RRA bie] FOR TEACHERS’ USE ONLY Marks Paper | Section A “Terms with *, mark deduction / no mark for spelling error. 1. @_“sporangium (1), produce spores (4), for formation of gametophytes / propagation / ™% reproduction of species (4), and disperse the spores (4) (&) diploid (4)/2n % O.1=3 marks 2 Yomark for each correct number @ 7 (b) 1G not accepted because photosynthetic cells do not undergo alcoholic fermentation) © 3 (8 (also accepts 1 or 7) (©) 10 (also accepts 1, 3 oF 7) © 2 = marks 3. @)— testis (1) o) ©) BC) 2) 0 Spermatozoa (4) in centre of seminiferous tubule in B (4) (©) *olicle stimulating hormone (1) / testosterone / *Iutcinising hormone / interstitial cel Q stimulating hormone (NB. FSHLHICSH (%) 4. (@) predator-prey relationship (1) /X preys on Y a (©) Yand X out of phase (4) +at least 2 oscillation cycles are shown (4), peak for Y higher then that of X (4), 2 curves correctly’ labelled as X and Y (4) (exes without labels ~16) @ Time > Gi) Both X and Y would not die out completely (1) / X and Y would show oscillating cycle pattern. In the natural environment, asthe population density of Y falls, it would be difficult for X to locate ¥ (1) /less food is available for X / ) X may prey on other available food source other than Y. When X falls in population, Y will take chance to proliferate (4) and this is followed by an . increase in X population as more food is available (4). a= 6 marks 5, Group T Function fany 1, 1 mark each) @_ | *Annelida (1) | maintains body shape 2 also accepts + muscles of body wall ats on coelomic fuid *Annelids) to bring about locomotion . + support * protection S9-AL-BIOI-8 TRA REM! FromFi pray eghi - FOR TEACHERS’ USE ONLY . Marks 0) “Cnidaria (1)/ ‘ catching prey / feeding = a “Coelenterata defense / protection et? : (also accepts — cree semen ee *cnidarian(s)/ *Colenterate(s)) (deduct ¥ mark ifno tabulation) I?) QS=4marks 6 (@) Concentration of sucrose solution decreases in A ('4) and increases in B (14). 1 ‘The water potential gradient between the water and the sucrose solution in A is more than that beween the water and the sucrose solution in B (1), +because the sucrose solution in max. 3 A is more concentrated than that in B (14). This causes water to enter A by osmosis (1), and creates a hydrostatic pressure / pressure potential / turgor pressure in A ('4) which causes the sucrose solution to move along the glass tube to B (1). Water is forced out of B (4). @ (—) "Mass flow (1) hypothesis a (©) A-photosynthetic leaf (4) B - storage organ ('4)/ growing point / fruit / seed/ young leaf a) ‘glass tubing — phloem (14) Q.6 = 614 marks 7. (@) —_L controls voluntary motor functions whereas 2 controls involuntary motor functions (1) / a reflexes. (©) when CO; concentration in blood rises (1), H’ concentration in fluid in brain increases / “ pH decreases, detecies hy 3 ('4) impulses will be sent from 3 (4) to the diaphragm (14) and intercostal muscle (14) causing them to contract faster and more powerfully (1). (© oxytocin (1) Q) QT = 6 marks 8. squid ~ jet propulsion (1) / strong contraction of muscles of mantle to squeeze the water out of" (max.2) ‘mantle cavity through siphon, jerky movement (1) / darting undulation of lateral fins (4), cruise / hovers / propels slow forward movement (14) fish lateral undulation of the tal (1) / posterior part of the body / whole body, (max. 2) or lashing fom side to side from front to rear, ‘alternate contraction of muscles on both sides of the body, to bring about smooth (4) forward movement (4) flapping of pectoral fins (4), forward movement (4) / turning Qs =4mars 9. 1 = endosperm (1), provides food for respitatios (%4) and growth (14) during germination @ 2— *coleoptile (1), protects plumule when it emerges through the soil during germination (1) = A marks Possible total max. : 19% marks) 99-AL-BIO 1-9 A pRaXeGsE] FOR TEACHERS’ USE ONLYRRA hi SA “FOR TEACHERS’. USE-ONLY - Marks Paper 1 Section B- BI : Terms with *, mark deduction / no mark for spelling error. 10. (a) Station D has the (4) andl (4). Thisis @ because the Tun-off from Pearl River (4) and the gulimmmllitmmmmaiag increases the suspended solids (1). (b) biocisiss ion / abundance / quantity (/4) of micro-algae (4) a Mes ee (not aceep een pa (© @ because TN and TP 1, chlorophyll a T (1), TN and TP provides 2 auarients (4) for growth of phytoplankton (14) (ii) increase in chorophyll a means more photosynthetic activity (1) which ) liberates more O; (4) (Gi) — tow salinity (4) and QBS) zy WEED crow / survival of % (2) 5 light ivity of the 1M micro-algae (1), -.low lever of DO ('4) (NB. No mack if no explanation) : (@ Station B (4) : 4 (Any wo of the following, 1'4 marks each) 3 Among the 3 stations : - Bhas th of eutrophication / QMIMIMINM), because it has the lowest FN (1) / low TP — Bhs the lowes), QIN fish will not be clogged by sediments yt a v 2 - Bhes a relatively bigN JM (14), essential for respiration of fishes (1) - Bis away from heavy marine traffic routes (14), . fish farms will not be dismarbed (1). (N.B. 1. Merk given to the first two reasons only. C4 2 Donot accept station C because : it has high SS, itis siruated in the Victoria