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Biology
SQA Extended Response Answers
Units 1, 2 and 3
Unit 1
1. RNA polymerase unzips/ unwinds DNA or separates DNA into two strands
2. Hydrogen bonds between strands/base pairs break
3. RNA polymerase aligns/brings in/joins/attaches RNA nucleotides with their complementary
nucleotides /bases on DNA (template)
OR
A to U and T to A and C to G in diagram
4. a primary transcript is produced
5. exons are coding and introns are non-coding (regions of the primary transcript)
6. introns/non-coding regions are removed OR exons/coding regions are retained
7. exons are spliced/joined together to form mature mRNA)/transcript
Therapeutic use
9. can be used to repair/replace damaged/diseased/dead organs/tissue
10. Example eg bone marrow/corneal transplant
1. (single gene) mutations are random changes in DNA sequences/genes/ alleles/the genome
2. single gene mutation name AND description
substitution – base/base pair/ nucleotide is replaced/substituted by another
insertion – base/base pair/ nucleotide is added/inserted
deletion – base/base pair/ nucleotide is removed/deleted
3. another single gene mutation name AND description
4. If 2 or 3 not awarded – all 3 mutation names
5. Insertion/deletion results in a frameshift mutation/expansion of a nucleic acid sequence
6. (single nucleotide) substitutions include missense, nonsense and splice site mutations
7. splice site mutations can alter the mature mRNA OR result in exon removal OR result in
introns remaining present
(ii) Selection
7. natural selection is non-random increase in frequency of genetic sequences that increase
survival
8. sexual selection is non-random increase in frequency of genetic sequences that increase
reproductive success
9. Any 2 from disruptional / directional / stabilising selection
10. third type of selection from 9
11. after many generations/long period of time
12. new species form
13. if populations can no longer interbreed to produce fertile young then different species.
Genomics
1. Genomics is the study of/ sequencing of genomes / DNA / bases / nucleotides
2. has been undertaken within in disease causing organisms/ pest species/ models for
research OR example
Phylogenetics
3. phylogenetics is use of DNA / gene sequence data
4. to study evolutionary relatedness/ relationships of organisms
5. sequence divergence gives estimates of time since lineages/ phylogenetic groups
diverged
6. e.g. divergence of the three domains of life / names
7. used with fossil evidence to determine the main sequence of events in evolution/
construction phylogenetic trees
8. example; emergence of cells/ last universal ancestor/ photosynthesis etc
OR divergence from common ancestor
9. shows genetic/genome/sequence conservation across different lineages/groups
Personalised medicine
10. personal genomics is analysis of an individual human genome
11. could lead to/have a role in personalised medicine OR medicine suitable for the
individual can be worked out OR example
12. though knowledge of genetic component of susceptibility/likelihood of treatment
success OR example
Enzyme action
Enzyme inhibition
Glycolysis
(For points 1,3 and 4 : Penalise -1 once for the use of light captured/trapped as an
alternative to light absorbed Point 1 can be scored in addition if points already 3 and 4
scored)
7. (high energy) electrons pass through electron transport chains /electron transport
system / cytochrome chain / cytochrome system (to release energy)
8. ATP generated by ATP synthase
9. energy is used for photolysis
10. energy is used to split water to produce / release hydrogen and oxygen
11. hydrogen transferred to/reduces/joins to (coenzyme) NADP OR NADPH /NADPH2 is
produced
12. oxygen evolved/released OR oxygen produced as a waste product/ by-product
13. ATP is transferred to / used in / needed for / needed in the carbon fixation stage/Calvin
cycle (Not : light independent stage / dark stage / stroma)
14. NADPH2 transferred to / used in / needed for / needed in carbon fixation stage / Calvin
cycle
Weeds:
1. Weeds compete with/inhibit (crop) plants
AND
reduce productivity/growth/yield
2. Annual weeds have... rapid growth/short life cycles/ complete life cycle within a year/
produce many seeds/ produce seeds with long term viability
OR
Perennial weeds have storage organs/vegetative reproduction
Pests
3. Pests eat/damage… crops/plants/plant parts
AND
reduce productivity/growth/yield
4. Any 2 from nematodes/insects/molluscs (NOT – examples eg aphid)
Diseases :
5. Diseases are caused by bacteria/fungi/viruses
6. Diseases are often spread by invertebrates/pests
NB: For full marks to be awarded, candidates must give at least 1 correct point
for weeds AND at least 1 correct point for pests AND at least 1 correct point for
diseases
(ii) Methods of control
Parasitism
Mutualism
Cooperative hunting
5. cooperative hunting is where animals hunt in a group/together
AND one from increases hunting success
OR
allows larger prey to brought down
OR
more successful than hunting individually
6. (subordinate) animals all get more food/energy… than hunting alone
7. less energy used/lost per individual
(ii) Social insects.
8. primates have a long period of parental care / spend a long time with their parent(s)/
look after young for a long time
9. this gives opportunity to learn complex social skills
10. (social) primates use ritualistic display / appeasement (behaviour) to reduce
conflict/aggression / ease tension
11. any one example of appeasement / alliance forming / ritualistic behaviour e.g.
grooming / facial expression / body posture / sexual presentation
12. second example of appeasement / alliance forming / ritualistic behaviour
13. individuals form alliances which increase social status OR Social hierarchy exists
14. complexity of social structure is related to ecological niche / resource distribution /
taxonomic group
Additional Guidance No more than 5 marks should be awarded
from points 1 – 7.
8. overexploitation
9. example – overhunting/overfishing/deforestation
10. bottleneck effect is loss of genetic variation in small populations/few surviving
individuals OR removal of keystone species decreases biodiversity
11. habitat fragments/islands/reduced habitat areas have a low species richness/low
number of species/species diversity
12. in habitat fragments/islands edge/fringe species outcompete interior/other species
13. invasive species (are naturalised species) which eliminate/ outcompete/prey on
native/keystone species (and reduce biodiversity)
14. invasive species may be free of predators/pathogens/disease (which naturally limit
their populations)
15. human activities/humans/deforestation/burning fossil fuels cause climate change/global
warming OR anthropogenic climate change
Additional Guidance No more than 4 marks should be awarded
from points 1 – 7.