FARRANETS A = FOR TEACHERS’ USE ONLY Paper 2 Section A. Marks 1 @ ——Seed.dspersal | = scaller/spread the seeds ofa pant avay ftom the parent plan (1) | + achieved by the help of nau agents or wind, water and animals (any one, 2 "4), or by special mechanical mechanism ()/ dehiseznce of the fut Importance + duce intraspecific camttion in close proximity between offpring and parent and among offspring due to overcoming (1) + exploit colonize new habitats greater disibution of te species (1) reduce the spread of disease due to close proximity (I) 4 ‘+ reduce backerossing with the parent thus reduces genetic problems of inbreeding (1) max 5 (Bonus : brought about by environmental conditions (1) innate) +tbonus= 1 ‘+ state or period when seeds are viable but fail to germinate (1) 2 Or © state of seed where metabolic rate decreases to very low (1) / active growth and development are suspended / ceased ‘seven when conditions are favourable (1) Importance : ‘* enable the seed to withstand unfavourable conditions (1) such as drought, max. 3 coldness, nutrient deficiency / lack of food (any two, % each) (1) allow time for seed dispersal (1) | permit any internal change to take place (1) _ (max. 9) (C+bonus, poss. max. =10) () — ® seed dispersal not perferable (!4) 1 ‘© seed dormaney not perferable (/4) * if seeds are dispersed after maturation, it is very difficult to harvest (1), 2 ‘© ifseed dormancy exists, the farmers will need to give extra treatment to the seeds before sowing (1) / have to wait for germination o (©) Ina wheat population, genetic variation exists (1). Some individuals may hhave lost their seed dispersal and seed dormancy mechanisms (I) due to i (2). (Bonus : In natural environment, 3 these individuals should only occupy a very small portion of the population because their adaptation to the natural environment is weaker due to the loss +bonus = 1 of seed dispersal and seed dormancy mechanisms (1)). During artificial selection by farmers, the farmers will select only those individuals which have lost the seed dispersal and seed dormancy mechanisms (1) for growing inthe field generation after generation (1). ‘These wheat plants 4 are aiso allowed to self pollinate (1) which, eventually leads to pure lines (1) / homozygosity / breeds true, Therefore, the cultivated wheat that we see in the field does not have seed dispersal and seed dormancy mechanism. 7 (bonus, poss. max. = 8) If we cease to apply artificial selection to the wheat, the wheat variety with seed dispersal and seed dormancy mechanisms will gradually emerge (1) as, | seed dispersal and seed dormancy are favourable characteristics, the 2 population carrying the respective genes will become dominant (1}/ most abundant, Grax. 8 {GHoonus, poss. max. = 9) Question Total : max. 20 2000-AL-BIO 2-16 OBR 20 bai Se BS FOR TEACHERS’ USE ONLYFOR TEACHERS’ USE ONLY Marks 2 @ - ‘pump (1) at the membrane, pumps Na* out of the cell (4) in 2% exchange for K” (4) using energy (i) ~ membrane of neurone is less permeable to Na’ and more permeable 3A to K* at rest (1), tendeney for more K" to diffuse out (1), than Na” diffusing in (2), inside negative (4), outside positive (4) 6 (©) tansmission along the neurone ‘wansmission between neurones = slesirochemical in nature = shemical in nature 1 propagation of action potential - upon arrival of impulse, (1) as result of depolarization neurotransmitter released cof membrane (1) (from pre-synaptic kaob — Iovalcuurent between the active diffuses across the site and the neighbouring resting synapse and combine region (1) depolarizes the with receptor (1) on post- 7 membrane of the latter pat (1) synaptic membrane (1), and elicit an action potential clicts an action potential inthe succeeding neurone fast slow 1 (NB. 1. Nocontrast, no mark (max. 7) 2. Accept diagrams showing equivalent and complete meaning, 3. Accept table form with notes showing complete concepts in comparision.) © sensory cells in the organ of Corti /cochlea/ sensory hair cells with hairs ‘rushing against tectorial membrane (1) Lo auditory nerve (Bonus = 1) (bonus : mid-brain / brain stem / thalamus) +toomus = | 1 oO o ‘Sensory cortex of cerebrum for audition spinal cord “ ‘motor neurone A) muscle of the leg, (NB. 1. If the concept of sound teception is wrong, mark the rest ofthe flow- chart from the symbol 4 downwards if sequence of voluntary escape is correct. 