Harbour where traffic was heavy and it has a low salinity which is not suitable for marine fish culture.) (©) (Anytwo of the following, 1 mark each ): @ ~ Increase sewage treatment capacity Increase efficiency of sewage treatment processes ~ Export of treated sewage effluents to another catchment / longer pipelines for disposal of treaied sewage ~ Proper / adequate sewage disposal for unsewered villages at Station A ~ Improved management of industrial effuent ~ Legislate control on all effluents by sevting minimum standards of TN and TP in affluents Page total = 5% Question Tota 99-AL-BIO 1-10 APRA hsk FOR TEACHERS’ USE ONLYFERSxAT SE FOR TEACHERS’ USE ONLY both increase uth He Aame no. Matis 11. (@) The initial viability (from day 0 to day 1) was theqummm @ (1). But from-day 1 onwards, the SM in field Roi! Gy rheir (1) / some seedling eventually all seedlings died on the 7* day (1). In field A soil, the lity of the seedlings increased continually ('4) and reached a maximum on the 7 day ('4). [Bonus : death rate of seedlings in field B soil > germination rate (1) after day y Page total (Poss. Page total Grow tr. zs ¢ @) taxonomic group | reasons (T= Bacteria (4) q Tange is that of bacteria (4), % [K = Fungi (%4) (A) % @ Page total=3 © @ eee (1) so thatthe effect observed in @ various treatments is due tothe addition of the micro-organism(s) (1) ‘not affected by other organisms. a Comparison ofthe results Effect of J and/or K of the weatments on the rice seedling The viability of seedlings InP Wis harmfghg the rice Q&P raised to 100% but that of Q 2 [dropped t0 0% (1). |The viability of the seedlings in a R&P |both treatments reached 100% (1)/ are tel [The viability of the seedlings a Is and others |reached 100% as in treatments P jana 8.1) with slower rete, 1) (Gi) The findings support hypothesis I alone v 0) wy) J toxic chemical / chemicals @@aligy around the a) ‘seedlings (1) / K outcompetes J for the binding site on the rice seedlings (1) ‘/K outcompetes J for essential nutrients (1) or K outcompetes J/K inhibits the growth of J Page total = 10 Question total = 17 99-AL-BIO1-11 CORR Sb eR Zens FOR TEACHERS’ USE ONLYSUR ay a SSpl FOR TEACHERS*USE ONIY a wine ne ey Paper I Section B~B2 == ew ~ - 12. (a) (Any 3 of the following, 1 mark each) - - . the concentration / amount of: = fumarate 6) ~ FADH; a = succinate - FAD - cee (b) = alll enzyme molecules are saturated with substrate molecules (1) / All active sites are saturated with substrate molecules (1) / enzyme is limiting ~ FAD is limiting (1) / FAD is not sufficient to accept the H from @ succinate (1) Page total = 5 (©) @__ Malate slows down the reaction (1) o (ii) As reactions in the Krebs cycle proceeds (4), malate concentration will increase ('4). Malate is stucturally similar to succitiate (14), hence will ‘compete with succinate (4) for binding to the active site on succinate dehydrogenase (16) / malate is a competitive inhibitor (1). This slows a) down the reactions in the Keebs cycle (14). Malate concentration is in (Bonus = 5) tum lowered (4). Inhibition is removed (1), reaction rate in the Ksebs ceyele increases again (%4). (Bonus : negative feedback (14)] Page total= 5% (Poss. page total = 6) Question Total = 10% (Poss. Question Total= 11) 99-AL-BIO | -12 CORR 2h em SRB FOR TEACHERS’ USE ONLYBR Schl FOR TEACHERS’ USE ONLy Marks. 3B @ @ Species A Species B ny long-day plant (1) short-day plant (1) 2 lay BO) 1 6) 100 (1) 80(1) 2 lo 110(4) 90(4) 1 © (i) leaves are the receptor of light (1) w Page total =7 ©) @ () ~ No(4. The number of day with natural daylength that meets e%) the requirement of A (ie. 240 days of 13 hours daylength / 160 days of 14 hours daylength) is less than that required for A to yield flower. (1 mark for correct concept, 1 mark for data ‘quoted) @) ~ Natural daylength throughout the year is Tamas 1 (QM) / Tess than the critical daylength of 15 hours but more than 8 hours. ~The naural daylength throughout the year QI the 1 photoperiodic mE of species B (1). Q) Gi) (1) Feb. 101) Q Page total = 5% (2) A: to extend the, }) with artificial lights mw (ioaot (or ~ Use flashes of light to interrupt / break period of darkness from Jan 31 to April 21, so that the period of continuous darkness is less than 9 hours (24 hours ~ 15 hours)) B: to decrease daylength to 14 hours (1) after April 11 / April 12 % 10 May 11 (1) by covering the plants with black cloth (14) =5 Question total = 17% 99-AL-BIO 1 = 13 RR ax hish) FOR TEACHERS’ USE ONLYFBR Save] FOR TEACHERS’ USE ONLY Paper2 Section A 1 @ 4 ‘Any four of the following, 1% marks each : (Accept correct altematives) = Universal solvent (14) / high polarity, facilitates chemical reactions (1) / serves as transport ‘medium / medium for chemical reaction to take place = Adheres and coheres (4)/ high surface tension and adhesion, allows formation of a continuous water column in plants (14) for water transport (4) — High specific heat capacity (4), helps keep temperature stable whichis essential for a stable Properties & environment for aquatic life (1) ete me = High latent heat of vaporization (4), increase heat loss / cooling effect in mammals through B30 .halps © ~~ Seating and plant trough wanspiration (1) ), — High latent heat of fusion (4), aquatic environment and cell contents are slow to freeze in cold 8 eather (1) Rea OR High transparency (V4), allows light penetration for photosynthesis of submerged: plants (14) / Yew. ‘won for aquatic animals 4) — Freezing properties of water (14), density of water decreases on freezing, thus ice floats, allows -Epuatc eaves a survive in cold region (1) — ewe lncompressibility of water ('4), provides turgidity for plants (14) and support for animals with _— hydro-skeleton (4) Xerophytes live in dry areas (14) / where soil water is scanty / inadequate water supply. Halophytes live in areas with a high salt content in the soi (¥6). Both habitats have low water potential in the soil (1), this makes the osmosis of water into the root difficult (1). / Both ‘experience difficulty in water acquisition from the environment. Xerophytes are faced with an environment where air humidity is low, this creates stress due to” excessive transpiration (1). Halophytes also need to get rid of excess salts that enter from the environment (1) in order to maintain constancy in the osmotie environment ofthe cell. (Bonus: Halophytes are even faced with the problem of water loss from the root to the soil (1).) ‘Xerophytic adaptations -Halophytic adaptations (mst give 3 ways to get max. mark of 3) (ust give 2 ways to get max. mark of 2) = Mo reduce water loss ('4) = oreduce water loss ('4) stomata are sunken (4) / in depressions leaf with thick and waxy cuticle (Gtomatal crypts) “so that the diffusion “ od) gradient of water vapour between the leaf erect leaf (14) to reduce light / interior and the exterior is reduced ('4) heat absorption (4) «© epidermal hairs (4), this traps water vapour in the vicinity (4) of the leaf, “so that the - to conserve//store water (14) diffusion gradient between the leaf interior «succulent Jeaf(14) and the exterior is reduced (16) ‘© rolling of leaf lamina (4) / leaf modified to. — to secrete / remove salt (4) needle-like to reduce surface area for © possess salt gland (14) in leaf (14) w transpiration (4) ‘thick cuticle on leaf surface ('4) to keep the — actively extrude salt out of root (1) moisture / water proofing (74) 7 ‘© stomata open at night and close at daytime in some desert plants (4) = to-conserve / store water (4) © succulent stem / leaf (14) 10 obtain water (14) Jt * deep root system (4) / extensive but shallow root system (NB.*,": mark to be given once only ) 99-AL-BIO 2-17 ARR ax hh] FOR TEACHERS’ USE ONLY (max. 6) max, 2 ‘max. 1 —Bonus 1. max. 3 +Bonus = 4 max. 5 N ‘(max. 8) (#Bonus = 9)Fa pRaVeiSs— FOR: TEACHERS’ USE ONLY: : Maks: (©) Skin (%4)- keratin layer ('4) / outermost layer of epidermis has cornified cells, that is waterproof 1% (4)// prevents water loss : : = sebaceous gland secretes oil (14), enhances waterproofing property (4) a.svsrys" 1 ‘Sunken respiratory surface (1) ~ lung / alveoli are not exposed / sunken into the chest, thus water Joss from the moistened respiratory surface is kept wo a 2 minimum (1) Lay Loopof Henle is long (1) countercurrent multiplier effect is magnified / achieved (1), * * imensifies the osmotic gradient between the medulla and the collecting duet contents (1), maxe water is reabsorbed (14) / hypertonic urine is produced (Do not accept role of colon in water reabsorption because this is not an essential feature.) . (ax. 6) how te Conserve werer Question Total : 20 S9-AL-BIO2~ 18 CI pp ah eieRY§ FOR TEACHERS’ USE ONLY@ (b) mmtuchnorte AEA views BIG 7 RRA FOR TEACHERS’ USE ONLY- Marks Drauing: rod shape showing the double envelope and cristae (1) . cae nee Labelling :(% mark each) : outer envelope ae a inner membrané 222 = s - cristae “:* a ‘max. 2 matrix ribosome (accept other correct structures) partocnendia A bacteriann AY AAA L XR —>— @)— Similaitis : = similar size range (1) / visible under light microscope ~ both rod-shaped (4) = both possess membrane (1) (max. 4) = both contain respiratory enzymes ('4) for aerobic respiration (14), and electron carters (4) to carry out oxidative phosphorylation (1) (N.B. if state for energy / ATP production, 4 mark only) {accept correct alternatives) Gi) ‘Necessary stmctural changes : = oss of bacterial cell wall (1 max. 3 = develop into a double-membrane structure / addition of a membrane (1) ~ modify the bacterial membrane to become the highly folded inner membrane, i.e. cristae of mitochondrion (1), with the function to increase surface area for accommodating the respiratory enzyme (1) (also accepts degeneration of flagellacilia) a = loss of parasitism / get rd of any harmful effect on host cell (1) = be able to establish interdependence with host cell / mutualistic relationship with 2 host cell (1) / gain raw materials from the cytoplasm of host cell (14) and supply energy to host cell (14) - oO (Candidates must answer he three aspects asked to sore fll ark of 8) a 3 ‘Size : viruses are much smaller then mitochondria (4), EM ~ electeatte microscope ‘Stmucture : Was, = not necessarily rod-shaped (diverse forms),|mitochondrion usually rod-shaped (1) = genetic material is enclosed by a