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P. 1
1992 Biology Paper I Marking Scheme

1992 Biology Paper I Marking Scheme

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CE BIO 1992
Alex Lam
1.
(a) (i)
(1)
N . B. No mark for separate food chains

Award 1 mark for each correct feeding relationship (\ue000 x 10 = 2\ue000)------------- - - - - - - - - -2\ue000 Award an additional\ue000 mark for a correct and complete food web-----------------------\ue000 Deduct\ue000 mark for each incorrect feeding relationship / incorrect representation in the food web. (No deduction below zero.)

(ii) food chain A------------------------------------------------------------------------------------------------- - - - - - - -1 more trophic levels involved / longer food chain-------------------------------------- - - - - - - - - - - - - - - - - - - -1 more energy will be lose during the transfer between successive trophic levels---------- - - - - - -1 due to respiration, metabolic activities , death. etc.----------------------------------- - - - - - - - - - - - - - - - - - -1

(ii) bees------------------------------------------------------------------------------------------------------------- - - - - -1
they help in pollinating the flowers------------------------------------------------------------------- - - - - - - - -1
(iv) * reptiles----------------------------------------------------------------------------- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -1
possession of dry scales------------------------------------------------------------------------------- - - - - - -1
Total : 11 marks
1.
(a) (i)

When asked to construct a food web showing the feeding relations most candidates could draw the connecting lines linking the organisms. Some, however, forgot to put in the relevant arrows. A number of candidates put the higher level consumers at the bottom of the food web which is not the conventional representation of a food web.

(ii) Many candidates tailed to stress that the longer the food chain, the more energy lost during
the transfer between successive trophic levels.
(iv) Many candidates mentioned the presence of scales as a noticeable external feature of
snakes but failed to point out that they are "dry".
Paper I Marking Scheme & Year Report
P.1
CE BIO 1992
Alex Lam
1.
(b) (i)

vessel Y--------------------------------------------------------------------------------------------------------------1 Its thick / elastic wall-------------------------------------------------------------------------- - - - - - - - - - - - - - - - - -1+ helps resisting the high blood pressure---------------------------------------- - - - - - - - - - - - - - - - - - - - - - - - - - - - -1

(ii) vessel X (renal vein)\ue000* vena cava\ue000* heart\ue000* pulmonary artery\ue000* lungs
\ue000* pulmonary vein\ue000 * heart\ue000 * aorta\ue000* vessel Y (renal artery)-----------------------------------------4
N.B.\ue000 mark for each correct spelling of the organs in the correct sequence
\ue000 mark for the flow chart / direction of blood flow
(iii)
vessel X vessel Y
carbon
dioxide
concentration
less
more
---------------------------------------------1
glucose concentration
less
more
---------------------------------------------1
Total : 9 marks
1.
(b) (i)

Many candidates\u2019 descriptions of the function of an artery did not match with the structural feature stated in the answer. Some candidates thought that the thick and elastic wall of the artery was to pump or to create a high blood pressure rather than to withstand or resist it.

(ii) Many candidates did not read the question carefully and so drew diagrams of the kidney and its related blood capillaries instead of a flowchart showing a double circulation of blood in relation to the kidney. It seems that they had no idea of what a flowchart is.

(iii) A number of candidates were confused about the relative concentrations of carbon dioxide
and glucose in the pulmonary artery when compared with those in the pulmonary vein.
Paper I Marking Scheme & Year Report
P.2
CE BIO 1992
Alex Lam
1.
(c) (i)

correct axes with labels--------------------------------------------------------------------------------- - - - - - - - -1 correct key--------------------------------------------------------------------------- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -1 correct plotting of 8 points for each curve (N.B. overall shape must be correct)- - - - - - - - - -1,1

N.B. Accept alternative presentations of graph

(ii) Due to its small leaf area (0% to 20% maximum size) / rapid growth of leaf,- - - - - - - - - - - - - - - - - - - -1
the leaf has insufficient photosynthetic product for growth--------------------------------- - - - - - - - - - - -1
Therefore, it requires an external supply of sucrose---------------------------------------- - - - - - - - - - - - -1
(iii) between 20\u00b1 2% to 60\u00b1 2% of maximum leaf size---------------------------- - - - - - - - - - - - - - - - - - - - - - - - -1
(iv) Copy the outline of the leaf on a piece of graph paper-------------------------------------- - - - - - - - - - - -1
Count the grids / squares and estimate the total area that the leaf covers-------------- - - - - - - -1

Total : 10 marks
1.
(c) (i)

Most candidates failed to plotall the points for the import of sucrose into the leaf as given in the question, in particular for those points which lie along the horizontal axis (X-axis). Many even failed to label the axes or mark the origins of both axes.

(ii) Many candidates did not read the questions thoroughly, only indicating the difference between the import and export of sucrose rather than explaining it. Others failed to point out that while the leaf size changed from 0% to 20% there waslittle photosynthesis (but not no photosynthesis) due to the small leaf area and hence insufficient chlorophyll.

(iv) Candidates were not used to suggesting simple- - - - - - - - - -workable methods to extend a given investigation. When asked to estimate the leaf area, many simply suggested measuring both the length and width of the- - - - -leaf. Others suggested a weighing method which in fact

Paper I Marking Scheme & Year Report
P.3

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