2. No flow-chart given, deduct 2 marks : F = ~2 3. More than one flow-charts given, deduct I mark : D = —1) (bonus, poss. max. = 8) Question Total : max. 20 2000-AL-BIO 2-17 : 11 Bh A 28 BA EAR TEACHER® LICE ANI VRRRGAS FOR TEACHERS’ USE ONLY Macks 3. @ _~— @_~—Cllular respiration of root tissues in tolerant plants grown in aerated and flooded soil Similarities : U both use carbohydrate / sugar as substrate (1) 1 2 both undergoes glycolytic pathway (I) and undergo substrate 2 level phosphorylation (1) 3. both produce energy inthe form of ATP 1 4. both invoive NAD/NADH, as coenzyme 1 5. both produce CO, as product (1) 1 6 enzymatic reactions are involved (1) 1 (accept comectaltematives) 6 Differences : aerated.soi} flooded soil 1. Produets ‘water and CO; sahanol and CO; 1 2 Terminal electron acceptor o pyruvate 1 3. Krebs cycle/ mitochondria involved not involved 1 4. Electron transport chain involved not involved 1 5. Oxidative phosphorylation involved not involved 1 6. nergy production more ATP ess ATP 1 produced produced (max. 10) Gi) When soil is flooded, non-tolerant plants cannot switch to anaerobic respiration, much less ATP is produced as compared to tolerant plants (1). The root cannot function property in active uptake of (max. 5) ‘minerals (1), consequently the absorption of water is much hampered (2). Yet transpiration continues (1). When transpiration rate / rate of water loss excesds rate of water absorption (1), mesophyll cells / parenchyma cell Jose turgor (1). (e) = skeletal muscle cells (1) 1 = lack of O; to act as electron acceptor (1), <. use pyruvate to accept electron (1) max. 4 — pyruvate is reduced by NADH, (1) to lactic acid (1) = glycolysis continues to yield ATP to be used by the muscle cell (1) (Bonus : NAD is reeyeted for continual glycolysis (1)) ‘bos (Honus, poss. max. = 6) Question Total : max. 20 2000-AL-BIO 2~ 18 ARASH FOR TEACHERS’ USE ONLYRRABEA FOR TEACHERS’ USE ONLY ~ Paper 2 Section B ‘Matks 4, Nature of skeleton Earthwomm Grasshopper Rabbit ~ hydroskeleton (14) ~ exoskeleton (4) ~ endoskeleton (14) % ~ filled with coelomic fluid cuticle /chitinous ~ bone (%) and cartilage (4) 3 a) plates (1) ~ segmented ~ segmented — segmented 1 ~ not jointed /eoelom ~ jointed ~ jointed 1 compartmentalized by septa = soft ~ rigid / are ~ rigid / hard 1 ~ ight ~ heavy 1 Functions of skeleton = protection ~ protection ~ protection i ‘of whole body of certain organs 1 ~ maintains / provides ~ maintains / provides ~ maintains! provides shape 1 shape shape — stores ft/caleium / ~ camouflage (1) phosphate ions (1) ~ prevents desiccation (1) ~ modified to form — produces blood cells (1) snax.3 sense organs / mouth a pars etc. (1) (appendages not accept) max. marks for each animal ~ movement ~ movement — movement } cannot support whole — support (whole body support (whole body body weight weight) weight) wax 2 Mark deduction = ‘© No comparison, 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 i. Deduct 2 marks for answers in separate paragraphs and the comparison though identifiable but do not correspond, denote as $ = ~2 NB: award % mark if correctly answered any 2 out of the 3 animals Role of the skeletal system in locomotion Eathwomn Coelomic fluid is incompressible 1), force is transmitted (1), upon the contraction and relaxation of antagonistic muscles (/), widening / shortening and elongation / narrowing of 5 body region occurs (4), this brings the body region to anew position (4) withthe help of chaeta (4, this is made possible because coelom is segmented by septa (1). Rabbit Bones provide surface for attachment (1) of antagonistic muscles (1), bones are articulated to form movable joints (1), this forms a lever system (1), to transmit the force of contraction of 6 muscles to produce