protein cdat (1) but not membrane (1) max. 3 = genetic material may be DNA or RNA, not necessarily DNA (1) — no ribosome / other structures on mitochondria (1) fen wi : a = virus upon infection, injects genetic material into host cells (1), then uses host rachinery and materials (4) for replication (4) / multiply, forms protein coat and virus particles (1), which then assemble as virus particles (4) causes lysis of host cell (1) (NB. if state killing the host cell (4) only) = mitochondrion is vital to the cell in providing energy for cellular metabolic processes (1) / virus cannot provide energy or ATP forthe cell (max. 8) Question Total : 20 99-AL-BIO 2~ 19 APAhisei FOR TEACHERS’ USE ONLYFl PRET SSE FOR TEACHERS’ USE ONLY. * 5, Candidates to answer all aspects, Le, causes and mode of transmission of ech type of disease to scare fll + mark of 6) Maks @ 7 : Causes: Causs(m83): eerie. Qpan © pathogen (I) / any 2, % mark| ~defeet in genome / genetic material (4), max4 tach: bacteria, viruses, fungi induced (/) or spontaneous (4); gene mutation © = poor personal hygiene (4) / poor (A) due to changes in base sequence (A); health / contaminated chromosome mutation (16), due to changes in «> eavironment shromosome mumber and /or structure (4) Mads of ransmission (max. 3): Modes of transmission: ete . = inhalation of airborne pathogen | from generation to generation through gametes max. 4 a). a = body fluid contact (1) / sexual contact (%4) / blood contact / saliva contact & = veetor (14) which includes insects Fanimals (°4) how to dotench fe pothogen (bo) —_-Anythree of the following , 2 marks each = dead cells of epidermis of intact skin (1) provide physical barrier (1) = secretions from sebaceous gland (1) ~contains substances that inhibit growth of microbes (1) ~ mucus in respiratory tact (1) ~ traps and stops pathogen from entering the body (1) the respiratory tract (1) ~ sweep pathogen out of body (1) ~ gastric / digestive juice in stomach (1) ~ strongly acidic, kills ingested pathogen (1) / proteases (14) ~ digestive juice (1) ~ protease (4) kills ingested pathogen (14) = hair at nasal passage (1) ~ acts as filter to trap air-bome pathogen (1) (accept other correct alternatives) 2 2 2 2 ‘Deduct | mark for incomplete sentences, denote as P = (rmax. 6) XX is female (4) 1 XY ismale ('4) sex linked means the gene responsible for the disease ison either the X or Y sex chromosome in 1 human (1) ‘A mother only transmits X sex chromosome to offspring (M4). A father segregates either X or Y 1 sex chromosome to an offspring (4). ‘A dominant allele will always express its phenotype in both a male and a female individual (4). 1% A recessive allele will also express its phenotype in a male individual (14) but it requires homozygosity for expressing the controlled phenotype in a female individual (14). a2 99-AL-BIO 2-20 Ape axe Bl FOR TEACHERS’ USE ONLY7 FBR Se ASEI FOR TEACHERS’ USE ONLY Marks Carte disease-causing allele is Y-linked (),) it is expected that all male progeny of an affected father will be affected individuals (1). 3 However, from the pedigree, male individual 6 in F, was not affected although his father : Gadividual 2) was affected (1). Thus, the disease-causing allele is not Y-linked (4). Or it is expected that all affected individuals must be male (1). However, ftom the pedigree, female individuals 4 and in F, and female individuals 11 and 12 in F; were also affected (1). Thus, the disease-causing allele is not Y-linked (4). ( if the disease-causing allele is X-linked and recessive (/4))) itis expected that all affected females inherit the disease-causi mother (1). However, from the pedigree, affected female individuals 11 and 12 in F, were 3 fathered by unaffected individual 3 and affected mother 4 (1). Thus, the disease-causing allele is not recessive X-linked (4). Or it is expected that an affected female produces affected male progeny (1). However, from the pedigree, male individuals 9 and 10 in F, were unaffected, and they were sons of the affected ‘mother (individual 4)(1). Thus, the disease-causing allele is not recessive X-linked (14) ( tthe disease-causing allele is X-tinked and dominant (4), ) itis expected that an affected son must inherit his disease-causing allele from his mother who is an affected individual too (1). However, from the pedigree, affected male (individual 7 in F, ) 3 ‘was mothered by unaffected individual 1 (1). Thus, the disease-causing allele is not dominant X-linked (4). Or : itis expected that the female progeny of an affected father will be affected (1). However, from the pedigree, female individuals 15 and 16 in F, were unaffected although their father (individual 7) was affected (1). Thus, the disease-causing allele is not dominant X-linked ('4). ‘Thus, from the above deduction, the disease-causing allele is neither X nor Y-linked. max: 6 (Accept alternative approach that is correct) 9-AL-BIO 2-21 © BR ao fj SRI FOR TEACHERS’ USE ONLYFBR aves Hl FOR TEACHERS’ USE ONLY Paper2_ Section B 4, Nervous co-ordination. (mar. 13) . (1) Cold. Siess results in discharge of sympathetic auiput (1) / efferent impulses, from the 2 ‘bypothalamus (1) : . this