Life Sciences Paper 1 and 2 Spring School 2011 3 - 7 October Learner's Guide

Life Sciences Paper 1 and 2 Spring School 2011 3rd 7th October Learners Guide
Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za
Contents
Introduction Getting the most from Spring School Programme outline Broadcast Schedules Paper 1 Topic 1: DNA, RNA and Meiosis Paper 1 Topic 2: Evolution Paper 1 Topic 3: Genetics Solutions to Paper 1 Topic 1: DNA, RNA and Meiosis Solutions to Paper 2 Topic 2: Evolution Solutions to Paper 1 Topic 3: Genetics Paper 2 Topic 1: Life Processes Paper 2 Topic 2: Environmental Studies Paper 2 Topic 3: Reproduction Solutions to Paper 2 Topic 1: Life processes Solutions to Paper 2 Topic 2: Environmental Studies Solutions to Paper 2 Topic 3: Reproduction 2 2 3 4 5 12 19 23 27 35 39 48 61 67 72 78
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Introduction Have you heard about Mindset? Mindset Network, a South African non-profit organisation, was founded in 2002. We develop and distribute quality and contextually relevant educational resources for use in the schooling, health and vocational sectors. We distribute our materials through various technology platforms like TV broadcasts, the Internet (www.mindset.co.za/learn) and on DVDs. The materials are made available in video, print and in computer-based multimedia formats. At Mindset we are committed to innovation. In the last two years, we successfully ran a series of broadcast events leading up to and in support of the NSC examinations Now we are proud to announce our 2011 edition of Matric Exam Revision, which began with our Winter School in July. Weve expanded the broadcast to support you in seven subjects - Mathematics, Physical Sciences, Life Sciences, Mathematical Literacy, English 1st Additional Language, Accounting and Geography. During our Spring School, you will get exam overviews, study tips on each of the topics we cover, detailed solutions to selected questions from previous examination papers, short question and answer sessions so you can check you are on track and live phone in programmes so you can work through more exam questions with an experienced teacher. Getting the most from Spring School Before you watch the broadcast of a topic, read through the questions for the topic and try to answer them without looking up the solutions. If you get stuck and cant complete the answer dont panic. Make a note of any questions you have. When watching the Topic session, compare the approach you took to what the teacher does. Dont just copy the answers down but take note of the method used. Make sure you keep this booklet for after Spring School. You can re-do the exam questions you did not get totally correct and mark your own work by looking up the solutions at the back of the booklet. Remember that exam preparation also requires motivation and discipline, so try to stay positive, even when the work appears to be difficult. Every little bit of studying, revision and exam practice will pay off. You may benefit from working with a friend or a small study group, as long as everyone is as committed as you are. Mindset believes that the 2011 Spring School programme will help you achieve the results you want. If you find Spring School a useful way to revise and prepare for your exams, remember that we will be running Exam School from 15th October to 22nd November as well where we will be repeating material from Spring School with additional live shows. See the full schedule below.
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Programme Outline The Mindset Winter School is designed to focus on two subjects each day. For each subject you will find the following sessions: Examination Overview This is a 15 minute session that gives details of what you can expect in each examination paper. Practical guidelines are also given on how to prepare for the day of the exam. Topics Tips In this session you will be given a 15 minutes summary of the key ideas you need to know, common errors and study hints to help you prepare for your exams. Topic Session An expert teacher will work through specially selected questions from previous exam papers. Live Phone-in This is your chance to ask your own questions. So submit your question to the Help Desk and we might call you back to help you live on TV. All questions you submit will be answered within 48 hours as normal. The Help Desk is available through the following channels. Web: www.learnxtra.co.za MXit: learnxtrahelpdesk Facebook: www.facebook.com/learnxtra Email: helpdesk@learnxtra.co.za Phone: 086 105 8262
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Broadcast Schedules
Spring School
Monday 3rd October 09h30 13h00 13h30 Maths Literacy: Shape and Space Maths Paper 1: Linear Programming Maths Literacy: Data Handling Accounting: Manufacturing Accounts English FAL: Paper 3 Accounting: Cash Flow and Interpreting Statements English FAL: Paper 1 Accounting: Financial Statements Maths Paper 1: Calculus Tuesday 4th October English FAL: Paper 2 Wednesday 5th October Physical Sciences Paper 1: Waves, Sound and Light Lunch Life Sciences Paper 1: Evolution Geography: Climatology Maths Paper 2: Trigonometry Equations and Identities Geography: Geomorphology Maths Paper 2: Coordinate Geometry and Transformations Geography: Mapwork Life Sciences Paper 2: Environmental Studies Physical Sciences Paper 2: Organic Chemistry Life Sciences Paper 2: Life Processes Physical Sciences Paper 2: Rates and Chemical Equilibrium Life Sciences Paper 2: Reproduction Thursday 6th October Maths Paper 2: Trigonometry Graphs and Solving 3D Problems Friday 7th October Physical Sciences Paper 2: Electrochemistry
17h00
Physical Sciences Paper 1: Mechanics
19h00
Life Sciences Paper 1: DNA & RNA Physical Sciences Paper 1: Electricity and Magnetism Life Sciences Paper 1: Genetics Broadcast Ends
21h00
Maths Paper 1: Functions Maths Literacy: Financial Maths
23h00 01h00
Exam School Saturday 15th October: Prelim Review Mathematics, Physical Sciences, Life Sciences, Maths Literacy Wednesday 19th October: Maths Literacy Paper 2 Thursday 20th October: Mathematics Paper 2 Friday 21st October: English FAL Saturday 22nd October: Prelim Review - Mathematics, Physical Sciences, Life Sciences, Maths Literacy Sunday 23rd October: Accounting Monday 24th October: Accounting Tuesday 25th October: Mathematics Paper 1 Wednesday 26th October: Maths Literacy Paper 1 Thursday 27th October: Mathematics Paper 1 Saturday 29th October: Mathematics Paper 2 Tuesday 8th November: Physical Sciences Paper 1 Wednesday 9th November: English FAL Thursday 10th November: Physical Sciences Paper 1 Saturday 12th November: Physical Sciences Paper 2 Sunday 13th November: Physical Sciences Paper 2 Monday 14th November: English FAL Wednesday 16th November: Life Sciences Paper 1 Thursday 17th November: Life Sciences Paper 1 Saturday 19th November: Life Sciences Paper 2 Sunday 19th November: Life Sciences Paper 2 Monday 21st November: Geography Tuesday 22nd November: Geography
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Paper 1 Topic 1: DNA, RNA and Meiosis Question 1 (DNA) The following is a representation of a portion of a DNA molecule. Study the diagram and answer the questions that follow.
.
1 2 4 A G 3
1.1. 1.2. 1.3. 1.4. 1.5. 1.6.
Give TWO functions of DNA (2) Provide labels for parts numbered 1 to 4 (4) Exactly where in the cell would you expect to find this structure? (1) Name the monomers of this molecule. (1) Describe the type of bond found between G and 3. State the significance of this type of bond. (3) In terms of the structure represented in the diagram , explain what a gene is. (2) [13]
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 2 (DNA) Adapted from September , 2010, Paper 1, Question 2.1. Very complex procedures were used by scientists to determine the finer details of the physical and chemical nature as well as the composition of DNA. Scientists used chemical analysis to provide evidence of the relationships among the nitrogenous bases of DNA. Study the information in the table and answer the questions that follow.
Question 2
Adapted from September , 2010, Paper 1, Question 2.1.
Samples
PERCENTAGE OF NITROGENOUS BASES IN DNA SAMPLE