movement (1) to amplify the range of movement (1) ‘Question Total : max. 20 2000-AL-BIO 2-19 ARABS FOR TEACHERS’ USE ONLYRRABESA FOR TEACHERS’ USE ONLY Marks Incorporation. of N; into angiosperms 1, lightning ('4) changes N; in air to NO, (14) which then dissolves in water to form NO; 3 (1), NOs" is * absorbed by plant roots (1) 2. bacteria in the root nodules of leguminous plants (1) converts N; obtained from soil air 3 to nitrogenous compounds (1) for direct assimilation by the legume (1) 3. free living bacteria in the soil (1) converts Nz in soil air to nitrogenous compounds in 5 their body (1); when they die, their nitrogenous compounds will be decomposed by putrefying bacteria (1) to form ammonium compounds (1); nitrifying bacteria converts the ammonium compounds into nitrites and then into nitrates (1) ths is “absorbed by plant roots (1) 4. industrial process converts Nz to ammonium compounds (1) which are added tothe soil 2 as fertilizers (1) and * absorbed by plant roots (1); * nitrifying bacteria also convert the ammonium compounds into nities and then into nitrates (1) and * absorbed by plant roots (1) 3. NHL! compound and nitrates absorbed by root of green plants will be eventually 1 assimilated into body tissues (1) OV.B. * mark tobe given once only) 14 Differences from CO; incorporation 1. Nz fixation may involve physical process of lightning, carbon fixation / photosynthesis 1 hhas no physical process 2. Nz fixation may involve bacterial fixation but carbon fixation / photosynthesis of 1 angiosperms does not involve any bacteria 3. in non-symbiotic Nz fixation, fixation does not involve the angiosperms, but carbon 1 fixation / photosynthesis involves the angiosperms directly 4, in symbiotic Ny fixation, root tissue is involved, in carbon fixation / photosynthesis, 2 green tissue (e.g, leaf) is involved 5. im non-symbiotic N» fixation / except in the case of symbiotic N; fixation, N; does not 1 get into plant tissue / nitrogen enters through roots as nitrates after free-living Na fixing, bacteria is being decomposed; in photosynthesis CO; diffuses into plant tissue / enters through stomata 6. in non-symbiotic N; fixation / except in the case of symbiotic N. fixation, fixation occurs 1 ‘outside the plant body, in photosynthesis, CO, fixation occurs within the plant body 7. Nz fixation does not require light, carbon fixation is preceded by a lightdependent 1 reaction / photosynthesis requires light 8. Nz fixation does not require chlorophyll, carbon-fixation / photosynthesis requires 1 chlorophyll {accept other correct alternatives) ‘naw. 20) Question Total : max. 20 2000-AL-BIO 2-20 Pinay eS FOR TEACHERS’ USE ONLYARAMEH FOR TEACHERS’ USE ONLY Marks 6 ‘Mammals ‘Angiosperms Structure one lymphatic system that opens into — composed of 2 separate 2 the blood vascular system (1) systems, xylem and phloem wo = vessel made up of living cells (1) = xylem is made up of dead cells 2 (A), and phloem is made up of living cells (4) ~ lumen surrounded by cells (1) — lumen within cells of xylem & 2 (extracellular) phloem (1) intracellular) = diameter of vessel can be changed vessel is rigid 1 (artery is elastc/vein can be distended) = presence of valves in veins /Iymph — presence of sieve plates in 1 ‘vessels phloem ‘Mechanism — heart acts asa pump to provide the ~ no well defined organ to driving force to propel blood along (1) generate propelling force Maintenance of flow © the elastic wall of arteries recoils xylem and pushes blood forward (1) — driving force mainly depends ‘presence of valves in veins and ‘on transpiration pull (1) |ymph vessels to prevent backflow _(cohesion-tension mechanism) @ and root pressure (1) contraction of skeletal muscle squeezes lymph and venous blood phloem towards the heart (1) ~ driving force depends on mass inhalation creates negative pressure flow 1) {in thorax to draw in lymph and ‘venous blood from the peripheral circulation (1) Bonus : Flow depends on pressure gradient generated (1) ++boni ~ unidirectional ~ also unidirectional in xylem 1 and phloem max15 | Mark deduction : + No