causes vaso-constriction of the skin arterioles (1), decreases blood flow to the 3 . skin (I), ®reduces heat loss (14), this conserves body temperature (14) © erector muscle at the hair follicle of the skin contracts (1), hairs erect (4) 1% © leading to shivering response of skeletal muscles (1), *more heat is produced (¥4) to ‘Keep the body warm ('4) 2 (2) As the man is frightened, sympathetic output increases (1), this increases heart rate (1), “this increases the delivery of more blood to the muscles (1), provides for more Os (4) / nutrients / 4 respiratory substrates, for liberation of energy (4) (3) _Body-curls up as a voluntary response to cold stres (1) to reduce surface area for heat loss (1) 2 (4) _Doexercise (1) to generate ® more heat (4) to keep body warm (14) 2 (Accept correct altemative answer) max. 2 Hormonal co-ordination (max. 13) : (1) As the man was hungry, low blood glucose (1) : i © stimulates secretion of glucagon (1) from a cells (¥4) in pancreas (14), increases breakdown of glycogen into glucose (1) in liver ('4); hence blood glucose level 4 restores to normal (1), ensures glucose supply provided to cells (1) for energy production (14) to raise body temperature to normal (i) / ensures glucose supply to cells (/4) to maintain basic needs (4) © inhibits secretion of insulin (1) from B cells (4) in pancreas (14), slows down the 3 uptake of glucose by cells (1) (2) Asthe man was frightened, adrenalin secretion increases (1), from the adrenal gland (14). This M stimulates the breakdown of glycogen to glucose (1), thus extra glucose will be supplied to the cells to deal with the stressful situation (1) () Increased adrenaline secretion also increased heart rate (1), (Bonus : under sympathic i stimulation (1) ) this inereases the delivery of more blood to the muscles nae (4) Mention of stress hormones e.g. ACTH, cortisol, their sites of production, their actions e.g. aA glycogenotysis max. 13 (N.B.',9,% : mark to be given once only) Question Total : max. 20 If 75% of the answer is in flowchart form, deduct 4 marks 99-AL-BIO 2-22 CIR av eiZ8R| FOR TEACHERS’ USE ONLYgtractore rote & nuckete _cactch S. Structure a Monomer @ strand ) @ Boneh Oe Pace owmnd, ces % of ” pdynaphde BRS eve BI FOR TEACHERS’ USE ONLY Both are polymers (14), monomer for (nucleic acids nucleotide (4) made up of a purine (14) (oF pyrimidine base ('4), 2 phoSphate / phosphoric acid (14) and a penta gar (4).- The 6 . “pentose sugar is either demxoribose as found in DNA or ribase as found in RNA (1). ‘Mononjer for\protein\is amino acid (14), with one acidic carboxyl group ('4) and one basic amino group (%), from 20 plus amino acids (4) ‘Nucleic acids can be single stranded polynucleotides, e.g, RNA (1) or double stranded in antiparallel fashion, coiled in a double helix, e.g. DNA (1). Similarly, proteins may be single 3 sanded polypeptides (4), but may also consist of many strands of polypeptides (4). “The primary structure of protein is considered as equivalent to the base sequence of DNA (1). ‘The secondary structure of protein is considered equivalent to the helical conformation of max. 2 DNA (1). But there is no tertiary and quaternary equivalent conformation in DNA (1). InGrotin®peptide_band between adjacent amino acids (1), hydrogen bonds / disuphide benween polypeptides or bonds / different parts of the protein molecule to give the final conformation (1). In/mucTeic acils,) max. $ phosphodiester bonds (1) / bonds join the phosphate group to the sugar of adjacent ‘nucleotides. In DNA, hydrogen,{!4) between complementary base pairs (14)/ A-T and C-G, of the complementary polynucleotide\strands. (1) pond imax. 10 Functions Musleeasid (max. Protein (max. 6)° max. 10 involved in protein synthesis (4), as some — growth (14), repair (14)/ replacement proteins become enzymes (4), nucleic acids structural : component of.cell membrane and play a part in controlling cellular activity. cytoplasm (1) / muscle, hair oy = physiological (max. 5): a brief description © DNA™ nucleotide bases form the fon their funetions in codes for *amino acid various aspects (1 sequence in protein (1) mark each) © DNA ~ can self-replicate (4) -. ‘© O, wansport : haemoglobin and pass genetic material from ‘ co-ordination : hormone RNA _ one generation to the next (1) eniesteenes mRNA ~ bears the codon (14), ‘* movement : muscle contraction 99-AL-BIO2~ eae = body defence : antibody (1) fibrinogen eee . sepitony substrate under extreme starvation _ ao een (accept correct alternatives) £ camel 5 . - fers the amino acic o ven re Sheaf protein sythesis(I) in TACERRA ER Cones a the cytoplasm / to those Facilrtatect ribosomes attached to mRNA, bears the anticodon (4), that serves to recognize / match the codon on the mRNA (4) ¢ ERNA- a component of ribosome (1) accept altemative wordings used. Mark deduction : © Nocomparison, no mark. © Deduct 1 mark for answers in table form, denote as T= -1 © Deduct 1 mark for answers in note form, denote as N= —1 © Deduct 2 marks for answers in separate paragraphs and the comparison though identifiable but do not correspond, denote as $= -2 Question Total : max. 20 2 Cra Shem sens FOR