Adenine (A) 30.3 31.7 Guanine (G) 19.5 (a) Cytosine (C) 19.9 (b) Thymine (T) 30.3 31.7
Human liver cells Yeast
2.1 2.2 2.3
Compare the amounts of Nitrogenous bases in the sample of human liver cells. (2) Calculate the percentage of Guanine in the DNA sample of yeast. Show all workings. (3) The sequence of bases on a portion of one strand (template) of DNA is ACGT. Draw a labelled diagram of the portion of the complete DNA molecule. (5) [10]
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 3 (MEIOSIS) Adapted from September, 2010, Paper 1, Question 1.6. The diagram below represents stages in the process of meiosis. They are , however, not in the correct sequence. Study the diagram and answer the questions that follow.
3.1 Identify the stages B and C.
(2) 3.2 Provide labels for 1 , 2 and 3. (3) 3.3 Name TWO places in the human body where meiosis would occur. (2) [7]
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 4 (MEIOSIS) Adapted from November, 2010, Paper 1, Question 2.1. The diagram below represents an animal cell in a phase of meiosis
4.1 Label C and D. 4.2 (a) Identify the phase represented in the diagram above.
(2) (1) (b) Give a reason for your answer to QUESTION 4.2(a). (2) 4.3 Name the process which resulted in parts A and B being different from each other. (1) 4.4 Describe how the process referred to in QUESTION 4.3 occurs. (3) 4.5 State the importance of the process named in QUESTION 4.3. (1) 4.6 (a) How many cells will be formed at the end of the first division of the cell drawn in the diagram above? (1) (b) How many chromosomes will each daughter cell have when the cell, drawn in the diagram above, has completed meiosis? (1) [12] Question 5 (DNA-RECOMBINANT TECHNOLOGY)) Adapted from September, 2010, Paper 1, Question 1.5. Read the passage below and then answer the questions based on it . In 1973 U.S. biochemists Herbert Boyer and Stanley Cohen made the first recombinant DNA. They cut open plasmids (DNA rings) of the bacterium Escherichia coli using a restriction enzyme. Then they added a section of DNA from another plasmid and used ligase to join the two together to re-form the ring of DNA This technology was later used and applied to the production of human insulin using bacteria. (The insulin can then be used in the treatment of Diabetes mellitus). A diagrammatic representation of this process is shown below
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5.1 The steps involved in this process are listed below . The order is, however,
not correct. Place the steps in their correct sequence by writing down only the letters as they occur. A The bacterial plasmid ring is cut. B The plasmid is inserted into an E.coli bacterium C Insulin is produced by the bacterium. D The DNA with the insulin gene is added, and the plasmid ring is joined up again. E Human DNA containing the insulin gene is copied. F Millions of bacteria are produced by repeated divisions (6) 5.2 State how the re-joining of the plasmid is ensured. (1) 5.3 What is meant by a transgenic bacterium? (1) 5.4 In the past, the pancreas of certain animals was used to extract insulin. State ONE disadvantage of using animal pancreas to treat Diabetes. (2) [10]
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 6 (DNA ANALYSIS) Adapted from September, 2009,(Kwa-Zulu Natal) Paper 1, Question 1.4. A company claimed that the burger patties that they produced were 100% beef . A rival company suspected that the first company was actually putting soya protein into their burger patties .This allowed them to sell patties at a cheaper price. The second company was losing a lot of money, so they sent the cheap patties to be analysed in a lab. The DNA profiles /fingerprints for the cheap patties, pure beef and soya protein are shown below. Study them and then answer the questions that follow
6.1 Explain what DNA profiling/fingerprinting is. (2) 6.2 Was the company truthful about the claim it was making? Explain your answer
using evidence from the DNA profiles/fingerprints. (3) 6.3 List THREE other ways in which the technology of DNA profiling / fingerprinting is useful. (3) 6.4 List TWO other ways in which un-ethical people could abuse the use of DNA profiling / fingerprinting technology. (2) [10]
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 7 (DNA /RNA) Adapted from November , 2010, Paper 1, Original Question Number 2.4 Analysis of DNA samples from a patient with an illness showed that there were two different types of DNA present .One was double stranded human DNA and the other was single stranded virus DNA. The two types of DNA were isolated and put into separate test tubes .The analyses of the nitrogenous base composition of each test tube is shown in the table below. Nitrogenous Base Composition Adenine Cytosine Test tube 1 Test tube 2 22.1 31.1 27.9 31.3 Guanine 27.9 18.7 Thymine 22.1 18.9 (1) (2) (7) [10]
7.1 Which test tube (1 or 2) contains virus DNA? 7.2 Explain your answer to question .7.1. 7.3 Tabulate THREE structural differences between DNA and RNA.
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Paper 1 Topic 2: Evolution Question 1 Adapted from Nov, 2010, P2, 3.2 Lamarck based his theory of evolution on two principles, ideas or laws. 1.1 Name and describe TWO principles that Lamarck used to explain how evolution took place. 1.2 Explain ONE reason why Lamarcks theory is NOT accepted. Question 2 Adapted from Nov, 2010, P2, 3.1 Read the following passage and answer the questions that follow. Thousands of wildebeest were migrating across the great plains of the Serengeti in Africa. Some of them were large, some small, some strong and some weak. Lions followed the wildebeest, catching and eating the slowest ones. Water was scarce and only the strongest were brave enough to stop to drink from the waterholes.
2.1 Identify ONE phrase in the passage which describes variation among
(6) (2)
wildebeest.
2.2 Explain how Darwins idea of evolution by natural selection can be applied to
this passage. Question 3 Adapted from March, 2010, P2, 2.2 Study the diagram of a duck's foot below
3.1 Ancestors of ducks did not have webbed feet. In terms of natural selection,
explain how the webbed feet could have evolved. Question 4 Adapted from March 2011, P2, 3
(7)
Darwin noticed different species of tortoises on the Galapagos Islands. Two of these tortoises, which are drawn to scale, are show below.
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4.1 Tabulate TWO visible difference between the two species of tortoises. (5) 4.2 Suggest what tortoise 2 may eat that tortoise will not be able to eat. (1) 4.3 The two species of tortoises shown above live on different islands. Darwin
suggested that they might have evolved from a common ancestor. Explain how this could have occurred. (6) 4.4 Explain how Lamarck would have explained the long necks of the tortoises. (5) Question 5 Adapted from Nov, 2010, P2, 3.4 Study the diagrams below showing a process of evolution. DIAGRAMS 1, 2 and 3 show the sequence of events that occurred in rabbit populations over many thousands of years.
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5.1 Name the evolutionary process represented
by the sequence of events (1)
shown in DIAGRAMS 1, 2 and 3 above.
5.2 Describe the process stated in QUESTION 5.1 using the diagrams above. (5)
Question 6 Adapted from Mar, 2010, P2, 3.2 Study the following diagrams which show different stages (1 to 4) of a process in evolution.
6.1 Name the evolutionary process that resulted
from the continental drift (1) (5)
shown. the diagrams above. Question 7 Adapted from Exemplar, 2011, P1,Q4
6.2 Describe how the original of species A to become two species as indicated in
The information and question below are based on natural selection. Antibiotics are used to kill bacteria that cause diseases. In 1972, there was an epidemic of typhoid in Mexico. Normally, an antibiotic called chloramphenicol cured it. This time the antibiotic did not work and more than 14 000 people died. Eventually, doctors found an antibiotic that did work.
7.1 Using your understanding of natural selection, explain why chloramphenicol
did not control the epidemic mentioned above.
(5)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 8 Adapted from Exemplar, 2011, P1, 4.2 Study the information below on an investigation based on artificial selection and answer the questions that follow. In 1965, an investigation was started to find out if artificial selection could increase the milk yield of cows. In one set of cows, artificial selection for high milk yield was carried out in each generation. This set of cows was called the SELECTED LINE. In the other set of cows, there was no artificial selection. This set was called the CONTROL LINE. Both sets of cows were kept under the same conditions. The average milk yield from both sets of cows that were born in each year from 1965 to 1990 was recorded. The results are shown in the table below.
YEAR OF COWS BIRTH Selected line: average milk yield (litre per kg) Control line: average milk yield (litre per kg) 1965 7,2 1970 8,2 1975 8,8 1980 10,0 1985 9,7 1990 11,0
7,2
7,1
6,0
6,8
6,6
5,8
8.1 Plot line graphs, on the same set of axes, using the information in the table
above. (12) 8.2 Calculate the change in average milk yield (litre per kg) between 1965 and 1990 for the selected line. Show your workings. (3) Question 9 Adapted from March, 2010, P2, 1.4 The diagram below shows a phylogenetic tree based on DNA similarities. The percentage next to each branch shows the amount of difference in the genome (DNA nucleotide sequence) of the two relevant groups.
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9.1 From the diagram, determine how long ago the chimpanzees split from the
line to humans.
(2)
9.2 Which organism is most closely related to humans? (1) 9.3 Calculate the DNA similarity between the genome of the chimpanzee and the
human. Question 10 Adapted from March, 2011, P2, 1.6 Differentiate between: 10.1 Homologous and analogous structures 10.2 Inbreeding and outbreeding 10.3 Study the basic plans of the forelimbs of two different vertebrates shown below.
(2)
(3) (3)
10 3.1 Are the above forelimbs homologous or analogous structures? (1) 10.3.2 Explain your answer to QUESTION 10.1 (2) 10.3.3 Using the labels on the forelimb of a human as a guide, give the names of the letters A and B. (2) 10.3.4 State TWO ways in which the forelimb of the bat is adapted for flying. (2)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 11 Adapted from March, 2011, P2, 4.2 Study the image.
Identify each of the organisms that are represented by A and B Tabulate FOUR observable differences between the skulls of organisms A and B. 11.3 Which organism is bipedal for most of its adult life? 11.4 Explain TWO possible advantages of bipedalism to the organism referred to in QUESTION 11.3. 11.5 Name any TWO similarities between organisms A and B.
11.1 11.2
(2) (9) (1) (4) (2)
Question 12 Adapted from Exemplar, 2011, P1, 3.1 Diagrams A and B below illustrate the skulls of Homo sapiens and Homo erectus. The diagrams are drawn to scale.
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12.1
12.2
12.3
Which of the diagrams (A or B) represents the following: a. Homo sapiens (1) b. Homo erectus (1) Tabulate TWO visible differences between the skulls in diagrams A and B that represent changes in the structure that characterises human evolution. (5) Describe the significance of Homo erectus to the 'out of Africa' hypothesis. (3)
Question 13 Adapted from Nov, 2010, P2, 3.3 Study the diagrams below of the upper jaw, skull and the foot of two organisms A and B. The diagrams are NOT drawn to scale.
13.1 With regard to the drawings above:
(a) Tabulate TWO visible differences between the upper jaws of organisms A and B. (5) (b) Name ONE visible difference between the feet of organisms A and B. (2) 13.2 Which organism (A or B) is more likely to be bipedal? (1) 13.3 Give a reason for your answer to Question 1 (2)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Paper 1 Topic 3: Genetics Question 1 Adapted from March, 2010, P1, question 1.5 Study the family tree below which shows inheritance of the type of little finger over four generations of a family.
Question 1
