MINISTRY OF EDUCATION

FIJI YEAR 13 CERTIFICATE EXAMINATION 2019

BIOLOGY

DETAILED SOLUTIONS
Time Allowed:3 hours
(An extra 10 minutes is allowed for reading this paper.)

INSTRUCTIONS

1. Write your Index Number on the front page and inside the back flap of the Answer
Booklet.

2. Write all your answers in the Answer Booklet provided.

3. If you use extra sheets of paper, be sure to show clearly the question number(s) being
answered and to tie each sheet in your Answer Booklet at the appropriate places.
Ensure that your Index Number is written on the extra sheets.

4. Answer all the questions with a blue or black ballpoint pen or ink pen. Do not use red
ink. You may use a pencil only for drawing.

5. You may use a calculator, provided it is silent, battery-operated and non-programmable.

SUMMARY OF QUESTIONS

STRAND GUIDELINES TOTAL SUGGESTED

MARK TIME
There are 7 Multiple Choice questions, 8 Short Answer
1 questions; and one essay question 27 50 minutes
Questions 1-15 are compulsory
There are 4 Multiple Choice questions, 5 Short Answer
2 questions, and one essay question 17 29 minutes
Questions 1-9 are compulsory.
There are 9 Multiple Choice questions, 10 Short Answer
3 questions; and one essay question 36 65 minutes
Questions 1-19 are compulsory.
There are two essay questions under the respective
Essay strands. Note the options for essays 20 36 minutes

TOTAL 100 180 minutes

COPYRIGHT: MINISTRY OF EDUCATION, FIJI, 2019.

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INSTRUCTIONS
Please read these instructions carefully before answering the questions.

Multiple Choice Questions

Circle the letter that represents the best answer in the grid provided in each strand in the Answer
Booklet. Each question is worth 1 mark.

1. In your Answer Booklet, circle the letter of the best answer. If you
change your mind, put a line through your first choice and circle the letter of your
next choice.

For example: 12 A B C D

2. If you change your mind again and like your first answer better, put a line through
your second circle and tick () your first answer.

For example: 12 A B C D


3. No mark will be given if you circle more than one letter for a question.

Short Answer Questions

Write your answers in the spaces provided in the Answer Booklet.
Essay Questions
There are two essay questions given in each strand – a short essay question and a long essay question.
Students are to answer ONE short essay from any strand of their choice and ONE long essay from any
strand of their choice.
Write the essays in the spaces provided in the Answer Booklet.

STRAND 1 STRUCTURE AND LIFE PROCESSES [27 marks]

There are 16 questions in this Strand. Note the option in Q16.
Q1. The diagram given below is a building block of DNA. It is known as a

Adapted from: http://www.old-ib.bioninja.com.au

A. nucleotide.
B. nucleic acid.
C. genetic molecule.
D. messenger RNA molecule.
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 Answer: A

Nucleotides are molecules consisting of a base and sugar group (nucleoside) and a phosphate
group. They are the basic building blocks of DNA and RNA.

Q2. In protein synthesis, one function of the transferRNA is to

A. unite with a set of proteins to form ribosomes.

B. convey genetic information from DNA to the ribosome.
C. change a messenger RNA (mRNA) sequence to a protein.
D. serve as a temporary copy of the information found in DNA.

Answer: C

The overall role of tRNA in protein synthesis is to decode a specific codon of mRNA, using
its anticodon, in order to transfer a specific amino acid to the end of a chain in the ribosome.
Many tRNAs together build upon the amino acid chain, eventually creating a protein for the
original mRNA strand.

Study the diagram below to answer Question 3.

Adapted from: https://en.wikipedia.org/wiki

Q3. The process represented in the diagram above is

A. mutation. C. crossing over

B. disjunction D. non-disjunction.

Answer: D

Non-disjunction refers to the chromosomes failing to separate correctly, resulting in gametes

with one extra, or one missing, chromosome (aneuploidy) as is highlighted in the circle in
diagram above.

The failure of chromosomes to separate may occur via:

 Failure of homologues to separate in Anaphase I (resulting in four affected daughter

cells)
 Failure of sister chromatids to separate in Anaphase II (resulting in only two daughter
cells being affected)
https://ib.bioninja.com.au/welcome-to-the-bioninja/
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Q4. Which of the following is not an economic implication of recombinant DNA
technology?

A. Fruits have longer shelf life.

B. Plants can produce their own pesticides.
C. Permitting exchange of DNA between different classes.
D. New dangerous forms of diseases requiring new medicines.

Answer: C
Recombinant DNA technology is the joining together of DNA molecules from two
different species. The recombined DNA molecule is inserted into a host organism to
produce new genetic combinations that are of value to science, medicine, agriculture, and
industry.
www.britannica.com › science › recombinant-DNA-technology

Economic implication refer to financial implications, where money is not wasted. Eg. If
fruits have longer shelf life, fruits will last longer before rotting and so will be well used and
waste (money) is minimized; if plants can produce their own pesticides, there is no need to
spend extra money to buy pesticides, new medicines imply spending finances.

Q5. Genetic equilibrium in a population will be maintained when

A. the population is small.

B. mutations are significant.
C. generations do not overlap.
D. individuals selectively mate.

Answer: C
Hardy-Weinberg Principle states that genetic equilibrium is maintained when:
 no mutation,
 no gene flow,
 large population size,
 random mating, and
 no natural selection.

https://www.varsitytutors.com/high_school_biology-help/understanding-hardy-weinberg-conditions

Q6. Pre-zygotic isolating mechanisms are barriers in place to prevent

A. fertilisation.
B. sterility of a hybrid.
C. the birth of a foetus.
D. the development of an embryo.

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STRAND 1 (continued)

Answer: A

Isolating mechanisms
The reproductive characteristics which prevent species from fusing or reproducing with each
other.

