survive and reproduce.
same limited competing for food. resource.
resource. - Dogs compete for - Competitors reduce
-two species mates/ food each other's
share a - Lizards for food growth, reproduction, or
requirement for a -lion and cheetah for survival.
limited resource food
which reduces
fitness of one or
both species
For Further information: https://globalchange.umich.edu ; https://study.com

.

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QUESTION 2
Our oceans our future – A world of Blue: Preserving Oceans, Safeguarding

the Planet, Ensuring Human Well-being is the theme for ocean anti- pollution
awareness campaign – 2017. With reference to this theme
 state two examples of ocean pollution and its cause. (2 marks)

 discuss how these (as mentioned above) affect marine animals. (4 marks)
 describe two ways the people of Fiji can help sustain the ocean for our benefit. (2 marks)
Examples of Cause of the pollution Effects on marine How people of Fiji can help sustain the
Pollution (Any two causes) Animals ocean (Any two ways)
(Any two (Any two effects)
examples)
-Oil leakage from ships -Oil destroys the insulating -Put a stop to our dependence on oil so
Oil Pollution -leaching from factories ability of fur-bearing that oil spills become a thing of the past.
-Leaching of cooking mammals, such as sea
oil/grease/ motor oil from otters, and the water -Reduce your use of fossil fuels
homes and garage repellency of a bird's
-ships carrying oil also feathers. -Use renewable energy
cause oil spills- Without the ability to repel
water and insulate from the -support organizations working to
cold water, birds and protect the ocean
mammals will die
- Many birds and animals
also ingest oil when they
try to clean themselves,
which can poison them
- Eye irritation.
-Oil can also choke
/suffocate some small
species of fish or
invertebrates
-feathers and fur, reducing
birds' and mammals' ability
to maintain their body
temperatures.
-Plastic -Starvation of species due -Use fewer plastic products
Pollution from -industrial waste to the ingestion of large -carry a reusable water bottle
Dumping including toxic chemicals amounts of plastic - Carry lunch in lunch boxes and not
- Entanglement and injury disposable containers.
from plastic rubbish -Bring your own cloth or other reusable
- Toxic chemicals are taken bag when shopping
up by plankton and benthos -Recycle, reuse, reduce, refuse to use
animals, and the toxins are -Use rubbish bins
concentrated upward with -education, campaigns
in ocean food chains.
-Untreated sewage being Support Organizations Working to
Untreated sewage contains
Sewage dumped in the ocean. Protect the Ocean.
bacteria that precipitate
-Treating sewage before releasing.
disease which infect marine
animals that can become
seafood for humans.