KEY: - Male with straight little finger - Male with bent little finger - Female with straight little finger - Female with bent little finger
Family tree showing inheritance of type of little finger
1.1 How many members of the family have straight little fingers? 1.2 Is person F homozygous or heterozygous for the type of little finger? 1.3 Which type of little finger is controlled by a dominant gene? 1.4 Explain your answer to QUESTION 1.3. 1.5 In the fourth generation of the family, what proportion will be female with 1.6 a straight little finger? 1.7 Persons F and G are twins. Were they produced from a single fertilised 1.8 egg cell? 1.9 Give TWO reasons based on the phenotype to support your answer
(1) (1) (1) (3) (2) (1) (2)
to QUESTION 1.6.
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 2 Adapted from November, 2010, P1, 4.1 Study the karyotype of a human below and answer the questions based on it.
Question 2
Karyotype of a person with a genetic disorder
2.1 Is this karyotype that of a male or a female? 2.2 Give a reason for your answer to QUESTION 2.1. 2.3 Name the genetic disorder that the individual with this karyotype has. 2.4 Give a reason for your answer to QUESTION 2.3.
(1) (1) (1) (2)
Question 3 Adapted from November, 2010, P1, 1.4 The diagram below shows the offspring of crosses between a pure-bred black coat bull and a pure-bred white coat cow. The coat colours of the offspring of the first and second generations are also shown. Coat colour is controlled by two alleles, one for black and one for white coat colour.
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3.1 Use the letters B and b and state which gene is responsible for the following
(a) Black coat colour (1) (b) White coat colour (1) 3.2 Which animal(s) (1 to 8) in the diagram must be homozygous for coat colour? (3) Question 4 Adapted from March, 2010, P1, 3.1. In rabbits the dominant allele (B) produces black fur and the recessive allele (b) produces white fur. Study the table below showing the genotypes of four rabbits. Rabbit 1 Genotype BB 2 Bb 3 Bb 4 bb
4.1 What are the phenotypes for rabbits 2 and 4 respectively? (2) 4.2 State the genotypic ratio that is shown in the table above (1) 4.3 If rabbits 1 and 4 were mated together and had 12 offspring, how many of
these would you expect to be black? possible phenotypes and genotypes of the F1 generation for fur colour. Question 5 Adapted from March, 2011, P1, 4.2 The table below shows the percentage frequency of human blood groups in the populations of two different cities in South Africa. Human blood groups A B AB O % frequency in population City 1 City 2 25 45 20 10 10 5 45 40
(1) (6)
4.4 Rabbit 2 was allowed to breed with rabbit 3. Use a genetic cross to show the
5.1 Which blood group has:
(a)The highest frequency in City 1 (b)The lowest frequency in City 2 5.2 Plot the data in the table as bar graphs on the same system of axes. Question 6 Adapted from November, 2010, P1, 4.3
(1) (1) (10
The blood bank wants to carry out an investigation to determine the distribution of blood groups of 1 200 learners in a high school. They decide to use a sample to do their investigation in order to save costs and time. They also want to get a reliable result.
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6.1 State any FOUR planning steps that the blood bank should put in place to do
this investigation, before they draw blood from the learners, using a syringe. (4) 6.2 State THREE precautions that the blood bank should take when drawing blood from the learners. (3) Question 7 Adapted from March, 2010, P1, 3.3 Read the passage below and answer the questions that follow. Vaccine-producing bananas Vaccinations protect people all over the world from diseases. Scientists are working on producing a genetically modified banana that will act as a vaccine against hepatitis B, a liver disease that affects more than 2 billion people worldwide. In future, many vaccines and other medicines may be given to people and other animals in easy-to-eat fruit and vegetables.
7.1 State THREE possible advantages of using bananas as a vaccine against
diseases.
7.2 Give THREE reasons why people might be against the use of genetically
(3) (3)
modified bananas. Question 8 Adapted from November, 2010, P1, 4.4
Describe what stem cells are, and give TWO sources from which human stem cells may be harvested. Also explain TWO arguments, with reasons, for the use of stem cells and TWO arguments, with reasons, against the use of stem cells in humans. (12) Synthesis: (3) Note: No marks will be awarded for answers in the form of flow charts or diagrams
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Solutions to Paper 1 Topic 1: DNA, RNA and Meiosis Question 1 (DNA) 1.1. DNA controls the functioning of the cell DNA controls protein synthesis and thereby the formation of proteins and hormones. Stores hereditary information and transmits this information from one generation to the next (mark first two) (2) 1.2. 1- Deoxyribose sugar/Sugar 2- Phosphate 3- Cytosine 4- Thymine (4) 1.3. In the nucleus / mitochondria 1.4. Nucleotides (1) (1)
1.5. A Weak Hydrogen bond. During the process of replication , these bonds break easily, so that each strand can act as a template for a new DNA Molecule. (3) 1.6. A gene is a sequence of nucleotides on a DNA molecule (2) [13] Question 2 (DNA) 2.1. Adenine and Thymine are the same (30.3%) and Guanine and Cytosine are almost the same (19.5 and 19.9%). (2) 2.2. A + T = 31.7 + 31.7 = 63.4% 100 63.4 = 36.6% Guanine = 36.6 2 = 18.3%
(3)
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2.3
Mark allocation: Heading = Correct complement base pairs: o 2 complementary base pairs correct o 4 complementary base pairs correct Correctness of diagram: o Hydrogen bond o correct sugar phosphate sequence o 2 DNA strands/chains/double helix
Any (5)
[10] Question 3 (MEIOSIS) 3.1. B- Anaphase 1 C- Prophase 1 [Do not credit if only anaphase /prophase is given] 3.2 1- Chiasma/Chiasmata 2- Centromere 3- Chromosome 3.3. Testes and Ovaries Mark first 2 [7] (3) (2) (2)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 4 (MEIOSIS) 4.1. 4.2. 4.3. 4.4. C- Spindle/ Spindle Fibre/ Spindle thread D- Homologous pair / Bivalent /Tetrad/ Homologues a) Metaphase 1 b) Chromosomes are lined up at the equator in homologous pairs. Crossing over Homologous chromosomes pair up during prophase 1 of meiosis. The chromatids facing each other with cross at points called chiasmata. An exchange of genetic material will occur between facing chromatids. It promotes genetic variation in the gametes a) 2 b) 2 [12]
(2) (1) (2) (1)
4.5. 4.6.
(3) (1) (2)
Question 5 (DNA RECOMBINANT TECHNOLOGY) 5.1. E A D B F C or A E D B F C (6) 5.2. A ligase enzyme is used to bond the two sticky ends together. (1) 5.3. A bacterium that has had its genetic make-up/gene sequence/DNA changed. (1) 5.4. Extraction from the pancreas is a time consuming process It is a very costly procedure. People may be opposed to using animal products for religious / cultural / ethical reasons. Some individuals may have an allergic reaction to the animal product. Mark first one (1x2) (2) [10]
Question 6 6.1. Since no two people (except identical twins) have the same DNA sequence ,it is possible to use the DNA sequence to identify an individual. (2) 6.2. No. The cheap patties actually match exactly with the Soya and not at all with the beef (3) 6.3. Identification of a crime suspect Location of missing family members Paternity testing Identification of corpses (Mark first 3) (3) 6.4. Unethical individuals could frame other individuals by placing samples of their DNA at the scene of a crime. They could swap laboratory samples used in forensics tests or paternity tests (2) [10]
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 7 7.1. 7.2. Test tube 2 (1) Percentage of A does not equal T and percentage of C does not equal G in test tube 2 , therefore it is evident that no base-pairing has occurred OR The percentages of A is equal to T and C is equal to G in test tube 1, therefore base pairing has occurred. Therefore test tube 2 contains the single stranded DNA molecule. 7.3. DNA 1.Double stranded molecule/paired bases 2. Contains Deoxyribose sugar 3. Contains nitrogenous base Thymine 3. A is proportional to T ;and G is proportional to C. 5. A Longer molecule 6. Helix /Helical in shape (Any 3x2) RNA 1. Single stranded molecule /unpaired bases 2. Contains Ribose sugar 3. Contains the Nitrogenous base Uracil 4. Different relative numbers of A,T,G & C 5. A Shorter molecule 6. Straight /non-helical structure + 1 (Table) [10]
(2)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Solutions to Paper 2 Topic 2: Evolution Question 1 Early Theories 1.1 *Principle of use and disuse/adaptation to the environment * compulsory mark - Structures of individuals in a population that are used more frequently became better/adapted - Structures of individuals in a population that are used less Frequently becomes smaller/disappear max *Principle of inheritance of acquired characteristics * compulsory mark - Acquired characteristics developed by the organism in its lifetime are passed on to its offspring 1.2 Acquired characteristics are not inherited/do not cause any change to the DNA of an organism's gametes (sperms or ova) OR Organisms did not evolve because they wanted to evolve/ Lamarcks theory is deterministic
(6)
(2)
Question 2 Early theories 2.1 some large, some small / some strong and some weak 2.2 - Variation in the wildebeest population* slow and weak, some large and strong were eaten by the lions survive and do not pass on and pass on their their characteristics to favourable characteristics to their offspring max 3 - If this process continues from generation to generation the characteristic of the population will change* * compulsory marks Question 3 Natural Selection 2.1 - There was variationwith regard to the feet within the ancestral duck populations - Some ancestral ducks had skin attached between the toes - As food became scarce/environment changed - Competition for food increased Those ducks which had skin attached between their toes/ desired characteristic could swim better - To secure food and survived - Those ducks that did not have skin attached between their toes were unable to swim well- Did not secure food and died - Through natural selection entire populations of ducks with webbed feet evolved any (7) (1) (1)
(3) (1)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 4 Speciation 4.1
4.2 4.3
Tall plants/shrubs/small trees - On each island there was variation (long and short) in the population of tortoises lived under different environmental conditions different sources of food - After a period of time each group of tortoises underwent natural selection independently - On each island only those tortoises with the characteristics (long or short neck) favourable for its own conditions survived - Continued natural selection resulted in each island having tortoises that are very different from each other/ they differed genotypically and phenotypically - Reproductive isolating mechanisms prevented them from interbreeding even if they are allowed to mix i.e. each is a separate/new species any (6) Lamarck would have explained the long necks of the tortoises as follows: All tortoises had short necks They needed to reach the taller trees and shrubs They thus stretched their necks repeatedly Their necks became longer - Law of Use They passed this acquired characteristic to their offspring Therefore all tortoises have long necks any
4.4
(5)
Question 5 Speciation 5.1 Speciation 5.2 (1)
- In diagram 1 the rabbits were able to interbreed/genes can flow freely in the population - In diagram 2 the two populations were separated by the river/geographic barrier - The two populations cannot interbreed/no gene flow - Within each of the two separated populations there was variation - Each group underwent natural selectionindependently as a result of varying environmental conditions
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za - Each group becomes genotypically and phenotypicallydifferent - In diagram 3 the geographic separation no longer exist - but the two populations do not interbreed/no gene flow even though they can mix - because of the presence of reproductive isolating mechanism - They are now 2 different species any (5) Question 6 Speciation 6.1 Speciation 6.2 (1)