comparison, no mark, + Deduct 1 mark for answers in table form, denote as T ‘+ 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 2000-AL-BIO 2-21 OBR 20 bi Se FOR TEACHERS? USE ONLYRRAME FOR TEACHERS’ USE ONLY Marks Regulation of vascular system in mammals fate of transport is determined by heart rate (14) and blood vessel diameter (14) which are in ‘turn controlled by both nervous system (14) and hormones (14) - nervous control at medulla /eardiac centre (1 in response to pH and CO; level in blood (1) — _ by sending nerve impulses to the pacemaker / SA node of the heart (1). ‘sympathetic output increases heat rate /constriets arterioles (1) ‘parasympathetic output decreases heat rate /dilates arterioles (1) — adrenaline increases heart rate / constricts blood vessels (1) (accept other correct alternatives) ac ‘max. 20 Question Total : max. 20 2000-AL-BIO 2-22 ARmamsh FOR TEACHERS’ USE ONLYARAMEA FOR TEACHERS’ USE ONLY Paper 2 Section C ‘The assessment of essay is divided into 2 areas, ie. content and style. Content 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 ‘neated as the only acceptable answers. Markers should exercise their professional expertise in judging altemative options / viewpoints given by candidates which they consider relevant and appropriate. The chief examiner should be consulted in case of doubts on accuracy. N.B. 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 SO(Bio) at the end of the marking period using the envelope provided. Stile Marks on style is based on the following: (@) Whether there isa relevant introduction and conclusion (©) Communication effectiveness : whether the ideas / arguments presented are clearly written, easy to understand, organized and logical, showing a grasp of the gist of the uestion, 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 a whole N.B. Errors in the use of English such as spelling and grammatical mistakes should not be specitically penalised, since a candidate with good command of English will have obvious advantage (e.. in writing speed, in organisation, in expressing his ideas, ete.) inessay writing 2000-AL-BIO.2 -23, (Ae Sh BSR BS FOR TEACHERS? LISF ONIY (max. 15) (max. 5)RARABESA FOR TEACHERS’ USE ONLY 7. Candidates’ answer must cover the 4 aspects to get the max. 15 marks on content] (Bonus : Correct quote of sites of artificial reefs in H.K. and the materials used.) (@) Process of ecological succession at implementation site + start off primary succession —> climax community (1), both benthic and pelagic communities reach stable condition (1) + colonization by pioneer species (invertebrates/microfauna) replaced by suecessive eres (1) eg, bacteria / diatom > other algae > bamacles, mussels out- compete algac —> tunicates -> fish (2) . settlement of macrofauna on the artifical reef as a result of feeding ‘on microfauna (1) . species succession / community changes of macrofauna in/on artificial reef due to predation, competition, and other inter- and ‘ntra-species interactions (2) fish enters this new community at any stage of the development (1) fish community reach stable / climax condition (1) (b) Bros (Accept correct alternatives) + “increase habitat diversity, provide surface for sessile organisms (1) + “increase biodiversity (1) * provide shelter for marine species (1) + protect young fish from predators (1), better survival for young fish (1), fish population * (1) ‘+ feed to marine organisms increased, T productivity, particularly fish a). provide breeding ground to marine organisms (1) conservation of marine species (1) / sustainability (©) Cons (Accept correct alternatives) + due to physical impact of artificial reef construction objects / sunken objects, the original benthic / pelagic communities are destroyed (1) * this changes the food webs / marine ecosystem (1) + “change the flow dynamics (1), in tum changes community dynamics « + unknown long-term impact on marine evosystem (1) @O (N.B, Concepts marked with * need elaboration to justify the mark indicated in the bracket) @ Economical issue . In the short-run, artificial