1) Pre-mating (pre-zygotic) isolating mechanisms. Factors which cause species to mate with
their own kind.
a) Temporal isolation. Individuals of different species do not mate because they are
active at different times of day or in different seasons.
b) Ecological isolation. Individuals mate in their preferred habitat, and therefore do not
meet individuals of other species with different ecological preferences.
c) Behavioral isolation. Potential mates meet, but choose members of their own
species.
d) Mechanical isolation. Copulation is attempted, but transfer of sperm does not take
place.

2) Post-mating isolating mechanisms. Genomic incompatibility, hybrid inviability or sterility.

a) Gametic incompatibility. Sperm transfer takes place, but egg is not fertilized.
b) Zygotic mortality. Egg is fertilized, but zygote does not develop.
c) Hybrid inviability. Hybrid embryo forms, but of reduced viability.
d) Hybrid sterility. Hybrid is viable, but resulting adult is sterile.
e) Hybrid breakdown. First generation (F1) hybrids are viable and fertile, but
further hybrid generations (F2 and backcrosses) may be inviable or sterile.

http://abacus.gene.ucl.ac.uk/jim/Sp/isolmech.html

Q7. Study the diagram below to answer the question that follows.

Source: https://clipground.com/spider-monkey-clipart.html

The above primate is most likely a/an

A. hominoid. C. old world monkey

B. modern ape. D. new world monkey.

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 Answer: D

New World Monkeys Old World Monkeys

Size Small to medium sized primates Medium to large sized primates
Nose Scientific name for New World Monkeys Scientific name for Old World monkeys is
is Platyrrhini which means “flat nosed”. Catarrhines which means “narrow nosed”.
Nostrils face sideways Nostrils face downwards.
Tail Prehensile tail (used like a 5th leg) Non-grasping tails
Vision Lack trichromatic vision (mono vision) – trichromatic vision (color vision)
exception: Howler Monkey
Dental 12 premolars 8 premolars
Butt No Pads Have a pad for sitting
Trees Primary tree dwellers More varied habitat from rainforest to desert
Thumbs Thumb sits in line with other fingers Opposable thumbs

http://primatecare.com/primate-care-sheets/old-world-vs-new-world-monkeys/

Q8. A section of DNA has 30% adenine base.

Calculate the percentages of guanine and thymine present in this section. (2marks)

Answer:

Guanine: 20% Thymine: 30%

https://www.quora.com/What-are-the-main-principles-of-Chargaff%E2%80%99s-rules

Thus: if DNA has 30% adenine, then there are 30% thymine
The remaining 40% of molecules in the DNA will be made up of Cytosine and Guanine in
equal amounts i.e. 20% each. Thus Guanine is 20%

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Q9. Study the diagram of replication given below to answer Questions 9i. and 9ii.

Source: https://www.scienceabc.com

i. Name X in the diagram. (1 mark)

Answer: X are the Okazaki fragments

ii. Explain the effect of X on the synthesis of Strand 1. (2 marks)

The effect of the Okazaki fragments on the lagging strand (Strand 1) is a slower rate of
synthesis, and subsequent delay in synthesis delay of the replication process.

The lagging strand is called the lagging strand because there is a substantial delay in
the replication of that strand relative to the leading strand. That is, it literally "lags"
behind the leading strand in the course of DNA replication.
This delay occurs because DNA polymerization on the lagging strand is forced to
occur in the direction going away from the replication fork (remember that DNA is
antiparallel). The fork thus must open up one Okazaki fragment's length of DNA
template before replication is initiation on that strand.
http://www.biologyaspoetry.com/terms/lagging_strand.html
Q10. The diagram below shows a section of the genetic code.

Second Base

G A

Cysteine Tyrosine U
U Cysteine Tyrosine C
STOP STOP A
Third Base
First Base

Tryptophan STOP G

Arginine Histidine U
C Arginine Histidine C
Arginine Glutamine A
Arginine Glutamine G

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 i. Write the codon that codes for the amino acid Tryptophan. (1 mark)

Answer: Codon coding for Tryptophan: UGG

1st base: U; 2nd base: G; 3rd base: G (see diagram below)

ii. Using an example from the table above, explain the phrase ‘the genetic
code is degenerate’. (2 marks)

Answer: ‘The genetic code is degenerate’ means that one amino acid can be coded for by
many codons (or more than one codon).
Eg. Arginine can be coded for by CGU, CGC, CGA and CGG
Glutamine can be coded for by CAA and CAG

Q11. During meiosis, the phenomenon of crossing over sometimes takes place to create
variation and genetic diversity.
i. Define crossing over. (1 mark)
Answer:
Crossing over is the exchange of genetic material between non-sister chromatids of
homologous chromosomes during meiosis, which results in new allelic combinations in
the daughter cells.
https://biologydictionary.net/crossing-over/

ii. A science researcher collected the following crossover gene frequencies

while studying the fruit fly, Drosophila. Bar-shaped eyes are indicated by the B allele,
and carnation eyes are indicated by the allele C. Fused veins on wings (FV) and scalloped
wings (S) are also located on the same chromosome.
Gene Recombination
Combinations Frequency (%)
FV-B 2.5
FV-C 3.0
B-C 5.5
B-S 5.5
FV-S 8.0
C-S 11.0
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 Construct a clearly labelled chromosome map showing relative distances
of these genes. (2 marks)
Answer:

Steps to constructing chromosome maps:

Step 1: Start with the genes that are the farthest apart first: C and S are 11 map units (%
recombinant frequency) apart and would be placed far apart.