The population of species A has split up into two The sea forms a physical barrier and each group adapts to the new environmental factors Each group undergoes natural selection independently and develops separately Each group may become genotypically and phenotypically different Might prevent them from interbreedingwhen they come into contact again/become reproductively isolated leading to the formation of a new species (5)
Question 7 Present times 7.1 - There is a large degree of variation in the bacteria population - When chloramphenicol was first used, it killed off a large number of bacteria - But some bacteria were resistant to chloramphenicol and survived - Those that survived were able to reproduce - Increasing the population of resistant bacteria - Continued use of chloramphenicol had little effect on the resistant bacteria - Hence the disease reappeared max
(5)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 8 Artificial Selection 8.1
Comparison of the average milk yield in two sets of cows from 1965 to 1990
Average milk yield in litres/kg
12 10 8 6 4 2 0 1965
1970
1975
1980
1985
1990
Year of Cow's birth
Selected
Control
NOTE: If the wrong type of graph is drawn: - Marks will be lost for 'correct type of graph' If graphs are not drawn on the same system of axes: - Mark the first graph only using the given criteria Rubric for the mark allocation of the graph Correct type of graph 1 Caption for graph 1 Correct label for X-axis 1 Graphs labelled/key provided for 2 1 graphs Correct label for Y-axis 1 Appropriate scale for X-axis 1 Appropriate scale for Y-axis 1 Plotting 1 1 to 2 points plotted correctly 2 3 to 4 points plotted correctly 3 5 to 7 points plotted correctly 4 8 to 10 points plotted correctly 5 11 to 12 points plotted correctly (12) (3)
8.2
11, 0 7,2 = 3,8 litres/kg
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 9 Evidence Biochemistry 9.1 5 mya 9.2 Chimpanzee 9.3 98,6% Question 10 Evidence & Terminology 10.1 Similar structures Homologous that evolved from a common ancestor Analogous that evolved from different ancestors Reproduction between organisms Inbreeding that are closely related Outbreeding are not closely related
(2) (1) (2)
(3)
10.2
(3) (1) (2) (2)
10.3.1 Homologous 10.3.2 Are similar in structure (slightly different function) suggesting a similar/common origin/ancestor max 10.3.3 A - Humerus B - Metacarpals/phalanges /carpals 10.3.4 - There is a wing/web of skin between the metacarpals /skin - Forelimb and metacarpals are thin /light - Forelimb and metacarpals are long - Has a large surface area (Mark first TWO only) Question 11 Human evolution 11.1 A Gorilla B Modern human
(2)
(2)
11.2
11.3
(1)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za 11.4 - Allows total awareness of the environment in sensing danger/looking for food - Enables hands to be free to use implements/carry objects or offspring/throw/protect - Exposes a large surface area for thermo-regulation/lose body heat to surroundings in hot conditions/reduce overheating therefore reduce need for water - Display of male/female sex organs as part of courtship behaviour (any 2 x 2) - Capable of upright posture - Long upper arms - Freely rotating arms - Elbow joints allowing rotation of forearm - Rotate hands at least 180 - Flat nails instead of claws/bare finger tips - Opposable thumbs/which work in opposite direction to their fingers - Large brains/cranium compared to their body mass - Eyes in front/binocular vision/stereoscopic vision - Eyes with cones/colour vision - Sexual dimorphism/distinct differences between male and female - Olfactory brain centres reduced/reduced sense of smell - Parts of the brain that process information from the hands and eyes are enlarged - Two mammary glands only (Mark first TWO only) (2)
11.5
Question 12 Human evolution 12.1 (a) B (b) A (1) (1)
12.2 Diagram A 1 Brow ridges more pronounced 2 Smaller cranium/brain 3 Jaw protrudes (prognathous) 4 No obvious chin 5 Elongated cranium 6 Zygomatic arch well developed 1 mark for table + (2 x 2) 12.3 -H.erectus was the first Homo species to move out of Africa. -Their large bodies and well adapted pelvic girdles made them better bipedal runners and walkers over long distances than H.sapiens (3) -Large brains/skulls compared to their body mass -Olfactory brain centres reduced/reduced sense of smell Diagram B 1 Brow ridges less pronounced 2 Larger cranium/brain 4 Not prognathous 5 Pronounced chin 3 Shorter cranium 6 Zygomatic arch less developed (5)
12.4
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za -Parts of the brain that process information from the hands and eyes are enlarged -Eyes in front/binocular vision/stereoscopic vision -Eyes with cones/colour vision -Freely rotating arms -Long upper arms -Elbow joints allow rotation of forearm -Rotate hands at least 1800 -Flat nails instead of claws/bare finger tips -Opposable thumbs which work in opposite direction to their fingers -Upright posture -Sexual dimorphism/distinct differences -Two teats only (Any 4 x 1) Question 13 Human evolution 13.1
(4)
(b) Differences in Feet In A the big toe is close to the other 4 smaller toes/faces forward In B the big toe is apart/opposable from the other 4 smaller toes/points outwards OR In A the heel bone is relatively larger and in B it is relatively smaller OR In A the bones in the foot are straight and in B they are curved OR In A phalanges are relatively shorter and in B they are relatively longer any 1x2 (Mark first ONE only) (2)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za 13.2 13.3 A Foramen magnum in more towards centre of skull in A OR Foramen magnum in more towards the back of skull in B (1)
(2)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Solutions to Paper 1 Topic 3: Genetics Question 1 [Pedigree chart] 1.1 10 (1) 1.2 Heterozygous (1) 1.3 Bent little finger (1) 1.4 Only two parents showing dominant features can produce offspring showing both phenotypes / bent and straight little finger OR Two parents with straight little fingers must be homozygous recessive to produce offspring all with only straight little fingers (3) 1.5 25 % / 1/4 (2) 1.6 No (1) 1.7 - G is male and F is female / different sexes/ non-identical/ fraternal - F has a bent little finger and G has a straight little finger (2) Question 2 [Karyotype] 2.1 Female (1) 2.2 Has two X chromosomes /XX / chromosomes number 23 are similar/ No Y chromosome (1) 2.3 Down's Syndrome/ trisomy 21 (1) 2.4 Carries 3 chromosomes on number 21 (2) Question 3 [Pedigree chart] 3.1 (a) B (b) b 3.2 1 2 8 (Mark first THREE only) Question 4 [Monohybrid] 4.1 2 - Black 4 - White 4.2 4.3 4.4 1BB:2Bb:1bb / 1:2:1 12 / all / 100% (Remember use format) P1 phenotype Genotype Meiosis G Fertilisation F1 genotype Phenotype BB Bb Black and Bb bb White B b x B b
(1) (1) (3)
(2) (1) (1) Black x Black Bb x Bb
Parents and offspring / P1 & F1 Meiosis and fertilisation
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za OR gametes B b B BB Bb B Bb Bb
(1 mark for correct gametes, 1 mark for correct genotypes) Question 5 [Blood groups] 5.1 (a) O (b) AB 5.2
(1) (1)
OR
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NOTE: If the wrong type of graph is drawn: marks will be lost for 'correct type of graph'. If graphs are not drawn on the same system of axes, mark the first graph only using the given criteria. Question 6 [Blood banks] 6.1 Get parental consent / permission from education department Determine what sample size is appropriate Random sample must be taken Arrange for all necessary equipment / personnel/ budget needed to be available Inform school of the day and time that the research will take place Draw up a table / recording sheet to record information (Mark first FOUR only) Personnel should wear gloves Use new syringes / lancets/ cotton wool etc. for every learner tested Have written parental consent from each learner in the sample (Mark first THREE only) 6.2 Question 7 [Genetic engineering] 7.1 Available worldwide Children / people like to eat it Nutritious / contains carbohydrates, vitamins, etc. Can be locally grown (Mark first THREE only) 7.2 Risk to human health not yet known Religious objection to genetic engineering Do not eat bananas/ allergic to bananas Increase price of bananas Shelf life of bananas / vaccine (Mark first THREE only)
(4)
(3)
(3)
(3)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 8 Stem cells Possible answer: rise to different types of cells Source: Embryo / frozen embryo Blood in umbilical cord / cord blood Placenta Bone marrow (Mark first TWO only) Arguments for use of stem cells - Provide replacements for tissues damaged by age / trauma/disease -Used for research to see whether it can cure different diseases e.g. cancer -Stem cells from e.g. the blood from the umbilical cord can be stored when needed in future because it would no be rejected by the body's immune system any 2 x 2 (4) (Mark first TWO only) Arguments against use of stem cells - Expensive research money could be used for other need - Only rich people / expensive can afford to store stem cells for later use - Interfere with creation / Immoral we cannot play God / Relgion / Cultural - Can lead to illegal trade in the placentas of new-born babies to make - Money - Babies conceived and then aborted / abandoned / unwanted to use the stem cells from the placenta any 2 x 2 (4) (Mark first TWO only) Synthesis (15) (3) (2)
(2)
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Paper 2 Topic 1: Life Processes Question 1 Adapted from June, 2009, P2 HG, 1.1.
1.1 Provide the number on the stem where the concentration of Auxin will be
highest 1.2 How will this influence the growth of the stem? 1.3 What conclusion can be made because of this? Question 2 Adapted from June, 2008, P2 hg, 1.1.2 1.1.3
(1) (2) (2)
The tip of an actively growing seedling was removed and then placed on one side of the stem as shown in the diagram below. The seedling was kept in a dark room.
2.1 2.2
Provide a hypothesis for this experiment. Explain the result and conclusion of this experiment.
Question 3 Adapted from Exemplar, 2011, P2, 2.3 A group of Grade 12 learners wanted to investigate the effect of light coming from one direction on the growth of shoots. They planted some wheat seeds in two seed trays and allowed it to germinate. When young shoots appeared above the soil level,
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za the shoots were exposed to light from all directions for three days. After three days, the trays received different treatments as follows: Tray A: The shoots were exposed to light from all directions. Tray B: The shoots were exposed to light from one direction only. The diagrams below show the effects of these treatments. Study it and answer the questions that follow.
3.1 3.2 3.3 3.4
Formulate a hypothesis for the investigation above. (3) Explain why it was important to include tray A as part of this investigation. (2) State ONE conclusion that may be drawn from this investigation. (2) A third tray (C) was set up in a similar way as tray A and tray B. The tips of the shoots were covered with aluminium foil. The diagram below shows the appearance of the shoots at the start and after being exposed to light from one direction only.
What conclusion can you draw from the results obtained in tray C? 3.5 Name ONE use in agriculture of the following: Auxins Gibberellins
(2) (1) (1)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 4 Explain how roots how auxins cause roots to grow downwards (towards gravity). (5) Question 5 The diagram below illustrates the structure of the central nervous system and part of the spinal cord of a person who has had an accident. Study the diagram and answer the questions that follow:
5.1.1 Label numbers 1, 2, 3 and 9. (4) 5.1.2 Give the number(s) of the part(s) responsible for the following responses in this person: (i) Deep breathing (ii) Controlling high body temperature (iii) Increased pulse rate (iv) Loss of memory (8) 5.1.3 In order to determine the condition of the person, a doctor examined fluid taken from between the parts marked 11 and 12. (i) Identify parts 11 and 12. (2) (ii) Name the fluid present between 12 and 13. (2) (iii) Give TWO functions of the above-mentioned fluid. (2) 5.2. Explain how the following affect the nervous system: i) Dagga ii) Tik (4)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 6 Adapted from exemplar, 2011, P2, 1.4 The diagram below shows the human brain (longitudinal section), spinal cord (transverse section) and the right leg.