reef project may affect fishing industry in the implementation sites as commercial fishing is probibited, thus antficial ref programme is not welcomed by fisherman, Yet artificial reef has the potential to develop as éco-tourism areas. In the long-run, artificial reef project may increase fish population and fish harvesting in Hong Kong waters, 2000-AL-BIO 2-24 a eS FOR TEACHERS’ USE ONLYFOR TEACHERS’ USE ONLY 8. (a) Principles of transgenic technology. max. 5 (1) Identify the donor organisms which possess the desirable trait / produce the gene products of interest. The gene products can be proteins (such as enzymes, structural proteins, or regulatory proteins) or other metabolites. (1) 2) Identify, isolate and amplify (or clone) the target genes. (1) G) —Transfonm (Transfer) the target genes into the recipient organisms (4) Select (by selectable markers such as antibiotic resistance) and screen for the successfully transformed organisms. (1) () Maintain transformed lines and propagate them for production of target gene products. (1) (Key ideas and key points, ether one or two, will score one mark, no half mark to be given. ) (&) — (1)_—_Emhancement of yield (accept correct alternatives) ‘max. 7 (®__Increase growth rate ofan individual organism (1) Gi) Increase the size of an individual organism (1) (iil) Increase the number of individuals that can be grown per unit area (1) (iv) Increase resistance to diseases, pathogens, pests (1), ete. use of synthetic insecticides (W) Increase talsrance to adverse physical environments, e.g. cold, ho, dry, salty, etc. (1) (vi) Increase the storage time of potato (1) | 2) Enhancement of quality (accept correct altematives) (Increase nutritional value, e.g. enhancement of essential food components such as improving the contents of essential amino acids (1), production of healthier foods such as reducing the contents of saturated fatty acids (1) (Enhance flavor, taste, color, ete (1) @ +B, max9) (© Rotential risks to health max. 4 1) Toxicity / Allergy (1) Preventive measures : + perform thorough toxicity and allergy tests of the GM foods and the original gene donors before putting to the market (1) . label the food components of GM foods (1) (2) Transfer of antibiotic resistance (often used as selective markers) to pathogens (1) Preventive measures : © monitor the transfer of antibiotic resistance to fecal ‘microorganisms (1); and © use antibiotics that are not commonly used for internal ‘medication (1) © toavoid overuse of antibiotics (1) 2000-AL-BIO2~25 1 RS 2h hi SR BA FOR TEACHFRG? IISF ONI VY |RRABESH FOR TEACHERS’ USE ONLY ‘Marks (@ —_Rotential risks to environment max (1) Introduction of new species may affect the balance of ecosystem / and may affect biodiversity (1), (2) Transfer of target genes to unrelated organisms might create unwanted harmful species (1). Preventive measures (Any 2, 1 mark each) © Contain the are of release (-use enclosed environment to grow GM organisms as long as possible) © Monitor the change of environment, particularly the incident of ‘gene transfer to unrelated species © Educate the farmers for a proper and safe practice Clean up the abandoned fields by burning Retain biodiversity by special programs for systematic growth and maintenance of wild species ‘© Legislation for proper and safe practice ‘mark for ( ¢) E = mark for (4) 2. No half mark for content. 2000-AL-BIO 2-26 ARAMER FOR TEACHERS’ USE ONLYARRAS FOR TEACHERS’ USE ONLY 9. [Candidates’ answer must cover the 3 aspects asked for to get the max. 15 marks on content.] Cause Bird’s fu AIDS ‘Mad cow disease HSNI virus HIV Prion route of © airbome/ «body fluid ‘© contaminated food transmission contact Individual effort to avoid contracting these diseases (must provide answer to the 3 diseases to get max. mark of 6) Prevention by government must give measure for the 3 diseases to get max, mark of 6) Prospects for vaccine © avoid avelling © safe sex (1) do not take meat toepidemic —* avoidsharing——_from contaminated region needles (1) source (1) avoid contact wit veetor (1) J chicken / bird, infected