B ----------------------------------------- 11% ------------------------------------------C

Step 2: Solve the rest like a puzzle, using a pencil to determine the positions of the other genes

Step 3: Subtraction will be necessary to determine the final distances between each gene.
For eg: FV – C is 3.0%: thus (refer diagram above)
if C-S is 11% and
S-FV are 8% then,
the remaining difference (distance between FV and C) would be 3%

Q12. A rather large population of wild cats has 5280 individuals with pointed ears, the
dominant trait, while only 220 have rounded ears, the recessive trait.

i. Calculate the number of wild cats that are heterozygous for the trait. (2 marks)

Answer: 1760 individuals

Hint: Always look for q2 first

Total population: 5280 + 220 = 5500

220 individuals out of the 5500 show the recessive trait = they are q2
Thus q2 = 220/5500
= 0.04;
And q (recessive allele) = 0.2 [and 1 – q = p (dominant allele); so p = 0.8]

Heterozygous = 2pq = 2 x 0.2 x 0.8 = 0.32 x 5500 = 1760 individuals

ii. State the frequency of the dominant allele. (1 mark)

Answer:
p is the dominant allele; p = 0.8 (see i. above)
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Q13. Define Disruptive Selection. (1 mark)

Answer: Disruptive selection is an evolutionary force that drives a population apart. The disruptive
selection will cause organisms with intermediate traits to reproduce less, and will allow those
organisms with extreme traits to reproduce more. This causes the alleles for the extreme traits to
increase in frequency. Over time, and with enough disruptive selection, a population can be
completely divided. When this happens, the two populations can become diverse enough to form
separate species.

Q14. i. Bipedalism is thought to have emerged around the same time as Homo erectus.
State one advantage of bipedalism. (1 mark)

Answer:
Three advantages of bipedalism include:

 This posture raises the head higher up which gives the animals a wider field of view to look for prey
and keep an eye out for predators.
 Being upright also makes it easier to reach up into trees for food (with the hands or the mouth)
 it frees up the hands to hold and carry things. Self-defense using the front limbs is also possible with
bipedalism.

https://biologydictionary.net/advantages-of-bipedalism/

ii. Explain one morphological change to the human skeleton as a result

of bipedalism. (2 marks)
Answer: Some morphological changes include:
1. Foot evolved to act as a platform to support the entire weight of the body, rather than acting as a
grasping structure, as it did in early hominids. This includes a non-opposable big toe (hallux), which
is relocated in line with the other toes. Moreover, humans have a foot arch rather than flat feet.[2]
When non-human hominids walk upright, weight is transmitted from the heel, along the outside of
the foot, and then through the middle toes while a human foot transmits weight from the heel, along
the outside of the foot, across the ball of the foot and finally through the big toe. This transference
of weight contributes to energy conservation during locomotion.
2. Hip joints are larger to better support the greater amount of body weight passing through them, as
well as having a shorter, broader shape. This alteration in shape brought the vertebral column closer
10 | P a gtoe the hip joint, providing a stable base for support of the trunk while walking upright.
 3. Human knee joints are enlarged for the same reason as the hip – to better support an increased
amount of body weight.

4. Limbs: An increase in leg length since the evolution of bipedalism changed how leg muscles
functioned in upright gait. In humans the "push" for walking comes from the leg muscles acting at the
ankle. A longer leg allows the use of the natural swing of the limb so that, when walking, humans do
not need to use muscle to swing the other leg forward for the next step. As a consequence, since the
human forelimbs are not needed for locomotion, they are instead optimized for carrying, holding,
and manipulating objects with great precision. Humans have femurs that are slightly angled
medially from the hip to the knee. This adaptation allows our knees to be closer together and under
the body’s center of gravity. This permits humans to lock their knees and stand up straight for
long periods of time without much effort from the muscles.

5. Skull: the human skull is balanced on the vertebral column: The foramen magnum is located inferiorly
under the skull, which puts much of the weight of the head behind the spine. Furthermore, the flat human
face helps to maintain balance on the occipital condyles. Because of this, the erect position of the head
is possible without the prominent supraorbital ridges and the strong muscular attachments found in, for
example, apes.

6. Vertebral column of humans takes a forward bend in the lumbar (lower) region and a backward bend
in the thoracic (upper) region ( thus the S-shape). Without the lumbar curve, the vertebral column would
always lean forward, a position that requires much more muscular effort for bipedal animals. With a
forward bend, humans use less muscular effort to stand and walk upright.[4] Together the lumbar and
thoracic curves bring the body's center of gravity directly over the feet.

http://www.self.gutenberg.org/articles/Human_skeletal_changes_due_to_bipedalism

Q15. The diagram below shows a sample of human blood seen under a microscope.
Study the diagram carefully and answer the question that follows.