6.1 6.2 6.3 6.4
Name part 1, 4 and 5. (3) Identify the type of response indicated by the leg lifting up as indicated in the diagram. (1) Explain fully how this response occurs in the body. (5) Tabulate the structural and functional differences between parts indicated by 3 and 4. (5)
Question 7 Adapted from Nov, 2003, Physiology, 1.3 Copy the table below in your answer book. Complete the following table on the human eye by, under A, adding the numbers of the diagram below the table next to the appropriate label and, under B, making a tick () if the statement under B is TRUE or a cross (X) if the statement is FALSE in respect of each part. Part of Eye 1.Vitreous humor 2. Retina 3. Cornea 4. Iris 5. Blind spot 6. Pupil 7. Sclera 8. Lens 9. Conjunctiva 10. Choroid A B = Refracts light rays
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Question 8 Adapted from June, 2010, Biology, 2.1 Study the diagrams and answer the questions.
8.1 8.2 8.3 8.4 8.5
Name the process that accounts for the change from Diagram I to Diagram II. (1) Using letters and names of the parts labelled A to E, describe THREE changes that occur during the process named in QUESTION 8.1. (9) Which diagram (I or II) represents the state of the eye when a person is reading a book? (1) Explain why some people, over the age of 40, tend to wear glasses with convex lenses. (5) How would a blind person be able to read the questions on this question paper? (1)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 9 Adapted from June, 2008, Biology p2 HG, 2.2 Study the following diagram of the human ear and answer the questions that follow.
9.1 9.2 9.3
9.4
9.5 9.6
Identify parts B and G. (2) State the function of each of parts C and E. (2) Explain: (a) Why you can often clear a buzzing/humming in the ear by swallowing. (3) b) Why the membrane labelled F is much larger than membrane C. (2) A dog has lost part A in an accident. Part A is replaced with a stiff, non-elastic, solid plastic structure. (a) Is the plastic structure as effective as the original ear of the dog? (1) (b) Explain your answer to QUESTION 2.2.4 (a). (2) Explain how part D and the retina of the eye function in similar ways. (4) Give ONE reason for part D being spirally shaped. (2)
Question 10 Adapted from Exemplar, 2011, P2, 3.3 Study the diagram below and answer the questions that follow.
10.1 10.2
Identify the parts labelled B, C and F. Explain how the pinna of the ear is suited for its function.
(3) (4) Page 44
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za 10.3 Write the letter of the part which: (a) Contains receptors for balance. (b) Equalises pressure on either side of part B. (c) Transmits impulses to the brain.
(3)
Question 11 Adapted from Nov Physiology, 2003, SG, q4 Study the diagrams which illustrate the endocrine glands in the human body.
11.1 11.2 11.3
Name the one hormone secreted by part labelled 1, 2 and 6. (3) Provide the functions of the hormones secreted by the glands found in part labelled 4. (2) Negative feedback occurs between 1 and 4.Explain this mechanism (6)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 12 Adapted from exemplar, 2011, P2, 3.1 Study the diagram below and answer the questions that follow.
12.1 12.2 12.3
Give labels for the glands numbered 1 and 2. (2) Name hormone A. (1) Describe the negative feedback mechanism that operates when the thyroxin level in the blood is too high, as indicated by process C. (4)
Question 13 Adapted from June, 2010, Paper2 hg, 1.6
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za 13.1 Label layer B and part C. (2) 13.2 Write down the letters of TWO parts in the diagram which are involved in the insulation of the body. (2) 13.3 What will happen to part F on a cold day? (2) Question 14 Adapted from Exemplar, 2011, P2, 3.2 The graph below shows the effect of strenuous exercise, followed by a cold shower, on the body temperature of an athlete.
14.1 14.2 14.3 14.4 14.5 14.6
Which part of the brain responds to the temperature changes that occur at A and B on the graph? (1) What was the maximum temperature reached? (1) For what period of time did the person engage in strenuous exercise? (1) Why should body temperature not be allowed to fluctuate too much? (1) Which diagram (I or II) would represent the condition of the skin after 15 minutes? (1) Explain your answer to QUESTION 14.5. (2)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Paper 2 Topic 2: Environmental Studies Question 1 (Population Ecology) 1.1 Various possible answers are provided for each question. Indicate the correct answer by writing only the letter of your choice next to the relevant question number.
1.1.1 A population consists of A different ecosystems. B communities of different organisms. C individuals of the same kind. D different species. 1.1.2 Which of the following represents a population? A Different types of animals in a nature reserve. B Cats and dogs in the backyard of your home. C All the fish in the sea. D All the trout in the Vaal river. 1.2 Give the correct biological term for each of the following descriptions. Write only the term next to the relevant question number.
1.2.1 The phase during population growth where animals adapt to their new environment. 1.2.2 The maximum number of organisms of a particular kind that can be supported by resources in the environment. 1.2.3 The natural ability of a population to increase in size. 1.2.4 One-directional movement of organisms into a population. 1.2.5 A population without emigration and immigration. 1.2.6 Determining the population size by counting all organisms.
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za 1.3 For each of the phrases in COLUMN I, state whether it applies to A only, B only, both A and B or none in COLUMN II. Write down A only, B only, both A and B or none in the answer book. COLUMN II A. Natality B. Carrying capacity A. Petersen method B. Quadrat method A. Geometric growth form B. Logistic growth form
COLUMN I 1. Maximum number of individuals an environment can sustain 2. Direct technique 3. Displays exponential growth
1.4
Study the diagram below and answer the questions that follow.
D C
B A
1.4.1 Identify the growth from illustrated above. 1.4.2 Identify the phases labelled A to D. 1.4.3 Briefly explain phase A. 1.4.4 Which phase is NOT illustrated above?
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za 1.5 The graph below shows the number of bacteria growing in a nutrient medium which was kept at a constant optimum temperature for a period of 30 hours.
1.5.1 How many bacteria were present at 10 hours? 1.5.2 From the fifth hour, how long did it take the bacteria population to double in size? 1.5.3 At which of the following time periods was the growth rate the greatest? Write only the letter of your choice. A 0 - 5 hours B 5 - 10 hours C 10 - 15 hours D 15 - 20 hours 1.5.4 Give a possible reason for the increase in growth rate for the period mentioned in Question 1.5.3. 1.5.5 For how many hours was the population of bacteria found to be above 4000? (Show calculations) 1.5.6 Give ONE possible reason why the population of bacteria suddenly began to decrease after 25 hours. 1.6 A biologist wants to determine the number of trout in an aquatic population. He caught 25 trout and tagged them. The trout was released. Few months later, he catches 15 trout of which 5 were tagged.
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 2 (Human Populations) 2.1 Various possible answers are provided for each question. Indicate the correct answer by writing only the letter of your choice next to the relevant question number.
2.1.1 What was the population size when the industrial revolution started? A 100 000. B 1000 000. C 1000 000 000. D 2000 000 000. 2.1.2 According to the graph, what event lead to a significant decrease in the human population? A Industrial revolution B Bubonic plaque C Agricultural revolution D Bronze age
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za 2.2 Study the population pyramid of the South African population.
2.2.1 What does a population represent? 2.2.2 What is represented by the horizontal axes? 2.2.3 What is represented by the vertical axes? 2.3 Study the population pyramids of different populations.
2.3.1 What is the percentage of females between 0 - 4 in pyramid A?
2.3.2 What is the percentage of males between 35 - 39 in pyramid B? 2.3.3 What is the percentage difference between age groups 15-19 and 25-29? 2.4.1 What is the age group between 15 - 44 called? Brought to you by Page 52
Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za 2.4.2 Give only the letter of the population pyramid that has: (a) the same natality and mortality rate (b) a decreased natality rate and low mortality rate (c) a high natality and mortality rate (d) the slowest population growth rate 2.4.3 Which population pyramid (only letter) could represent the population of: (a) South Africa (b) Italy (c) United States 2.4 Study the statistics of the South African population. Province Eastern Cape Free State Gauteng KwaZulu-Natal Limpopo Mpumalanga Northern Cape North West Western Cape Total 2.4.1 Calculate the percentage of the population for each province. 2.4.2 Calculate the total South African population. Population size 6 743 800 2 824 500 11 191 700 10 645 400 5 439 600 3 617 600 1 103 900 3 200 900 5 223 900 Percentage
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za 2.5 Study the map of the world that indicates the ecological footprints of the different countries. The darker the colour, the greater the ecological footprint.
2.5.1 What is meant by the term ecological footprint? 2.5.2 State the units that are used to measure ecological footprints. 2.5.3 Which country has the greatest ecological footprint? 2.5.4 Provide TWO possible reasons why the country mentioned in QUESTION 2.5.3 has the greatest ecological footprint? 2.5.5 Which southern hemisphere country has the greatest ecological footprint? 2.5.6 What will happen in South Africa if the ecological footprint is not kept less than the biocapacity? 2.6 Write an essay discussing THREE strategies the learners of South Africa could use to combat (lessen) our ecological footprint on the South African environment.
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za 2.7 Study the population pyramids of different populations.
2.7.1 What colour in the pie graphs indicates numbers of developed countries? 2.7.2 Provide reasons for your answer.
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 3: Community Ecology 3.1 Various possible answers are provided for each question. Indicate the correct answer by writing only the letter of your choice next to the relevant question number.
3.1.1 Which of the following serves as the best example of predation? A Bees visiting a flower B Ticks on a dog C A lion catching a zebra D A birds nest in a tree 3.1.2 Which ONE of the following statements is TRUE about the relationship between a predator and its prey? A There is interspecific competition B The size of the predator population is density dependent and is controlled by the size of the prey population C An increased number of predators causes an increased number of prey D A decreased number of predators causes a decreased number of prey 3.2 Give the correct biological term for each of the following descriptions. Write only the term next to the relevant question number.
3.2.1 An organism that only consumes plant material. 3.2.2 Group of organisms that live off dead organisms. 3.2.3 Type of competition between members of the same species. 3.2.4 Competition between organisms that ensures that the best competitor stays in the environment. 3.2.5 Coexisting of lions and leopards in the same area.
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za 3.3 Study the diagrams below and name the type of social organization and its benefit to the population.
3.4
Study the graph below of the interaction between two populations of mites namely genuss Typhlodromus and Eotetranychus, and answer the questions that follow.