44
When soil is eroded, it Pesticides are absorbed into -support organizations working to
Agricultural carries with it many marine food webs. Once in protect the ocean
Runoff pollutants. If it is from the food webs, these - Use biological control to kill pests
farms then it contains pesticides can cause instead of chemicals
fertilizers and pesticides.
diseases, which can be
This initially flows into harmful to animals in the -use organic manure/compost on farms.
streams and rivers, which food web. - Any farming methods that prevents soil
ultimately carry these - The fertilizers eventually erosion
toxic chemicals into the make their way into rivers,
ocean. lakes and oceans, fertilizing
blooms of algae that use up
oxygen killing the marine
animals.
Pollution from The young of most species -Support organizations working to
Acid Rain automobiles and factories are more sensitive to protect the ocean.
(ocean is translated into acid environmental conditions
acidification) rain, which falls into the than adults. At lower pH, -Planting more trees
ocean most fish eggs cannot -using less fossil fuel & using more
hatch. renewable energy
- At lower pH levels, some - Recycle, reuse, reduce, refuse to use
adult fish die. Some acidic
lakes have no fish.
For further information: https://www.importantindia.com ; https://www.conserve-energy-future.com
Smoking tobacco is the leading cause of preventable deaths. With reference to this
statement
• state two reasons why people smoke. (2 marks)
• discuss one social and one health effect of smoking. (4 marks)
• state two ways you can motivate a person to stop smoking. (2 marks)
Reasons why people Social effects of smoking Health effects of How can you motivate
smoke (any two) (any one) smoking (any one) person to stop
smoking
(any two)
Look mature - Detrimental financial - cigarette smoke has - Calmly talking to
effect, both on the smoker the potential to harm them about quitting and
To be like their and the family. nearly every organ in that you are concerned
friends the body about them and explain
-High health care costs due why you’d like them to
To experiment to smoking-related - Smoking is linked to quit.
diseases. multiple types of
To overcome cancer, including -Do let the person know
stress and pressures - Smoking also causes tar- cervix, bladder, that it’s OK to talk to
stained teeth and yellow- kidney, pancreas, you whenever they need
Because of economic tinted skin/ wrinkle skin mouth and throat. to hear encouraging
and personal which makes them look words.
problems unhealthy and unattractive. -Cigarette smoking
- Increase tooth decay. also causes severe - Help the quitter get
Pleasure, or in social - Cause bad breath damage to the heart what they need, such as
situations. - Make clothes smell bad and the hard candy to suck on,
- Decrease athletic ability. straws to chew.
45
cardiovascular
system. - Do spend time doing
-Secondhand Smoke is
things with the quitter
linked to lung cancer,
- Smokers are two to to keep their mind off
childhood leukemia, and
three time more likely smoking such as taking
cancers of the larynx,
to die from coronary a walk to get past a
pharynx, brain, bladder,
heart disease craving
rectum, stomach, and
compared with
breasts.
nonsmokers. - remove all lighters
(http://www.swedish.org)
and ash trays from your
- Smoking causes home. Remove
-Passive smoking causes
infertility, preterm anything that reminds
infections such as
delivery, stillbirth, them of smoking
bronchitis and pneumonia
low birth weight and
sudden infant death
-In infants and children
syndrome (SIDS).
younger than 18 months
old second
hand smoke causes asthma.
For further information: https://www.cdc.gov ; https://betobaccofree.hhs.gov
https://vapingdaily.com
Sexual reproduction in plants involve pollination and fertilisation as two major

processes. With reference to this statement
• define cross-pollination and self-pollination. (2 marks)
• describe two ways wind and insect pollinated flowers are each adapted to
support pollination. (4 marks)
• explain the process of double fertilisation. (2 marks)
Cross-pollination and How insect pollinated How wind Explain the process of
Self pollination flowers support pollinated flowers double fertilization
(2 marks) pollination support pollination (2 marks)
(any two) (any two)
Cross-pollination - The -Large, brightly -anthers outside the 1. After pollen is
transfer of pollen grain colored petals flower deposited on the stigma,
from the male a pollen tube grow
reproductive organ (an - often sweetly scented -filaments are through the style to reach
anther) of one plant to slender and long the ovule.
the female reproductive - contain nectar
organ (a stigma) of
-pollen grains are 2. The pollen tube
another plant
- pollen often sticky or light , small and contains two sperm cells;
Self- pollination- is the spiky - to stick to large numbers one fertilizes the egg cell
transfer of the pollen insects body to form the zygote, while
grains from the anther to - feathering stigma the other sperm fuses
the stigma of either the - anthers firm and with the two polar nuclei
same flower or different inside flower - to -polen have wing to that form the endosperm.
flower on the same plant brush against insects be easily blown by
wind 3. After fertilization, the
fertilized ovule forms
46
- stigma inside the the seed while the tissues

flower - so that the of the ovary become
insect brushes against the fruit.
it
- stigma has sticky

coating - pollen sticks
to it
For further information: http://www.cropsreview.com ; https://www.sciencelearn.org.nz ;
http://www.mbgnet.net
THE END
____________________________________
COPYRIGHT: MINISTRY OF EDUCATION, FIJI, 2017.

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1

FIJI YEAR 11 FINAL EXAMINATION 2017

Time Allowed: 3 hours

A There are twenty multiple-choice questions. 20 36 minutes

B There are seven short-answer questions. 70 126 minutes

C There are four essay questions. 10 18 minutes

TOTAL 100 180 minutes

SECTION A MULTIPLE-CHOICE QUESTIONS [20 marks]

Circle the letter of the best answer in the Answer Booklet.

