Candidate Name

Centre Number

WELSH JOINT EDUCATION COMMITTEE

Candidate Number

CYD-BWYLLGOR ADDYSG CYMRU

General Certificate of Education

Advanced

Tystysgrif Addysg Gyffredinol

Uwch

315/01
BIOLOGY BI5
P.M. FRIDAY, 24 June 2005
(2 hours)

For Examiners Use Only

Total
Marks

INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this page.
Answer all questions in sections A and B.
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question or part-question.
You are reminded of the necessity for good English and orderly presentation in your answers.
The quality of written communication will affect the awarding of marks.
No certificate will be awarded to a candidate detected in any unfair practice during the
examination.

JD*(0006/20)

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SECTION A
Answer all questions.
1.

There are seven taxonomic groups used in biological classification. The classification groups of
the tiger are listed below but not in the correct sequence.

(a)

Number

Taxonomic group

Classification of tiger

genus

Panthera

kingdom

Animalia

species

tigris

class

Mammalia

phylum

Chordata

family

Felidae

order

Carnivora

Using the numbers 1-7, place the taxonomic groups in the correct sequence starting with the
highest group. The first one has been done for you.
[1]

(b)

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List the four kingdoms that contain eukaryotic organisms.

1.

........................................................................................................................................

2.

........................................................................................................................................

3.

........................................................................................................................................

4.

........................................................................................................................................

[4]

(c)

State three features of the kingdom prokaryotae.

1.

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[3]

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2.

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3.

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(d)

Lions and tigers can interbreed together producing offspring. Suggest why lions and tigers
are considered as separate species.
[1]
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....................................................................................................................................................................................................................

(Total 9 marks)

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2.

(a)

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Two pure breeding strains of white clover were obtained. One strain exhibits leaves with a
chevron pattern and another strain exhibits leaves with a large pale patch. The two strains
were crossed to yield F1 plants with leaves which exhibit both chevron and the pale patch.

White clover leaf with

chevron pattern

White clover leaf with

large pale patch

White clover leaf with

both chevron and pale patch

The F1 plants were then interbred to produce F2 plants with the following leaf types:
Chevron
Chevron with pale patch
Pale patch

64
134
67

The following hypothesis was proposed:

Leaf type is controlled by a single gene with two codominant alleles.
(i)

What is meant by the term codominant?

[1]

....................................................................................................................................................................................................................

....................................................................................................................................................................................................................

(ii)

What is meant by the term allele?

[1]

....................................................................................................................................................................................................................

....................................................................................................................................................................................................................

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(iii)

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Complete the genetic diagrams to explain the cross using the following symbols to
represent the alleles.
C Chevron leaf
L Pale patched leaf
Parents

Chevron

Genotype

..........................

..........................

Gametes

..........................

..........................

F1 genotype

....................................................

F1 phenotype

....................................................

Gametes of F1

Pale patch

.................................................................................................................................................................

F2 genotypes

...............................................................................................................................................................

F2 phenotypes

...............................................................................................................................................................

Expected ratio in F2

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[5]

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(b)

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The height of pea plants grown from the seeds of a particular plant gave a distribution
histogram as shown:
120

100

80

60
Number of
plants
40

20

0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0 1.1 1.2 1.3 1.4 1.5
Height of plants/m

(i)

Name the type of variation between plants in population A.

[1]

.......................................................................................................................................

(ii)

Pea plant height is controlled by a single gene. From the diagram which allele is
likely to be dominant, tall or dwarf?
[1]
.......................................................................................................................................

(iii)

(0006/20)

Use a genetic diagram to show the most likely cross which would result in the
distribution of pea plants shown.
[2]

(c)

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Tall and dwarf pea plants can have red or white flowers, red being dominant.
What ratio of phenotypes would you expect in a dihybrid cross if:
(i)

Heterozygous pea plants for both characteristics were crossed?

[1]

.......................................................................................................................................

(ii)

Heterozygous pea plants were crossed with the double recessive?

[1]

.......................................................................................................................................

(d)

Phenotype is influenced by genetic and environmental factors. Describe one example of

how environment influences phenotype.
[2]

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(Total 15 marks)

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Diagrams of the nephrons from the kidneys of three different mammals are shown below.

3.

X
B

A
B

C
D
D

Z
A
B

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(a)

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Name the parts labelled A to E.

[5]

A ......................................................................................................................................................
B ......................................................................................................................................................
C ......................................................................................................................................................
D ......................................................................................................................................................
E ......................................................................................................................................................
(b)

(i)

Suggest the relationship between the length of part D and the water potential
(concentration) of the urine in the mammals X,Y and Z.
[1]

....................................................................................................................................................................................................................

(ii)

Explain how structure D affects the water potential of urine.

[3]

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(c)

Several structures and chemicals are involved in the maintenance of water levels in the
body. Name the following:
(i)

The part of the body which monitors changes in the water potential of the blood.

[2]

.......................................................................................................................................

(ii)

The part of the body which stores and releases ADH.

[1]

.......................................................................................................................................

(iii)

The part of the nephron from which most water is reabsorbed.

[1]

.......................................................................................................................................

(iv)

The part of the kidney which is influenced by ADH.

[1]

.......................................................................................................................................

(Total 14 marks)

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10

4.

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Warfarin is used as a rat poison. Resistance to this poison is thought to be controlled by a single
dominant allele.