3.4.1 Name the type of interaction illustrated in the graph. 3.4.2 Provide the complete scientific name of the prey. 3.4.3 Provide the complete scientific name of the predator. 3.4.4 What is the number of prey at week 5? 3.4.5 What is the number of predators at week 55? 3.4.6 Describe and explain the pattern shown by the interaction in the graph. 3.4.7 Create a table to indicate the population size of the two species from day 20 to day 40. Brought to you by Page 57
Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za 3.5 Study the diagrams below and name the type of competition with reasons.
3.6
Study the diagrams below and name the type of social interaction is illustrated. Briefly describe the relationship.
3.7
Study the diagrams below and name the type of social interaction isillustrated. Briefly describe the relationship.
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za 3.8 Source: 2011, Life Sciences paper 2 Exemplar, Question 4.2
Read the paragraph below on the culling of elephant TOO HUNGRY, TOO DESTRUCTIVE, TOO MANY: SOUTH AFRICA TO BEGIN ELEPHANT CULL An elephant herd at the Kruger National Park has 20 000 elephants, 5 000 more than is sustainable. Ecologists say the animals' huge appetites and fondness for 'habitat re-engineering' - reducing forests to flatland by uprooting trees and trampling plants - is the main problem. Culling of the excess elephants is seen as an advantage in that it generates revenue for the communities from the sale of ivory and other elephant products. It will also provide meat to the local communities. Alternatives to culling include contraception and relocation of entire elephant families. The removal of fences between the Kruger National Park and parks in neighbouring Mozambique will eventually help with migration into less congested areas. The 1998 figure of 8 000 elephant increased to 20 000 in 2008 and it is expected to reach 34 000 by 2020. [Adapted from The Guardian, 26 February 2008] 3.8.1 Give the main reason mentioned above in support of the culling of elephants. 3.8.2 Name TWO alternatives to culling proposed above. 3.8.3 Draw a bar graph to show the change in the elephant population from 1998 to 2020. 3.9 Source: 2011, Life Sciences paper 2 Exemplar, Question 4.3
Using examples, describe predation, competition and symbiosis, explaining how each interaction influences the population size of the organisms involved.
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 4: Ecology Succession 4.1 Study the diagram below and answer the questions that follow.
4.1
What biological process is illustrated above?
4.2 Differentiate between primary and secondary versions of the abovementioned process. 4.3 What do we call the first species that occupy barren or bare soil?
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Paper 2 Topic 3: Reproduction Question 1 Adapted from Exemplar , 2011, Paper 2,Question 1.5. Study the diagram below of the life cycle of a plant in which the gametophyte generation is dominant
gametophyte spores (n) female male sex organ (n) sex organ (n) cell division A male gamete (n) female gamete (n) process B zygote 1.1. 1.2. Is the life cycle represented, that of a moss or a flowering plant? Name the following: a) Cell division A b) Process B c) Cell division C Is the gametophyte haploid or diploid? Are seeds produced during the life cycle of this plant? (1) cell division C sporophyt e
1.3. 1.4.
(3) (1) (1)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 2 Adapted from February, 2011, Paper 1, Question 3.3. Study the diagram of a flower below and answer the questions that follow
2.1. 2.2.
Label parts A, B and D (3) Describe TWO ways how the structures in a flower are adapted for each of the following: a) Wind pollination (2) b) Insect pollination (2) 2.3. What do the following structures develop into after fertilisation? a) Structure C b) Structure E (2) 2.4. Give the letter/s of the parts that forms part of the: a) male whorl b) female whorl (4) Question 3 Adapted from Feb/Mar 2011, Paper 1, Question 3.1. The diagram below represents the female reproductive system.
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za 3.1. 3.2. 3.3. Label structures A, B and C State THREE functions of D Fertilisation usually takes place at Y. Why will a blockage at X: a) Prevent fertilisation at Y b) Not necessarily lead to infertility Question 4 Adapted from Exemplar, 2011, Paper 2, Question 2.1. (3) (3) (1) (2)
Study the diagram below showing the sequence of events of the development of an ovum in a 28-day cycle
D A
B C 4.1. Identify the following: a) Follicle labelled A b) Structure labelled C c) Process shown at B d) Hormone responsible for the formation of part A e) Hormone responsible for the formation of part C What type of cell division resulted in the formation of part D? If the events shown above took place in a 28 day cycle, state whether fertilisation took place during this period. Explain your answer to question 4.3. 4.5. Explain HOW and WHY the production of FSH is inhibited when fertilisation takes place.
4.2. 4.3. 4.4.
(5) (1) (1) (3) (4)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 5 Adapted from November, 2010, Paper 1, Question 3.1. The diagram below shows part of the female reproductive system. Structures B to G and processes 1, 2 and 3, occurring in the Fallopian tube and uterus are magnified.
5.1. 5.2. 5.3.
5.4. 5.5. 5.6.
Label C and D. State which processes are taking place at 1, 2 and 3 respectively. State how many chromosomes are present in the following structures: a) E b) Each cell of structure G Draw an enlarged labelled diagram of structure F to show its details. State TWO functions of fluid A. Structure B transports substances to and from the foetus. a) Name ONE useful substance transported to the foetus. b) Name ONE waste product transported from the foetus.
(2) (3)
(2) (5) (2)
(2)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 6 Adapted from September, 2009 (Free State) , Paper 1, Question 1.4. Study the diagram below which shows the male reproductive system and answer the questions that follow.
6.1. 6.2.
6.3. 6.4. 6.5. 6.6.
Provide a label for part E. (1) State ONE function of part: a) A b) D c) E d) G e) H (5) Explain the function that parts B and C have in common. (2) Write down the LETTER of the part in which meiosis occurs and name the type of cells that forms at the end of the process. (2) Name the cells found in structure G that are responsible for the production of Testosterone. (1) Describe a permanent contraceptive method in males. (2)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 7 Adapted from June, 2009 (Gauteng) , Paper 1, Question 4.2. The following questions refer to the figures below, which illustrates the changing of hormones; the ovarian cycle and the changes of the endometrium during the menstrual cycle. Study the figures and answer the questions that follow.
7.1. 7.2. 7.3. 7.4. 7.5. 7.6.
Identify the hormones A, B, C and D. Explain why the structure of H changes so much from day 4 to day 28. Give TWO reasons why menstruation takes place. What causes hormone B to peak at day 14. Name the hormone that is secreted by G. Why do the levels of hormone C begin to rise steeply after day 14 on the graph.
(4) (1) (2) (1) (1) (1)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Solutions to Paper 2 Topic 1 Question 1 Plant Hormones 1.1 1.2 1.3 1 It will cause the stem to bend towards the light Stems are positively phototropic (1) (2) (2) Life Processes
Question 2 Plant Hormones 2.1 2.2 Stems are positively/negatively phototropic (3) Result - stem will bend to the left Conclusion - substances which promote growth are formed at the tip of the stem. (3)
Question 3 Plant Hormones 3.1 Shoots will grow towards the light OR Shoots will grow awayfrom the light OR Light has no influence on the shoot
(3)
3.2 It is the control - To verify the results of the experiment./To allow for one variable only. (2)
3.3 Shoots grow towards the source of light.
(2)
3.4 The auxins that make the shoot to grow towards the light is in the tips of the shoots . (2) 3.5 (a) Apical dominance (b) Tall growth of a plant/stimulate seed germination (1) (1)
Question 4 Plant Hormones Under the influence of gravity, Auxins settle at the bottom of the root. A high concentration of Auxins here (in the root) inhibits cell division and elongation. The cells on the upper end grow faster and the root bends downwards. Roots are therefore positively geotrophic.
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 5 Nervous System 5.1.1 1 - cerebrum 2 - cerebellum 9 - medulla oblongata 5.1.2 i) 9 ii) 6 iii) 9 5.1.3 i) 11 - pia mater 12 - arachnoid ii) cerebro-spinal fluid iii) protection distribution of nutrients 5.2 (i) (ii) Mood swings, memory loss Wild rages, anxiety, paranoia
3 - spinal cord iv) 1 (4) (8) (2) (1) (2) (2) (2)
Question 6 CNS Reflex Arc 6.1 1 - cerebrum 4 - motor neuron 5 - cerebellum 6.2 Reflex Action 6.3 When hammer knocks knee receptor converts stimulus into impulse Impulse then taken via sensory neuron And enters the spinal cord via dorsal horn of grey matter Makes a synapse with an interneuron which in turn makes a synapse With a motor neuron which leaves via the ventral horn of grey matter Taking the impulse to the muscle (effector) causing it to contract Pulling the leg up - knee jerk reflex (max 5) 6.4 Sensory neuron Motor neuron Structural differences Unipolar Multipolar Functional differences Transfers impulses from receptors to CNS
(3) (1)
(5)
Transfers impulses from CNS to effectors (5)
Question 7 Eye Part of Eye 1.Vitreous humor 2. Retina 3. Cornea 4. Iris 5. Blind spot 6. Pupil 7. Sclera 8. Lens 9. Yellow spot 10. Choroid A 10 9 1 5 8 3 11 2 9 12 B = Refracts light rays X X X X X X X (20)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 8 Eye 8.1 8.2 (eye) accommodation the ciliary muscles , part A contracts the suspensory ligaments , part B slackens the lens E becomes more convex OR the ciliary muscles , part A relaxes the suspensory ligaments , part B become taut the lens E becomes less convex Diagram II (1) With old age the lens loses its elasticity / the ability to become more convex / ability to change shape image focusing behind the retina/image not focussing on retina The convex lenses of the glasses allows the light rays to converge on the retina thus forming a clear image. It would be in Braille (1)
(9)
8.3 8.4
8.5
(5) (1) (17)
Question 9 Ear 9.1 B: Semi-circular canals G: Auditory meatus/canal 9.2 C: Transmits pressure waves to the perilymph of the inner ear E: Prevents pressure build-up of sound waves / distortion /eases vibrations out of the inner ear/ absorbs vibrations 9.3 (a) - A buzzing sound is caused by a difference in the pressure between the outer and the middle ear - Swallowing opens / closes the Eustachian tube - to equalise the pressure (b) - To amplify sound 9.4 (a) No (b) It is not moveable or flexible for more accurate collection of sound / for finding the direction that the sound is coming from 9.5 - Both receive stimuli - and convert to impulses - which they send through the sensory neuron Any (2 x 2) 2.2.6 - Larger surface area - to accommodate more receptors - fits into smaller area / takes up less space Any 2 (2)
(2)
(3) (2) (1)
(2)
(4)
(2) (18)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 10 Ear 10.1 B - tympanic membrane C - malleus/hammer F - cochlea 10.2 Has many ridges to direct the sound waves along the auditory canal Extends outside the head/large flaps/funnel shaped to trap sound waves (Mark first TWO only) 10.3 (a) D (b) G (c) E Question 11 Endocrine System 11.1 1 - Growth hormone/FSH/LH/TSH/ ADH any 1 2 - thyroxin 6 - adrenalin/aldosterone any 1 Insulin - lowers blood sugar level Glucagon - increases blood sugar level High thyroxin concentration in the blood will stimulate the pituitary gland to secrete less TSH. The lower level of TSH will make the thyroid gland to secrete less thyroxin which will decrease the level of thyroxin in the blood
(3)
(any 2)
(2)
(3) (8)
(3) (4)
11.2 11.3
(6)
Question 12 Endocrine System 12.1 1 pitituary gland 2 thyroid gland
(2) (1)
12.2 Thyroid stimulating hormone/TSH High thyroxin concentration in the blood will stimulate the pituitary gland to secrete less TSH. The lower level of TSH will make the thyroid gland to secrete less thyroxin which will decrease the level of thyroxin in the blood (any 4)