Estimate the size of one white blood cell in microns. (2 marks)

Answer: Number of WBC that fit the diameter of 1.6mm = 6 -8cells

8 cells 7 cells 6 cells

8 cells = 1.6 mm 7 cells = 1.6 mm 6 cells = 1.6 mm

1 cell = 1.6mm/8cells 1 cell = 1.6mm/7cells 1 cell = 1.6mm/6cells
= 0.2 x 1000 = 0.228 x 1000 = 0.266 x 1000
= 200microns  = 228 microns =266 to 267 microns

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Q16. ESSAYS
Option Question

i. Short Essay (5 marks)

Write an essay of about 100-150 words on the option topic given below.

Define speciation and explain the two types of speciation with examples.

Answer:
Definition of speciation: a process within evolution that leads to the formation of new,
distinct species that are reproductively isolated from one another.
https://biologydictionary.net/speciation/

Types of speciation:

Allopatric speciation occurs when two species are living in separate environments and
therefore there is no gene flow between the populations. This will then cause the populations
to differentiate (change) because they will become adapted to the different environments and
niches they are living in.

An example of allopatric speciation: Darwins finches

https://biologydictionary.net/allopatric-speciation/
A major example of allopatric speciation occurred in the Galapagos finches that Charles
Darwin studied. There are about 15 different species of finches on the Galapagos islands, and
they each look different and have specialized beaks for eating different types of foods, such
as insects, seeds, and flowers. All of these finches came from a common ancestor species that
must have emigrated to the different islands. Once populations were established on the
islands, they became isolated from each other and different mutations arose. The mutations
that caused the birds to be most successful in their respective environments became more and
more prevalent, and many different species formed over time.

Sympatric speciation occurs when two species are living in the same environment. This
speciation is a little more difficult to understand because the species have the occupy the
same niche, however it may come down to some barriers (pre-zygotic or post-zygotic) that
prevent gene flow, for example mating at different times of the day.

An example of sympatric speciation:

https://study.com/academy/lesson/sympatric-speciation-example-definition-quiz.html

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 ii. Long Essay (15 marks)
Write an essay of about 250-300 words for the option topic given below.

‘Genetic engineering and artificial selection allow humans to change a

species so that its members are better suited for human needs. However, the
mechanism for change is different.’
Source :https://socratic.org

With reference to the above statements

i. Define genetic engineering and artificial selection; (2 marks)
ii. Describe two differences between the mechanisms of genetic
engineering and artificial selection; (4 marks)
iii. Explain two application of using genetic engineering to achieve
population members that are better suited for human needs; (4 marks)
iv. State two risks of using the process of genetic engineering. (2 marks)

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STRAND 2 LIVING TOGETHER [17 marks]
There are 10 questions in this strand. Note the option in Q10.

Q1. Study the diagram given below to answer Question 1.

Source: https://cbsescience.in
The type of orientation shown in the diagram is an example of

A. taxes.
B. kinesis.
C. tropism.
D. nasticity.

Answer: D
Plant movements
 Nastic movements- are non-directional responses of plants to a stimuli such as temperature, ,light-
change in turgor pressure or change in ion concentration.
 Tropisms- are directional responses to a directional stimulus such as unidirectional light

The main difference between tropism and nastic movement is that while tropism deals with
growth movement, nastic movements do not necessarily affect growth and is independent of the
stimulus's position.

Animal Movements
 Taxis has a specific and directed motion while
 Kinesis has a random and undirected motion. These two are usually found in the behavior of
animals and insects around us.

The main difference that these two movements have is that in kinesis, no movement happens
toward or away the stimulus, but in a random direction
https://study.com/academy/answer/how-is-nastic-movement-different-from-tropism.html

Q2. The tagimoucia plant (Medinilla waterhousei) is found only in Vanua Levu
and nowhere else in Fiji or the world. The tagimoucia plant is said to be

A. exotic.
B. endemic.
C. introduced.
D. endangered.

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 Answer: B
Species found only in a particular area are known as endemic. Endemic species are often
endangered ((of a species) [seriously at risk of extinction). Pandemic species is one that is
widely distributed throughout a country or continent. Exotic species are those species that
live outside their natural habitat. An introduced species (also known as an exotic
species) is an organism that is not native to the place or area where it is considered
introduced and instead has been accidentally or deliberately transported to the new
location by human activity.
https://www.sciencedaily.com/terms/introduced_species.htm

Q3. The following diagram shows a honey bee dance movements that communicate
information to the other bees in its nest

Source:http://funnyand.com

The information being communicated in bee dance above is regarding

A. food.
B. territory.
C. bad weather.
D. reproduction.

Answer: A

The following dances are related to information concerning food.

Waggle Dance: (Diagram A in question) Purpose is to explain the distance, direction and
desirability of a nectar source farther than 10 meters. In this dance, the bee makes two
semi-circles and then runs the diameter of the circle. The straight side of the semi-circle
shows direction, the running speed shows distance and the intensity shows the nectar’s
sweetness and quantity.

Tremble Dance: Purpose is to inform other bees that a large load of nectar has arrived in
the hive for processing. In this dance, the bee walks leisurely and wiggles its legs,
causing its body to quiver and tremble.

Round Dance: (Diagram B) Purpose is to inform other bees of nectar within 10 meters.
In this dance, the bee runs in small circles
https://bigislandbees.com/blogs/bee-blog/14137357-bee-dances

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Q4. Many plants and animals have special adaptations defense.
Which of the following defense strategies is not a morphological feature?

A. A frog secretes poison to deter predators.

B. The porcupine has sharp spines or quills on its body.
C. Large brightly coloured pectoral fins in scorpion fishes.
D. A manta ray is sandy coloured and cannot be seen on the sandy ocean floor.