TEACHERS’ IISE ONLYEUR Se AT SSE FOR TEACHERS’ USE ONLY Macks individuals to reach sexual maturity (1), so that they ean produce gametes (I) °° 1. ste — reduction division / meiosis in life cycle (1) to produce haploid gametes (1), so that in = max. 6 fertilization, diploidy can be restored (1) = meansofbringing the gametes together for ferilization (1) = availability of male and female that are compatible at breeding state (1) max. 17 (Candidates must mention at least 2 similarities to get max. mark of 17) Mammals © Flowering plants = gamete production by meiosis atthe ovary and testis. NG gamete production by mitosis from 1 the female and male gametophytes —_gemetophyte developed from spores ‘produced from meiosis of, 1 Sporophytes_ More male gametes than female gametes ('4) to compensate for waste (+14) 1 — must involve 2 individuals of different sexes = not necessarily involve 2 individual plants / some involve self 1 fertilization : because some plants are monoecious / bisexual 1 = mechanism of bringing the 2 individuals together / no such mechanism r mating any 2 = courtship behaviour 1 ~ timing oestrus = introduction of sperm to female’s body by ~ generally extemal agent involved / 1 ‘copulation / no external agent involved involves pollination mechanisms : e.g. wind, insect, water , bird (any ww two) esr etal = sperms are motile / swim towards female gamete ~ male gamete is immotile v = male gamete transferred to female gamete by growth of pollen tube Internal fertilization in both 1 = completion of meiotic division in ovum after completion of meiotic division of fertilization 2g nucleus before fertilization — water medium is needed = no double fertilization involved double fertilization involved = fertilization in the oviduct, ~ fertilization in the embryo sac implantation no implantation 1 = development of foetus in the uterus development in the embryo sac ‘Nutrient supply from parent during embryonic development, 1 99-AL-BIO 2-24 bg 2h 628A FOR TEACHERS’ USE ONLYA iRSvep=s— FOR TEACHERS’ USE ONLY Marks ividual from parent : ~ some seeds / fruits bearing the 1 embryo may detach from the parent . plant by various mechanisms ~~ (No labor / no muscular contraction of uterine wall / not necessarily 1 involve mechanical force : % mark only) eg. explosive mechanism (dehiscence) / fruit simply detaches 1 from parent plant. = detachment of new i = birth of baby involves laborious process / muscular contraction of uterine wall / mechanical 1 active force . Mark deduction : © No comparison, no mark, Deduct 1 mark for answers in table form, denote as T= ~I © Deduct 1 mark for answers in note form, denote as N=—1 © Deduct 2 marks for answers in separate paragraphs and the comparison ‘through identifiable but not corresponding, denote as S = -2, Question total : max. 20 99-AL-BIO 2-25 BR 8Y ff 28] FOR TEACHERS’ USE ONLYPaper? The assessment of essay is divided into 2 areas, i Content AER ay bg SA] FOR TEACHERS’ USE-ONLY Section C content and style. a a Ideas/concepts and mark allocation suggested in the marking scheme will give markers some guidelines in assessing essays in this section. Nevertheless these ideas/concepts should not be treated as the only acceptable answers. Markers should exercise their professional expertise in judging alternative coptions/viewpoints given by candidates which they consider relevant and appropriate. ‘The chief examiner should be consulted in case of doubts in accuracy. NB. Sole ‘Any modifications to the existing marking scheme (e.g. scope / requirement) could be worked out by the examiner and the markers after they have examined some sample scripts. Markers are requested to note down these modifications and send them by mail to $.0 (Bio.) atthe end of the marking period. : Marks on style is based on the following : (a) Whether there isa relevant introduction and conclusion (b) Communication effectiveness : whether the ideas / arguments presented are clearly written, easy to understand, organized and logical, showing a grasp of the gist of the question, and an effort to respond directly to the question; effective use of accurate and relevant information, paragraphing of facts / ideas / viewpoints (©) Overall impression of the essay as the Whole. ‘Mark deduction: At least 1 ~2 marks to be deducted from style if answer is notin essay-form. N.B. Errors in the use of English such as spelling and grammatical mistakes should not be specifically penalised, since a candidate with good command of English will have obvious advantage (e.g. in ‘writing speed, in organization, in expressing his ideas, et.) in essay writing. 99-AL-BIO 2-26 (max.15) ARANETA FOR TEACHERS’ USE ONLYAIRS RI FOR TEACHERS"USE ONLY, Paper 2 Section C 7. _ (@) Applications (any three of the following fields) . 