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TEST CODE 01207032
FORM TP 2016003 ®
JANUARY 2016

CARIB B E AN E X AM I NAT I 0 N S 'c 0 UNCIL

CARIBBEAN SECONDARY EDUCATION CERTIFICATE®

EXAMINATION

BIOLOGY

Paper 032 - General Proficiency

Alternative to SBA

2 hours 10 minutes

READ THE FOLLOWING INSTRUCTIONS CAREFULLY.

1. Answer ALL questions.

2. Use this answer booklet when responding to the questions. For EACH question,
write your answer in the space provided and return the answer booklet at the end
of the examination.

3. Do NOT write in the margins.

4. You are advised to take some time to read through the paper and plan your answers.

5. If you need to rewrite any answer and there is not enough space to do so on the
original page, you must use the extra lined page(s) provided at the back of this
booklet. Remember to draw a line through your original answer.

6. If you use the extra page(s), you MUST write the question number clearly in
the box provided at the top of the extra page(s) and, where relevant, include
the question part beside the answer.

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD 'JJO DO SO.

Copyright© 2014 Caribbean Examinations Council

All rights reserved.

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Answer ALL questions.

Write your answers in the spaces provided in this•booklet.

1. (a) (i) Place the fish on the wh ite tile laying it on its side. Measure the distance from
the mouth to the operculum (gill cover).

(2 marks)

(ii) Raise the opercu lum and gently remove the gills. Place an intact gill in the petri
dish with water. Use the hand lens to carefully observe the gill. In the space
below, make a clearly labelled drawing to show the visible structures of the gill.
Label EACH ofthe following: gill raker; gill lamellae; gill bar.

(5 marks)

(b) Explain TWO ways in which the gills of the fish are similar to the lungs of a human.

(4 marks)

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(c) (i) Figure I shows data obtained by scientists investigating the effect of heat pollution
on the breathing rate of one species offish. These fish are living in a river that is
used by an electric power company for disposal o( its effluent.

Distance (m)

Figure 1. Breathing rate offish and distance from effluent source

In the space below, construct a table to show the data in Figure 1.

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(4 marks)

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(ii) Write a conclusion that could be drawn from the data presented in Figure 1.

• 0 0 0 0 0 0 • • • • • • • • • • • • • • • ••••••• 0. 0 • ••• • •••••••• • •••• •• 0 0 0 0 0 . 0 0 0 0 0 0 0 • •• • • •• •• • • • , .• • • 0 •• 0 •••••••• 0 •• •• • ••• • 0 0000 • • 0 • • 0 0 0 0 ••• 0 • •• ••• • •

(2 marks)

(d) Explain how temperature may affect the breathing rate of fish.

(2 marks)

(e) Suggest TWO OTHER factors that may affect the breath ing rate of the fish living in this
environment.

(2 marks)

Tota121 marks

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2. Figure 2 shows the early growth of a pea seedling after germination .

Soil surface

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DAY 1 2 3 4 5 6 7 8

Figure 2. Germination of a pea seedling

(a) (i) Measure the lengths of the roots from the soil surface to the root tips from Day 2
to Day 8.

Record these measurements in a suitably constructed table in the space below.

(4 marks)

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(ii) Plot the data from the table in (a) (i) on page 8 on the grid provided in Figure 3.

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Figure 3. Graph showing changes in root length during germination

(4 marks)

(b) Suggest why the cotyledon leaves decrease in size between Days 6 and 8, whereas the
primary leaves show an increase in size from Day 7 to Day 8.

(2 marks)

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(c) Some students want to investigate the effect oflight direction on the growth of the seedling
at Day 8.
•
(i) Describe the procedure they could use to conduct their investigation .

(3 marks)

(ii) Describe a suitable control for this investigation.

(2 marks)

(d) How does the usual response to light, shown by the shoots of green flowering plants,
benefit the plant?

(2 marks)

Total 17 marks

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3. John observes that leftover pineapple kept at 15 oc in the refrigerator tastes sweeter than pineapple
consumed just after being peeled (at room temperature). He thinks that this occurs because of
an enzyme, which acts at the lower temperature to hydrolyse the ~tored sucrose to glucose and
fructose.

(a) State a hypothesis that could be tested to explain John's observation.

(2 marks)

(b) Describe an experiment that could be used to test the hypothesis stated in (a) above. Write
your answer under the following headings:

Equipment and materials

(3 marks)

Procedure

(4 marks)

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c) State ONE precaution and ONE limitation for this experiment.

•
Precaution ............................................... ...................... .......................................................

Limitation ......................................................................................................... ............ ...... .

(2 marks)

(d) In the space below, produce a table to show how the data from the experiment could be
captured. Insert a title for the table and appropriate headings. (You are NOT required
to input data in the table.)

(3 marks)

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(e) Explain how the expected results could be used to support the hypothesis.

(2 marks)

(t) Outline how the experiment described in (b) on page II could be modified to determine
the effect of pH on the enzyme's activity.

(3 marks)

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(g) Figure 4 shows the data obtained from an investigation.

2.0 4.0 6.0 8.0

pH

Figure 4. Effect of pH on the rate of enzyme activity

(i) Deduce the optimum pH for the activity of EACH enzyme, A and B.

Enzyme A ................................. .................... .. .......... .............................................. .

Enzyme 8 ............................................................ ............. ...................................... .

(2 marks)

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(ii) In which part of the alimentary canal is Enzyme A MOST likely to be active?

(1 mark)

Total 22 marks

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