Answer: A

Morphological features refer and relate to structural/physical features eg. sharp spines,
brightly coloured pectoral fins and sandy coloured body.
Secreting poison is a chemical defense

Q5. Study the diagram below to answer the questions that follow:

Adapted from: https://biology.stackexchange.com

i. State which plant, A or B, is a long day plant. (1 mark)

Answer: B

ii. Explain your answer of (i) above with reference to the critical period of
Darkness. (2 marks)

Answer:
From diagram, flowering happens when day is longer (long day) than critical period of
darkness OR flowering happens when night is shorter than critical period of darkness.

Q6. i. Define the phrase tolerance range. (1 mark)

Answer:
Defined as the range of environmental conditions that are tolerable for survival in a
species.
https://study.com/academy/lesson/range-of-tolerance-definition-and-lesson.html

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 ii. Explain how a named factor in a marine environment influences the
tolerance range for marine organisms. (2 marks)

Answer:
Life is found almost everywhere on Earth, but it is not distributed evenly around the
planet. Different species are found in different areas; some species have overlapping
ranges, others do not. Each species has a set of environmental conditions within which
it can best survive and reproduce. Not surprisingly, those conditions are the ones for
which it is best adapted. Many different physical, abiotic (non- living) factors
influence where species live, including temperature, humidity, soil chemistry, pH,
salinity and oxygen levels.

The tolerance range of a single individual may change over time; individuals of a
certain species of salmon, for example, start life in a freshwater stream, migrate out to
the open ocean, and then come back to their home stream to reproduce. The salmon
tolerates huge changes in the salinity (salt content) of the various water it passes
through during its journey, and also experiences many changes in water temperature.

Beyond the tolerance range, organisms cannot and do not survive.

The graphs below represent oxygen tolerance range

The fish spp in Graph 2 can only survive and thrive in a narrow band of oxygen levels,
so you would expect that its geographical range would be more restricted. Thus
tolerance range has influenced where habitats it can survive in.

https://www.khanacademy.org/science/biology/ecology/biogeography/a/tolerance-
ranges-of-species

Q7. Describe one difference between hibernation and estivation. (2 marks)

Answer:
The state of inactivity and a low metabolic process performed by the animals during the winters
is known as Hibernation. It is also known as winter sleep. On the contrary, when animals take
rest in shady and moist place during summer, it is called Aestivation or Estivation. Aestivation
is also known as summer sleep.
The importance of these sleep is mainly related to the conservation of energy of one’s body,
survival during the extremes temperature, scarcity of food and water, etc

https://biodifferences.com/difference-between-hibernation-and-aestivation-estivation.html
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Q8. Mimicry is an example of a defense mechanism.
i. Define Batesian mimicry. (1 mark)

Answer:
Batesian mimicry, a form of biological resemblance in which a noxious, or dangerous,
organism (the model), equipped with a warning system such as conspicuous coloration, is
mimicked by a harmless organism (the mimic). The mimic gains protection because
predators mistake it for the model and leave it alone.

www.britannica.com › science › Batesian-mimicry

ii. State how Mullerian mimicry differs from Batesian mimicry. (1 mark)

Answer: Some differences between Mullerian and Batesian mimicry

In Mullerian mimicry, both species have the same colouration that predators know to keep
away from.

https://pediaa.com/difference-between-batesian-and-mullerian-mimicry/

Q9. Female loggerhead turtles and several species of salmon are known to navigate
back to the beach on which they hatched or their spawning streams.
i. Name this type of behaviour. (1 mark)

Answer: Homing
(the inherent ability of an animal to navigate towards an original location through
unfamiliar areas. This location may be either a home territory, or a breeding spot.)

https://www.definitions.net/definition/Homing+Behavior
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https://pediaa.com/difference-between-batesian-and-mullerian-mimicry/
 ii. Describe one way that this behaviour is facilitated. (2 marks)

Answer

Regardless of whether the organism is travelling a shorter distance or extremely long

distances, in order to find its way back it must have some method of navigation. These
methods of navigation include:

 Visual Cues / Landmarks: his is where organisms remember visual cues /

landmarks. Birds will often follow the topography (shape) of a coastline to their
nesting sites. Certain wasps will recognise landmarks around their nest, if their nest is
moved they will still return to its original location. If the landmarks are removed and
placed nearby, or a similar arrangement of landmarks are placed nearby the wasps
will look for their nests here (this is an example of homing as the wasps return each
day to the same nest).
 Magnetic Fields: This requires an organ capable of detecting the earth’s
magnetic field. Iron-rich magnetite crystals which orient themselves according to the
earth’s magnetic field are often found in specialised brain cells of animals that use the
earth’s magnetic field as a compass for navigation. We have them too!!! And some
research has shown that we too may have a limited ability to orient ourselves
according to the earth’s magnetic field! The stranding of whales is thought to be
caused by confusion with iron bearing land masses which interfere with this compass.
 Solar Navigation: Using the position of the sun as a compass also requires a sense of
timing, as the sun will move throughout the day and the organism will need to adjust
its path accordingly. Polarised light at sunrise and sunset may play an important role
especially in calibrating organisms’ compasses.
 Star Navigation: (also known as a Star Compass) involves using the position of the
stars as a compass and a sense of timing to navigate. A sense of timing is required as
the stars will move throughout the night so that the organism needs to be able to
adjust its path accordingly.
 Chemical Navigation: sensitivity to a chemical or chemical gradient that allows an
organism to find it way back to nesting sites. It often requires a heightened sense of
smell toward a chemical pheromone (a chemical substance released by an animal that
serves to influence the behaviour of other members of the same species). Ants will
leave a chemical trail (pheromone) for other ants to follow, but also to help them find
their way back to the nest. This is why ants are often seen in trails, following each
other to a feeding site.

https://www.pathwayz.org/Tree/Plain/METHODS+OF+NAVIGATION

Q10. ESSAYS
Option Question
i. Short Essay (5 marks)
Write an essay of about 100-150 words on the option topic given below.