2 max. 10 (@ marks ma. foreach Geld of application, 4 mark on name of fil, 3 marks on example and =pplication) 7 (1) Environmental protection (4) : + eagineered E. coli possesses gene to break down cellulose, speeding up the recycling ofthe most abundant biomass on earth + genetically engineered microorganism (bacteria, fungi, algae) with enhanced ability to break down environmental polluraats Q) Medical (4): ‘+ the production of pharmaceuticals for treatment of diseases, eg. human insulin by recombinant & coli, antibioties, and for disease prevention, e.g. vaccine (hepatitis B =) we eal + gene therapy : to artificially replace the mutant/undersirable gene which is disease- bes eee ‘casing with a normal allele \ oottye o€ + clonal propagation : a source of tissue or organ for transplantation, avoid all the problem of irumunoincompatibility 44 : SF th ) Agriculture (14) + zanszenic plants and farm animals: —pest-resistant ability, avoid / reduce use of : chemical pesticides, (protects the as BAG AB a9 environment, can be cited as an example a(t) : ae ~increases yield + increase shelflife/ storage time of tomatoes (2) Induszial (1) / food production 4) eof geal engineered miroorzmsm o mak soe-vash jeans + enqmes — va Perentetin (accep osherconethematives) (5). Research and Education (4) (@®) Procedure of one cited example 4 S.B. procedure given must match the example) eg. hunea insulin: isolation of insulin gene (1) ‘+ clone imo a plasmid (1) tansform / put into E.coli (1) ‘© mass production of E colt for insulin (1) o e.g. cloning of sheep / cattle + isolation of nucleus of an undifferentiated cell (1) ‘© clone imo an anueleate eel (protoplast fusion) (1) ‘+ implant ino surrogate mother (1) + development into an individual (1) ‘Deduct | mark from taal if the procedure given does not match any of the examples quoted in answering part (a. 99-AL-BIO2 Rex ei] FOR TEACHERS’ USE ONLYFAPRSy e726 FOR TEACHERS’ USE ONIY (©) Concerns (1% each) aae Eths 7 “ (1) Using cloned organisms as donor for medical treatment, is this ethically right ?°* ~*~ (2) Gene therapy : if apply to germ cells, causes irreversible change tothe future generation of the individual. Who has the right to choose ? (3). Gene replacement ° can individuals have the right to choose to change their genes (eg 1.Q,, skin colour ~ arouses racial issue), violation of nature. (4) Could clonal propagation be the sole reproductive mode for sexual organisms ? In human society, this promotes the ‘uniparent’ trend and is against or even destroys the culturally and the naturally developed ‘biparent society’. ‘Safety (anyone) (1). Release of genetic recombinant organisms into field : upsets the established ecological environment, impact is unpredictable, (2). Food product: usually requires more research and model animal tests before the selling of recombinant product. eg. From the recombinant technology, a ‘hybrid’ product (of the two organisms involved) and not the expected product (metabolite of one organism) is produced. Such a ‘hybrid’ product may sause allergy to some consumers, content : max. 15 99-AL-BIO 2-28 ORR 2b fm seAS FOR TEACUECDE Her ANYFER SAG SBI FOR TEACHERS’.USE ONLY 8... [Bonus mark should be given to examples of specific sites, organisms or specific, infrastructural development in Hong Kong (e.g. airport project)} (@) _ Destroy the habitats of marine organisms . 7 max. $ Joss of marine habitats along the original shore line due to reclamation =, ‘Toss of breeding ground or feeding ground of many species such as horseshoe-crab loss of shore animals loss of specific environment such as protected or semi-protected bays destroy the unique habitat of endangered sp (b) Directly kill marine organisms by max. 3 © burying the animals as a result of dumping of soil atthe reclaimed sites ‘mechanical damage due to dredging activity remove the organisms from the sea bottom during dredging and then disposing them with the sol atthe reclaimed areas (©) Discharge a lot of suspended solids in the water column, max. 6 + reduce light penetration inthe water column + “affect photosynthetic activity of phytoplankton due to low lighting conditions + affect zooplankton community that graze on phytoplankton + further affect predator community such a fish and the entre food web + directly clog fish gills 5 + affect feeding of benthié suspension / filter feeders . + smothers corals + high turbidity aftect visibility of animals, thus affects their feeding (@ Release nutrients / chemicals into the sea max. 4 2 . nutrients in the sediment is released into the water column, causes eutrophication, inerease phytoplankson productivity + release heavy metas into the water column + xelease organic pollutants ino the water column + “affect microbial loops recycling (©) Affect the life of marine animals and their behaviors due to underwater dredging activity max.2 + noise pollution in the ocean - affect sonic communication of organisms e.g. dolphin + changes in benthic community, affect migration of many organisms: (9) Reclaimed tand creates new habitats for new colonizers smax.3 + newly-claimed shore line provides new habitats for new colonizers + newhabitas allow the establishment of new ecosystems ~ new community structures + new interactions among species, new food web (@ Changes in shore line affects flow pattern and flow rate of water max.2 - + increased wave action in harbour (Victoria Harbour) due to excessive reclamation © ‘change food web and marine ecosystem 99-AL-BIO2~29) FlfRay e861 FOR TEACHERS’ USE ONLY9. (Candidates' answer