(4) (7) Question 13 13.1 B Epidermis C Erector muscle 13.2 A D 13.3 Constrict
(2) (2) (1) (5) Page 70
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 14 14.1 Hypothalamus 14.2 37,5 oC 14.3 10 minutes 14.4 Most human activities is controlled by enzymes and enzymes require optimum temperatures to function (1) (1) (1)
(1) (1)
14.5 Diagram I 14.6 Blood vessels dilated to bring more blood to the surface and more heat will be lost. OR Increased sweat productionwhich will cool down the body
(2) (7)
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Solutions to Paper 2 Topic 2: Environmental Studies Question 1 (Population Ecology) 1.1.1 1.1.2 1.2.1 1.2.2 1.2.3 1.2.4 1.2.5 1.2.6 1.3.1 1.3.2 1.3.3 1.4.1 1.4.2 C D Lag phase Carry capacity Natality Immigration Closed Census / Direct method B only Neither A or B Both Logistic growth form A - lag phase B - exponential growth phase C - decelerating growth phase D - equilibrium / stationary phase - Organisms are new to the environment - it needs time to adapt to environmental conditions - also new food sources Extinction phase 1000 per mm 2,5 hours C 10 - 15 hours Bacteria have adapted to environment 30 -14 = 16 Exceeded carrying capacity / High environmental resistance MxC N= R N = Population size M = Number captured during first catch C = Number captured during second catch R = Number of tagged organisms 25 x 15 5 325 5 125 trout
1.4.3
1.4.4 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.5.6 1.6
N= =
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 2 (Human Populations) 2.1.1 C 2.1.2 B 2.2.1 Percentage of a specific gender of a population according to different age groups 2.2.2 Percentage of the population 2.2.3 Different age groups 2.3.1 8 2.3.2 4.2 2.3.3 = 4 - 2 = 2% 2.4.1 Reproductive 2.4.2 (a) C (b) B (c) A (d) B 2.4.3 (a) A (b) C (c) B 2.4 Province Eastern Cape Free State Gauteng KwaZulu-Natal Limpopo Mpumalanga Northern Cape North West Western Cape Total 49 991 300 Population size Percentage 13,5 5,7 22,4 21,3 10,9 7,2 2,2 6,4 10,4
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za 2.5.1 The ecological footprint compares human demands with the planets ecological capacity to meet those demands. 2.5.2 Global hectares 2.5.3 USA 2.5.4 It has a great amount of industries Great number of car Not signed Kyoto protocol 2.5.5 Australia 2.5.6 Any TWO of the following: Collapsing fish stocks Diminishing forest cover Depletion of freshwater systems A build-up of pollution and waste, which creates problems such as global climate change 2.6 Write an essay discussing THREE strategies the learners of South Africa could use to combat (lessen) our ecological footprint on the South African environment. Criteria Strategies Discussion Marks allocated 1 One valid strategy Valid discussion of one strategy Significant gaps in logic and flow of answer. 2 Two valid strategies Valid discussion of two strategies Minor gaps in logic and flow of answer. 3 Three or more valid strategies Valid discussion of three strategies Well structured demonstrates insight and understanding of question.
Synthesis
2.7.1 Green 2.7.2 Has smallest population BUT largest consumption AND hazardous waste production Question 3 (Community Ecology) 3.1.1 3.1.2 3.2.1 3.2.2 3.2.3 3.2.4 3.2.5 3.3 C B Herbivore Saprophytes / heterotrophs Intraspecific / intraspecies Competitive exclusion Resource partitioning Fish = confusing predators Zebras = confuse predators African wild dogs = ensure successful hunting Bees = division and specialization of labour 3.4.1 Predation or predator-prey interaction 3.4.2 Eotetranchys sexmaculetus
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3.4.3 Typhlodromus occidentalis 3.4.4 +- 100 3.4.5 +- 12 3.4.6 When the number prey increases there is more food available That means that all the cubs of a lynx litter will receive food and all will reach maturity That increases the predator population As the predator population increases the predation pressure would increasewhich means that the predators will be killing more prey causing a decrease in prey population As the prey population decreases the predators will have less food and their numbers will be decreasing The decrease in predators allows the number of prey to increase 3.5 Lions = intraspecific competition (same species) Lions and hyenas = interspecific competition (different species) 3.6 Mosquito on skin = parasitism (parasite benefits while host is harmed) Nest in tree = commensalism (bird benefits while tree is NOT harmed or benefitted) 3.7 Bee on flower = mutualism (Both bee and flower benefits) Clown fish in sea anemone = mutualism (Both fish and anemone benefits) 3.8.1 Damage to the environment 3.8.2 Contraception Relocation of elephant families Removing fences to allow migration (Mark first TWO only) 3.8.3 Elephant population from 2008 to 2020 Number of elephants
40000 35000 30000 25000 20000 15000 10000 5000 0
1998
2008 Year
2020
Mark allocation of the graph Caption for graph Correct label for X-axis Correct label for Y-axis Appropriate scale for Y-axis Drawing of bars (D) 1 1 1 1 1 mark if 1 to 2 bars are drawn correctly2 marks if all 3 bars are drawn correctly
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za 3.9 Predation o A predator captures and kills other animals (prey) for its food o Example: Lions that capture and feed on antelopes o Prey population will decrease and the predator population will increase Competition o Interspecific competition Happens when large numbers of organisms of different species depend on same resources. Example: Flour beetles One species will decrease in population size while the other will increase o Intraspecific competition Happens when large numbers of organisms of different species depend on same resources. Example: Flour beetles One species will decrease in population size while the other will increase o Intraspecific competition Happens between organisms of same species that share the same available resource. Example: Owls competing for same resources. Stronger owls will survive The owl population will decrease Symbiosis is the close association between two organisms so that one or both benefit o Parasitism One organism benefit (parasite) while the other is harmed (host) Example: Tapeworm and humans The host organisms population size will decrease and the parasite population increase o Mutualism Symbiotic relationship between two organisms in which both benefit Example: Bacteria and roots of leguminous plants Both populations will increase o Commensalism Symbiotic relationship between two organisms in which one benefits without harming the other Example: Sharks and sucker fish/Remora (benefit) The population size of the organism that benefits will increase in size
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Marks Description 3 All three interactions discussed with no irrelevant information 2 Two interactions discussed with no irrelevant information OR three interactions discussed with little irrelevant information 1 One interaction discussed with little or no irrelevant information OR two interactions discussed with little irrelevant information 0 Not attempted/nothing written other than question number/no correct information Question 4 (Ecology Succession) 4.1 4.2 4.3 Ecological succession Primary is when the soil has never supported life but secondary referred to succession where the environment has been damaged Pioneer species
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Solutions to Paper 2 Topic 3: Reproduction Question 1 1.1. Moss 1.2. (a) Mitosis (b) Fertilisation (c) Meiosis 1.3. Haploid 1.4. No Question 2 2.1. A- Petal B- Anther C- Stigma (3) a) - The pollen grains are light/smooth and dry and float easily - The anthers hang out of the flower / have tall stamens .This will allow for the wind to easily carry off the pollen grains. - The stigmas are large and feathery/sticky , which helps to trap the pollen grains easily - The flowers produce large amounts of pollen , to increase the chances of pollination Mark first TWO only (2) b) - The flowers are brightly coloured and scented to attract insects . - The flowers are usually large /smaller flowers are grouped together to be more attractive to the insects . - The pollen grains are rough and /or sticky so that they can easily become attached to the insects. - Some flowers have special mechanisms that allow the stamens to touch the body as soon as an insect lands on the petals. - The flowers have a larger area that serves as a "landing pad" for insects Mark first TWO only (2)
(1)
(3) (1) (1)
2.2.
2.3. a) Seed b) Fruit 2.4. a) B b) C D E Question 3 3.1. A- Fallopian tube/ Oviduct B- Ovary C- Vagina - Encloses and protects the developing embryo/foetus - Forms part of the placenta (4) (2)
(3)
3.2.
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za - which provides for the nutrition/gaseous exchange /excretion of the embryo - Allows for implantation /attachment of the embryo - Contracts during labour for childbirth Mark first THREE only 3.3. a) The sperm will be prevented from reaching the ovum /prevents the ovum from travelling along the Fallopian tube (1) b) The ovum produced in the other ovary can still be fertilised in the other Fallopian tube. (2) Question 4 4.1. (a) Graafian follicle (b) Corpus luteum (c) Ovulation (d) FSH (e) LH Meiosis No
(3)
4.2. 4.3. 4.4. 4.5
(5) (1) (1)
If fertilisation occurred the corpus luteum would stay intact and not be destroyed (3) If fertilisation occurs high levels of progesterone enters the blood The high levels of progesterone inhibits the production of FSH Low levels of FSH stop the development of a ovum inside a Graafian follicle No ovulation occurs when the individual is pregnant (4)
Question 5 5.1. 5.2. C- Endometrium /Uterine wall D- Ovary 1- Ovulation 2- Fertilisation 3- Mitosis a) 23 b) 46 / 23 pairs
(2)
(3) (2)
5.3.
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za 5.4.
5.5.
5.6.
(5) - Acts as a shock absorber /prevents physical or mechanical damage - Protects the foetus from drying out - Insulates the foetus against temperature fluctuations - Allows foetal movement for growth and development Mark first TWO only (2) a) Oxygen (Dissolved) food (examples ; glucose ,amino acids , water) Antibodies Nutrients Mark first ONE only (1) b) Metabolic waste Carbon dioxide Nitrogenous waste/ (examples urea, ammonia, uric acid) Water Mark first ONE only (1)
Question 6 6.1. 6.2. E - Vas deferens /Sperm duct (1) (a) A Stores urine, temporarily (b) D carries sperm and urine out of the body (c) E carries sperm from epididymis to urethra (d) G produces sperm and male sex hormones (e) H Holds the testis away from the body to lower the temperature for optimum sperm production/acts as temperature regulator (5) Both these glands provide secretions that help with the production of semen/aids the efficiency of sperm (2) G , haploid spermatids/sperm cells (2) Cells of Leydig /Interstitial cells (2) Vasectomy The Vas deferens/sperm duct is cut/severed thereby preventing sperm from entering into the ejaculatory duct/urethra (1)
6.3. 6.4. 6.5. 6.6.
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Life Sciences Paper 1and 2 Exam Revision Learners Guide Spring School October 2011 www.learnxtra.co.za Question 7 7.1. A- FSH B- LH C- Progesterone D- Oestrogen (4) H represents the thickness of the endometrium / uterine lining. Around day 5/6, which is just after menstruation, the lining starts to build up again, as the levels of oestrogen start to increase / This is to prepare the uterus for implantation of a zygote. (1) A decrease in progesterone levelsdue to the disintegration of the corpus luteum causes a shedding of the endometrium as fertlisation did not take place Mark first TWO (2) A decrease in oestrogen, (after ovulation) (1) Progesterone (1) Ovulation has occurred and the ovum is now in the Fallopian tubes. If fertilisation should occur, the endometrium must be ready for implantationProgesterone is responsible for the thickening of the endometrium Mark any 3 (3)
7.2.
7.3.
7.4. 7.5. 7.6.
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Life Sciences Paper 1 and 2 Spring School 2011 3rd 7th October Learners Guide