Define biome and explain the influence of two factors each on any two biomes
of your choice.
Answer
a complex biotic community characterized by distinctive plant and animal species
and maintained under the climatic conditions of the region, especially such a
19 | P a g e community that has developed to climax.
https://www.dictionary.com/browse/biome
 Two most common factors influencing biomes:

Temperature
In general, temperature on Earth’s surface falls from the equator to the poles. Based on
temperature, climates can be classified as tropical, temperate, or arctic. Temperature also falls
from lower to higher altitudes, for example, from the base of a mountain to its peak. This
explains why the tops of high mountains in tropical climates may be snow-capped year-round.
The ocean may also play an important role in the temperature of an area. Coastal areas may have
milder climates than areas farther inland at the same latitude. This is because the temperature of the
ocean changes relatively little from season to season, and this affects the temperature on nearby
coasts. As a result, many coastal areas have both warmer winters and cooler summers than inland
areas

Moisture
Based on the amount of water available to plants, climates can be classified as arid (dry), semi-arid,
semi-humid, or humid (wet). The moisture of a biome is determined by both precipitation and
evaporation. Evaporation, in turn, depends on heat from the sun. Worldwide precipitation patterns
result from global movements of air masses and winds, which are shown in Figure 3. For example,
warm, humid air masses rise over the equator and are moved north and south by global air currents.
The air masses cool and cannot hold as much water. As a result, they drop their moisture as
precipitation. This explains why many tropical areas receive more precipitation than other areas of the
world.
https://www.ck12.org/section/biomes-::of::-biomes-ecosystems-and-communities-::of::-ck-12-
biology-i-honors-ca-dti3/

ii. Long Essay (15 marks)

Write an essay of about 250-300 words the option topic given below.

Members of the Animal Kingdom are capable of displaying a wide range of

interesting behaviors, one of the most fascinating being the way they
communicate using signals. Social animals use this form of intraspecific
communication in a remarkable way to maintain order, especially where there
is a hierarchy.
Adapted from: https://www.123helpme.com

With reference to the above statement:

i. Define signals and hierarchy; (2 marks)

ii. Describe two common types of signals with examples of social
animals that use each one; (4 marks)
iii. Explain how each of the signals mentioned (ii) above are used
by animals for their benefit; (4 marks)
iv. State two ways that communication keeps species exclusive. (2 marks)

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 Answer

STRAND 3 BIODIVERSITY, CHANGE AND SUSTAINABILITY [36 marks]

There are 20 questions in this strand. Note the option in Q20.

Q1. The unique ability to transcribe their RNA into DNA after entering a cell is
only seen in

A. virus.
B. fungi.
C. bacteria.
D. retrovirus.

Answer: D

Transcription is transcribing DNA into RNA.

Reverse transcription is transcribing RNA into DNA.

A retrovirus is a type of virus that uses RNA as its genetic material. After infecting a cell,
a retrovirus uses an enzyme called reverse transcriptase to convert its RNA into DNA

Q2. Division of cells without growth, seen in the early stages of embryonic development
is referred to as

A. mitosis.
Answer: C
B. meiosis.
C. cleavage.
D. differentiation.

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Q3. The correct name for the bacteria in the diagram below would be

Adapted from: https://www.microbiologyinpictures.com/

A. tetracocci.
B. diplococci.
C. streptococci.
D. staphalococci.

Answer: B

https://sites.google.com/site/camilastrickland/identifyingspecies

Q4. The diagram below shows the sexual structure of a group of fungi and
contains eight spores.

Adapted from: http://45.desa-penago1.com

The above structure is called a/an

A. ascus C. conidiophore
B. basidium D. zygosporangium

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 Answer: A
Ascus, plural asci, a saclike structure produced by fungi of the phylum Ascomycota
(sac fungi) in which sexually produced spores (ascospores), usually four or eight in
number, are formed.

Q5. The two life stages of the sea lettuce, Ulva, are said to be isomorphic.
This means

A. male and female gametes are similar.

B. the spores and the gametes are similar in shape.
C. filamentous thalli of the Ulva sp. are similar in form.
D. the gametophyte and sporophyte forms appear similar.

Answer: D

In an isomorphic alternation of generations (found in some algae, for example) the

sporophyte and gametophyte are morphologically similar or identical; in a
heteromorphic alternation of generations they are dissimilar (e.g. in mosses the gametophyte
is the dominant and conspicuous generation, whereas in higher plants it is the sporophyte that
forms the conspicuous plant).

https://www.plantscience4u.com/2014/05/diplohaplontic-life-cycle-in-algae.html

Q6. The diagram below shows a section of the liverwort Marchantia sp.

Adapted from: https://www.marchantia.org

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The structures abelled gemmae cups are responsible for

A. respiration.
B. food storage.
C. photosynthesis.
D. asexual reproduction.
Answer: D
A gemma is a specialised multicellular unit of vegetative reproduction found in certain
mosses and liverworts. When rain falls into the gemma cup the gemmae are splashed out
and can produce new individuals identical to the parent. The upper surface of the leaf of
this species shows air pores.
https://www.sciencephoto.com/media/16726/view/liverwort-marchantia-with-gemma-
cups
Q7. Tapeworms are internal parasites.
Which of the following is not an adaptation to life as an internal parasite?