Study the diagram below and use it to answer Questions 1 and 2.

1. The type of microscope shown in the above diagram is a __________ microscope.

DETAILED SOLUTION, YEAR 11 BIOLOGY, MINISTRY OF EDUCATION, FIJI, 2017.

3. The diagram below shows a stage of mitosis.

Which of the following stages of mitosis is shown in the diagram above?

DETAILED SOLUTION, YEAR 11 BIOLOGY, MINISTRY OF EDUCATION, FIJI, 2017.

DETAILED SOLUTION, YEAR 11 BIOLOGY, MINISTRY OF EDUCATION, FIJI, 2017.

6. A normal sperm cell contains

A. Nucleus and cell wall

DETAILED SOLUTION, YEAR 11 BIOLOGY, MINISTRY OF EDUCATION, FIJI, 2017.

9. The structure labelled P is the

DETAILED SOLUTION, YEAR 11 BIOLOGY, MINISTRY OF EDUCATION, FIJI, 2017.

10. Which of the following is not a feature of monocotyledons?

A. Water and oxygen

DETAILED SOLUTION, YEAR 11 BIOLOGY, MINISTRY OF EDUCATION, FIJI, 2017.

13. Which of the following is not present in the lymphatic system?

A. are larger in size.

DETAILED SOLUTION, YEAR 11 BIOLOGY, MINISTRY OF EDUCATION, FIJI, 2017.

Red blood cells (Erythrocytes) White blood cells (Leukocytes)

Most abundant cells (about 40% of blood About 1 % of blood volume

Biconcave in shape Irregularly shaped

16. Muscles are connected to bones by

DETAILED SOLUTION, YEAR 11 BIOLOGY, MINISTRY OF EDUCATION, FIJI, 2017.

DETAILED SOLUTION, YEAR 11 BIOLOGY, MINISTRY OF EDUCATION, FIJI, 2017.

DETAILED SOLUTION, YEAR 11 BIOLOGY, MINISTRY OF EDUCATION, FIJI, 2017.

SECTION B SHORT ANSWER QUESTIONS [70 marks]

QUESTION 1 (10 marks)

(i) Is the diagram above of a plant cell or animal cell? (1 mark)

(iii) Give one function of organelle X. (1 mark)

DETAILED SOLUTION, YEAR 11 BIOLOGY, MINISTRY OF EDUCATION, FIJI, 2017.

Source: https://www.difference talk.com

DETAILED SOLUTION, YEAR 11 BIOLOGY, MINISTRY OF EDUCATION, FIJI, 2017.

DETAILED SOLUTION, YEAR 11 BIOLOGY, MINISTRY OF EDUCATION, FIJI, 2017.

Common denominator for both: 6

 Some importance of higher SA:V for quicker diffusion/absorption is seen in:

DETAILED SOLUTION, YEAR 11 BIOLOGY, MINISTRY OF EDUCATION, FIJI, 2017.

QUESTION 2 (10 marks)

Phenotype: ¾ yellow: ¼ green (½ mark)

(ii) Expected number

 Genotype- genetic identity of an organism

 Phenotype- observable characteristics (morphology/ appearance/ look) of an individual resulting

DETAILED SOLUTION, YEAR 11 BIOLOGY, MINISTRY OF EDUCATION, FIJI, 2017.

Homozygous Dominant Heterozygous Homozygous Recessive

(ii) Expected number of yellow seeds = population × ratio of YY+ Yy

F1 All yellow seeds

DETAILED SOLUTION, YEAR 11 BIOLOGY, MINISTRY OF EDUCATION, FIJI, 2017.

X X (1 mark for correctly filling the punnet square,

Probability 50% OR ½ OR 0.5 (1 mark)

(d) Why is genetic variation important? (1 mark)

 Variation can also be continuous or discontinuous

(structure = 1 mark, 2 labels = 1 mark)

QUESTION 3 (10 marks)

(i) Which pollen grain, (A or B) is from an insect pollinated flower? (1 mark)

Agents of Features of the Flower Example