70
19 9
6
19 68
19 7
6
19

10

20

miles
Oswestry

Welshpool

R.

Se
v

er

R.

Vy
r

nw

Shrewsbury

Bridgnorth

Newtown
Llanidloes
Ludlow

Data after Greaves, Mammal Review 3, 1973

Prior to 1967 Warfarin was used in all areas shown on the map. The first incidence of Warfarin
resistance was recorded near Welshpool. The map shows the spread of the allele for Warfarin
resistance.
(a)

(i)

Explain how the Warfarin resistant allele developed initially.

[1]

....................................................................................................................................................................................................................

(ii)

Explain how the allele became common in that population.

[3]

....................................................................................................................................................................................................................

....................................................................................................................................................................................................................

....................................................................................................................................................................................................................

....................................................................................................................................................................................................................

(iii)

State two ways in which alleles for the resistance spread through the rat population in
the area shown on the map.
[2]
1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(0006/20)

11

(b)

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Animals with this allele for resistance need large quantities of vitamin K in their diet (which
may not be available) without which they are unlikely to survive and breed.
Spread of the resistant population was dependent on the continued use of Warfarin. If its use
is discontinued the frequency of the resistant allele in the population is likely to decrease.
Explain this statement.
[2]

....................................................................................................................................................................................................................................

....................................................................................................................................................................................................................................

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(Total 8 marks)

5.

Answer one of the following questions.

Any diagrams included in your answer must be fully annotated.
Either,

(a)

Describe the structure and mode of action of striated (skeletal) muscle.

[10]

Or

(b)

Describe the process of fertilisation and seed development in flowering plants.

[10]

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12

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13

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(Total 10 marks)
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14

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SECTION B
Answer all questions.
6.

Cauliflowers can be grown from seed or clones of plants can be produced by micro propagation.
(a)

What do you understand by the phrase clones of plants can be produced by micro
propagation?
[3]

....................................................................................................................................................................................................................................

....................................................................................................................................................................................................................................

....................................................................................................................................................................................................................................

....................................................................................................................................................................................................................................

....................................................................................................................................................................................................................................

....................................................................................................................................................................................................................................

(b)

Explain why sieve tube cells cannot be used in micro propagation.

[1]

....................................................................................................................................................................................................................................

....................................................................................................................................................................................................................................

(c)

(i)

Suggest two advantages of producing crops, such as cauliflowers, asexually.

[2]

1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
......................................................................................................................................................................................................

2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
......................................................................................................................................................................................................

(ii)

Suggest two disadvantages of producing crops asexually.

[2]

1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
......................................................................................................................................................................................................

2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
......................................................................................................................................................................................................

(0006/20)

15

(d)

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Plant geneticists have noticed that during micro propagation of cauliflowers the number of
chromosomes in the cells of some of the plants produced is 36 and not 18 as in the parent
plant.
(i)

What type of mutation is illustrated by the above example?

[1]

....................................................................................................................................................................................................................

(ii)

Using your knowledge of nuclear division suggest how the number of chromosomes
has doubled in these plants.
[1]

....................................................................................................................................................................................................................

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....................................................................................................................................................................................................................

....................................................................................................................................................................................................................

....................................................................................................................................................................................................................

(iii)

The cauliflower plants, which have three of each chromosome type in each of their
cells, are sterile. Using your knowledge of nuclear division suggest why this is the
case.
[2]

....................................................................................................................................................................................................................

....................................................................................................................................................................................................................

....................................................................................................................................................................................................................

....................................................................................................................................................................................................................

....................................................................................................................................................................................................................

(e)

Trials have been done to genetically modify cauliflowers to make their leaves much greener
than normal. Green genes were introduced into cauliflower cells by either attaching them
to part of a cauliflower virus (which has been rendered harmless) or to a bacterial plasmid.
Suggest three reasons why there are concerns about this technology.
[3]

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(Total 15 marks)
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16

7.

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Enzymes are found in all living organisms, some are intracellular and some are extracellular. They
can be described as biological catalysts.
(a)

Describe the role of one intracellular and one extracellular enzyme.

[2]

Intracellular
....................................................................................................................................................................................................................

....................................................................................................................................................................................................................

Extracellular
....................................................................................................................................................................................................................

....................................................................................................................................................................................................................

(b)

Describe the role of the following in the formation and/or function of enzymes.

[5]

DNA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................................................................................................................................................................................................................

Ribosomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................................................................................................................................................................................................................

Golgi body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................................................................................................................................................................................................................

Lysosomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................................................................................................................................................................................................................

Exocytosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(c)

(i)

Distinguish between competitive and non-competitive enzyme inhibition.

[2]

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(0006/20)

17

(ii)

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Ethylene glycol (anti freeze) is potentially poisonous to the human body if ingested
because it is broken down by enzymes in the liver into oxalic acid. The breakdown is
so rapid that the pH of liver cells is lowered and enzymes are denatured. The method
of treatment is to give ethanol, which has a similar structure to ethylene glycol. This
slows down the rate of breakdown of the ethylene glycol by the enzyme.
Suggest and explain the reason why ethanol has this effect.
[4]

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(iii)

Explain how the pH change brings about denaturation of the enzymes so affecting the
activity of the liver.
[4]

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(d)

Give two differences between enzymes and hormones.

[2]

1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(Total 19 marks)