A. absence of a digestive system.

B. well-defined head for better response to stimulus.
C. development of a tegument to envelop their bodies.
D. spines and hooks to securely attach parasite to the host.

Answer: B

Q8. The lateral line system found in fish is important for

A. osmoregulation.
B. adjusting buoyancy.
C. sensing movement and pressure changes.
D. steering the fish away toward clearer water.

Answer: C

Fish also have a lateral line system, also known as the lateralis system. It is a system
of tactile sense organs located in the head and along both sides of the body. It is used
to detect movement and vibration in the surrounding water.

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Q9. When animals and vehicles are moved to high grounds because of approaching floods,
this is an example of

A. disaster risk reduction.

B. disaster risk management.
C. climate change mitigation.
D. climate change adaptation.

Answer: A

Q10. The diagram below shows the reproductive cycles of virus reproduction.

Adapted from: https://en.wikipedia.org

i. Name Cycles A and B. (1 mark)

Answer:
Cycle A: Lytic Cycle Cycle B: Lysogenic Cycle

ii. Consider the two cycles and explain why one is more destructive
than the other. (2 mark)
Answer: Lytic cycle more destructive than the Lysogenic cycle.

https://www.khanacademy.org/science/biology/biology-of-viruses/virus-
biology/a/bacteriophage

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 iii. State one economic importance of virus. (1 mark)

Answer:

Viruses have important and destructive roles that of economic significance:

Useful roles

 In preparing antidotes/vaccine: Pox, mumps, polio, jaundice etc diseases can be

controlled by penetrating using or dead virus in the human body as vaccines.
 In controlling harmful animals and insects: Some animals and insects which are
harmful to humans can be controlled by some special virus.

Useful roles (contd)

 Control of disease: T2 bacteriophage virus saves humans from dysentery by spoiling

some harmful bacteria, like E-coli. Viruses use as vectors to treat several diseases, as
they can explicitly target cells and DNA. It intimates hopeful use in the treatment of
cancer and in gene therapy.
 In the laboratory: Virus is used in the lab, as the simplest living model. In the research
of genetics, the virus is used mostly. It is an important subject in genetic engineering.
 In the evidence of evolution: Virus plays a vital role to acquire knowledge about the
trend of evolution and the process of formation of living organisms because the virus
contains both living and non-Living characteristics.
 In nanotechnology, viruses can be considered as organic nanoparticles. Because of their
size, shape, and structures have been used as a template for organizing materials on the
nanoscale.
 In Seawater: A spoon of seawater contains about a million viruses, making them the
most plenteous natural substance in aquatic ecosystems. They are useful in the disposal
of saltwater and freshwater ecosystems. Viruses increase the number of Photosynthesis
in Oceans and are effective for reducing the amount of carbon dioxide in the atmosphere
by approximate 3 gigatonnes of carbon per year.

Harmful roles

 Different diseases like common Cold, Influenza, Mumps, Pox, Polio, Yellow fever,
Harpish, Aids etc. are caused by the attack of the virus.
 Human viruses, especially those that caused to deaths, can have larger negative
economic effects. For example, Africa’s Ebola virus occurred in economic losses of over
$1.6 billion.
 The virus destroys plenty of bacteria which useful for humans.
 Viruses can cause a destructive influence on human societies. They can be weaponized
for biological warfare.

https://www.qsstudy.com/biology/describe-economic-importance-of-virus

Q11. Complete the following table by writing the correct information concerning
Algae (plant-like protists) in the space provided in the Answer Booklet. (2 marks)

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 Name of Algae Diagram Structural
Characteristic

(i)
Spirogyra

(ii) unicellular

(iii) (iv)

Answer
i. Filamentous/multicellular/spiral chloroplast
ii. Protococcus
iii. Volvox
iv. Colonial/unicellular/coenobic

Q12. When observing protozoans under the microscope, Year 13 students added
methyl cellulose to their slides. Explain the reason for this procedure. (2 marks)

Answer:

https://www.sargentwelch.com/www.sargentwelch.com/images/Working_with_Pro
tozoa.pdf

Q13. Explain one difference between Gram negative and Gram positive bacteria. (2 marks)

Answer: Some differences include:

Gram positive Gram Negative

Simple cell wall More complex cell wall
Thick peptidoglycan cell wall layer Thin peptidoglycan cell wall layer
No outer lipopolysaccharide wall Has outer lipopolysaccharide wall
layer layer
Retain crystal violet/iodine thus Retain safranin thus appears
appears blue/purple red/pink

Other differences can be found in the Marking Scheme and

Year 13 Biology textbook (pp 138-9)

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Q14. i. Fungi are saprophytes.
Describe their method of feeding. (2 marks)

Answer:
Fungi are not able to ingest their food like animals do, nor can they manufacture their own
food the way plants do. Instead, fungi are saprophytes (feed on organic material) feed by
absorption of nutrients from the environment around them. They accomplish this by growing
through and within the substrate on which they are feeding. Numerous hyphae network
through the wood, cheese, soil, or flesh from which they are growing. The hyphae secrete
digestive enzymes which break down the substrate, making it easier for the fungus to
absorb the nutrients which the substrate contains.
https://ucmp.berkeley.edu/fungi/fungilh.html

ii. State one ecological importance of fungi. (1 mark)

Answer:
Ecological importance refers to its importance to the environment/ecosystem.