must cover the 4 aspects to get the max. 15 marks on content) @) @) food with excessive fat : leads to obesity and overweight (14) obesity due to accumulation of fat in fatty / adipose tissue ('4), obese and overweight persons have the following health problems : ‘consequence biological basis for health consequence ay Q cardiovascular (4) and cerebrovascular (14) diseases high cholesterol in plasma (14) excess lipid deposits in arteries (4), may Jead to thrombus ('4), *clog blood vessels in heart and brain ('4), increases risk of heart attack and stroke (4) = hypertension (4), thrombus in blood vessels offers resistance to blood flow (4), increases stress on heart function (4), weakening of heart muscle ('6) ~= diet rich in fat usually constitutes to high cholesterol level (16) eB) Tisk of some cancer disease (’4) = e.g, prostrate cancer in males, breast cancer in females (14) ©) diabetes (4 = obesity predisposes individual to diabetes, because of decreased sensitivity of insulin receptor to insulin, thus glucose uptake into cells slow down (4) {G Insufficient rest and oxygen supply | ~ breathing problem (4) ight, tiredness in the day ('4) ) ‘musculoskeletal problems (4) = gout and arthritis (4) oO all stone (V4) caused by high cholesterol intake, cholesterol crystallized into stone in gall bladder / bile duct, hinders fat digestion (4) food with excessive sugar ‘consequence ‘iological basis for health consequence (obesity (4) excess sugar is converted to lipid (14) and stored as adipose tissue (4), *clogs blood vessels (4), increases risk of heart attack and stroke (14) ‘@) dental problems (/) dental caries /|— sugar changes to acid, dissolves enamel plague (4) results in dental decay (1) or periodontal | ‘gum disease, teeth come off (1) @ diabetes (A) = Sobesity predisposes individual to diabetes, because of decreased sensitivity of insulin receptor to insulin (%) 99-AL-BIO 2-30 wie “a + mark to be given once only) CIB SV AEZSEY FOR TEACHERS’ USE ONLY Marks max.7 max3© food with excessive sodium ‘consequence z ‘biological basis for health consequence 7 (1) _high blood pressure (74) stresses the heart (15) (2) stresses the kidney (4) =xcess Na” in blood stimulates water absorption ('4) as body's normal response to maintain osmotic balance (14), blood volume will thus increase (6) ~ kidneys work harder to expel the excess Na” 2) @ contaminated food — food containing the (1 mark for type, 2 marks max. for each biol following logical reason) ‘Types of contaminants Biological basis for health consequence (1) pathogen (1) parasites of human host, live in host for protonged period, e.g. tapeworm (1), causes irritation of intestine, loss of nutrient (1), difficult to irradicate; e.g. prion in beef (1) as cattle feed on recycled carcasses of diseased sheep ‘cattle, leads to mad cow disease, spongiform brain tissue (1) Theavy metal / insecticide / pesticide (oT) (1) @ bioaccumulation / biological ‘magnification through the food chain (1), damage nervous tissue, leads to prolonged effects, impairs fertility (1) > RRAET SEI “FOR TEACHERS’ USE ONLY. Marks max. 4 2% max.5 ‘aflatoxin released by fungi in = damages liver and causes liver eancer (1) moulded food, e.g. peanut (I) 99-AL-BIO 2 ~ 3 FUPRax eZ FOR TEACHERS’ USE ONLY5 i pRavea eh FOR TEACHERS’ USE ONLY Marks 10. (@) Causes of deforestation . 5 ¢) manasiis Defare stecHan + fire) + clearance of land for infastructure development agriculture ete (2) . lumbering (1) ERAN 2) Naural causes + fire due to lightning (1) (b) Consequences of deforestation (max. 12) (1) Changes in forest ecology ee + imterrupt climax community, triggers succession, alteration of community structure (2) . can lead to species extinction by direct killing / habitat destruction / changes in food web by alteration of species interaction (any 2 (2) . Joss of biodiversity (1) @) ‘Changes in water cycle and climate max. 8 (mark for each point if the concepts are embedded in the context and well elaborated) + reduce the fresh water storage on land as less rain water is trapped in forest, Vrhis reduces the rate of return of moisture to the atmosphere by transpiration : + lead to decline in local precipitation, drgught may result and change the pattern of precipitation in the world + removal of vegetation leads to soil / and erosion by rain and bind soil particles together Ftawehin . deposition of sediments in aquatic ecosystem affects aquatic ecoldgy f@, * — urface run-off increases during rainy season (1) causes flooding in lowland areas (1) St + Moss of vegetation interrupts the reveling of minerals as trees hold much of mineral, if burn, minerals loss to soil ~ leaching -> lead to poor soil fertility 5 regional air temperature increases as detopped soil / barren land increases ratio of solar energy reflected to that absorbed, affect temperature—dependent ecological processes * Ainereased atmospheric CO; results in a decrease in photosynthetic activity by Tosing vegetation © A elobal warming due to green house effect desertification + change the airflow parte of the world Fe ind, as roots contents : max. 13 99-AL-BIO 2 ~ 32 Ape ayeiZsA3 FOR TEACHERS’ USE ONLY