Physical Sciences Paper 1: Mechanics

Maths Paper 1: Functions Maths Literacy: Financial Maths

1.1. 1.2. 1.3. 1.4. 1.5. 1.6.

PERCENTAGE OF NITROGENOUS BASES IN DNA SAMPLE

Human liver cells Yeast

2.1 2.2 2.3

3.1 Identify the stages B and C.

by the sequence of events (1)

shown in DIAGRAMS 1, 2 and 3 above.

6.1 Name the evolutionary process that resulted

from the continental drift (1) (5)

did not control the epidemic mentioned above.

(2) (9) (1) (4) (2)

13.1 With regard to the drawings above:

Family tree showing inheritance of type of little finger

(1) (1) (1) (3) (2) (1) (2)

Karyotype of a person with a genetic disorder

(1) (1) (1) (2)

5.1 Which blood group has:

(1) (1) (10

modified bananas. Question 8 Adapted from November, 2010, P1, 4.4

(2) (1) (2) (1)

(3) (1) (2)

Question 5 Speciation 5.1 Speciation 5.2 (1)

Year of Cow's birth

11, 0 7,2 = 3,8 litres/kg

(2) (1) (2)

(3) (1) (2) (2)

Question 12 Human evolution 12.1 (a) B (b) A (1) (1)

(1) (1) (3)

(2) (1) (1) Black x Black Bb x Bb

Parents and offspring / P1 & F1 Meiosis and fertilisation

(1) (2) (2)

3.1 3.2 3.3 3.4

(2) (1) (1)

6.1 6.2 6.3 6.4

8.1 8.2 8.3 8.4 8.5

9.1 9.2 9.3

(3) (4) Page 44

11.1 11.2 11.3

12.1 12.2 12.3

Question 13 Adapted from June, 2010, Paper2 hg, 1.6

14.1 14.2 14.3 14.4 14.5 14.6

2.3.1 What is the percentage of females between 0 - 4 in pyramid A?

What biological process is illustrated above?

(3) (1) (1)

4.2. 4.3. 4.4.

(5) (1) (1) (3) (4)

5.1. 5.2. 5.3.

5.4. 5.5. 5.6.

(2) (5) (2)

6.3. 6.4. 6.5. 6.6.

7.1. 7.2. 7.3. 7.4. 7.5. 7.6.

(4) (1) (2) (1) (1) (1)

3.3 Shoots grow towards the source of light.

Transfers impulses from CNS to effectors (5)

(5) (1) (17)

(3) (2) (1)

Question 12 Endocrine System 12.1 1 pitituary gland 2 thyroid gland

(2) (2) (1) (5) Page 70

1.4.4 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.5.6 1.6