Together with bacteria, fungi are

 Decomposers - breaking down organic matter and releasing carbon, oxygen, nitrogen, and
phosphorus into the soil and the atmosphere.
 Recyclers of nutrients (like nitrogen and phosphorus) and gases (like nitrogen amd
oxygen)
 Parasites- attacking living organisms, penetrating their outer defenses, invading them, and
obtaining nourishment from living cytoplasm, thereby causing disease and sometimes
death of the host.
 Symbionts - involved in close and long associations known as symbiotic associations,
which are mutually beneficial to both organisms. Two of these associations, lichens and
mycorrhizas, have enabled some photosynthetic organisms to colonise deserted
environments

http://www.davidmoore.org.uk/21st_Century_Guidebook_to_Fungi_PLATINUM/Ch15_00.htm

Q15. Study the diagram given below of fern sori and answer the questions that follow.

Adapted from: http://www.svenlandrein.com

i. Name the structures labelled Y and Z. (1 mark)

Answer:
28 | P a g e Y: annulus Z: (mass of) spores
 ii. State the function of part X. (1 mark)
Answer:
X is the indusium – function is protection of spores/sporangia; reduce or prevent
dessication/drying out

iii. Explain how the transformation of A into B (as shown in the diagram)
happens in the laboratory. (2 marks)

Answer

A represents the still enclosed sporangium and B is sporangium with peeled back annulus
ready to disperse spores.

In the laboratory, this is achieved by adding glycerol/glycerine/glycin which has a

drying effect on the annulus, causing it to shrink back and disperse spores.

Q16. The diagram below shows the head of a freshwater prawn.

i. Explain the function of part X. (2 marks)

Answer:
X is the rostrum.
The rostrum is an extension of the carapace/exoskeleton. It is rigid, made of hard
calcium carbonate and therefore serves a defence or protective role for the shrimp.

ii. Describe one difference between the eye of the prawn and that of an
arachnid. (2 marks)

Answer
Differences between the eyes of
Prawn Arachnid (spider)
Compound eye Simple eye
One pair/2 eyes Four pairs/8 eyes
Larger in size Smaller in size
Cluster of lense Single unit lens
Sees wider angle of sight Sees narrower angle

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Q17. Describe one difference between the mammalian groups monotremes and
placentals. (2 marks)

Answer
Differences between monotremes and marsupials
Monotremes Marsupials
Lay eggs/no placenta Give birth to live young/have placenta
External development of embryo Internal development of embryo

Q18. i. Define biomagnification. (1 mark)

Answer:
Also known as biological magnification or bioamplification is the process by which a
compound (such as a pollutant or pesticide) increases its concentration in the tissues of
organisms as it travels up the food chain.
https://www.merriam-webster.com/dictionary/biomagnification

ii. Describe one example of biomagnification and its effect on humans. (2 marks)

Answer
Examples of biomagnification include:
 fish accumulate mercury more rapidly than they excrete it, and every fish up the aquatic food
chain contains more than the one it just ate;
 spraying a marsh to control mosquitoes will cause trace amounts of DDT to
accumulate in the cells of microscopic aquatic organisms, the plankton, in the marsh.
In feeding on the plankton, filter-feeders, like clams and some fish, harvest DDT as
well as food.
https://www.biology-pages.info/D/DDTandTrophicLevels.html

In the given examples, humans are at the end of the food chain and will receive the highest
amount of toxic substances being ingested by organisms in the lower end of the chain,
resulting in being very ill or even dying.

Q19. State the importance of Environment Impact Assessments (EIA). (1 mark)

Answer:
 Implementing an EIA ensures that the potential problems are foreseen and addressed at
an early stage in project planning and design.
 Having an Environmental Impact Assessment (EIA) system is important to ensure that
socio-economic development projects to are compliant to environmental safety and so
sustainable economic development.
http://drs.nio.org/drs/handle/2264/778

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Q20. ESSAYS
Option Question

i. Short Essay
Write an essay of about 100-150 words on the option topic given below.

Embryonic development may be used to differentiate animals as being

deuterostomes or protostomes.
Define the term deuterostomes and describe two ways that protostomes are different
from deuterostomes.

Answer

Organisms in the groups echinoderms and chordates are Deuterostomes are have the
characteristics in the table below:

https://pediaa.com/difference-between-protostomes-and-deuterostomes/

ii. Long essay

Write an essay of about 250-300 words on the option topic given below:

'If you personally want to contribute to stop global warming, the calculation and
constant monitoring of your personal carbon footprint is essential.'
Source: https://timeforchange.org

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 With reference to the above statement:

i. Define global warming and carbon footprint. (2 marks)

Answer

Global Warming: gradual increase in the overall temperature of the earth's atmosphere
generally attributed to the greenhouse effect caused by increased levels of carbon dioxide, CFCs,
and other pollutants.
Carbon Footprint: the amount of carbon dioxide released into the atmosphere as a result of the
activities of a particular individual, organization, or community.

ii. Describe two ways that carbon footprints contribute to global

iii. Explain 2 reasons for the need to reduce global warming. (4 marks)
iv. Suggest two ways of reducing ones carbon footprint. (2 marks)
warming; (4 marks)

Answer

THE END

___________________________
COPYRIGHT: MINISTRY OF EDUCATION, FIJI, 2019.

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