person o ‘ “education of «education of _« “education of public public (1) public ‘ban import of + eradicate isolate victim ——_ contaminated meat, infected for treatment (0)/ban import of poultry (1) ‘meat from affected #sereen . country imported ensure proper poultry (1) disposal of dead + identify bodies of cows potential + screen blood epidemic products esp. at region (1) blood transfusion center (1) Use biotechnology such as genetic Very difficult to engineering to isolate the genes produce vaccines encoded for the surface antigens of _since the conformation these viruses, the genes are cloned and of prion depends on then expressed in production systems its interaction with the such as E. colt, The protein products prion counterpart in are used as vaceines. For AIDS, ‘our body. possibilty of cocktail vaccines / ‘multiple vaccines, (Le. can use ‘multiple surface antigens which ae produced in different stages ofthe infection cycle of te pathogen) tis aims to overcome the fast mutation rate ofthese viral particles in developing new strains / resistance. (Do not accept cocktail therapy as the chemicals involved act as inhibitors not vaccines.) (N. B. for Bird’s fl, also ‘accept no vaccines! difficult to develop vaccine, because ofthe high mutation rate of HSNI.) (NB. “marks to be given once only) 2000-AL-BIO 2-27 % max. 6 max. 10 max. 6 ‘content = max. 15 ARRAS FOR TEACHERS’ USE ONLYARAMEA FOR TEACHERS’ USE ONLY 10. (@) Beneficial effects increased phiysical fitness and endurance (a person can ‘work longer hours without getting fatigue) | ()__ Improved cardiovascular fitness (1~3 marks each) max. 5 ‘© size (both chamber size and musculature) ofthe heart / tet ventricle? as a result of exercise, stroke volume 7, cardiac output ? (cardiac out-put = stoke volume x heart rate) 7 delivery oO; fod to ces and drainage of metabolic products fiom cells © blood (plasma) volume * as a result of training, this increases left | ventricular filling / stroke volume, cardiac output i increased ‘© hhearerate becomes slower at rest after traning because taining increases parasympathetic activity inthe heart (decreases sympathetic activity inthe hear); with an increased in stroke volume, this means more efficient energy utilization by the heart muscle to produce a given cardiac output with a slower rat (ie heart contracts less ofien but more forcefully) '* increased plasma volume reduces blood viscosity, this together with the 7 rate of circulation quickly removes cholesterol and triglycerides from depositing in the blood vessels, this decreases the risk of coronary heart disease + Lresting blood pressure (mechanism unkown) (2) Improved respiratory fitness : (1-2 marks each) max.3 © tidal volume / vital capacity / lung volume / metabolic rate / respiratory tate increase after taining, pulmonary ventilation rate | 7 / gaseous exchange rate 1, mote O; uptake occurs at lung and ‘more efficient release of CO; * pulmonary blood flow increases after taining, this maximizes uptake of O; / release of CO,/ gaseous exchange rate (Le. greater pulmonary efficiency) atthe alveoli (3) Improved musculo-skeletal fitness : (1-3 marks each) max. 4 + muscle fibre 1 in size, * strength / flexibility of tendons, strength / elasticity and flexibility of ligaments (thicker ligaments), reduce risk of sport injury, 7 efficiency of muscles + increased capillary supply as a result of traning, allows greater exchange of gases, nutrients and wastes * skeletal mitochondria no. and size increase, provides muscles with more efficient oxidative metabolism + T ability to oxidize fats and carbohydrates in the muscle reduce risk of aris ‘reduce risk of osteoporosis, fores exerted on bone stimulate Ca deposition max. 17 (>) Environmental conditions for avoidance from doing exercise (1-2 marks max. 6 each) . ‘hot and humid (14) when extemal temperature is higher than body temperature, the only way to dissipate heat generated in exercise is by sweating, but the high humidity will reduce evaporation of sweat, -. heat loss is hampered, risk of heat stroke —> die 2000-AL-BIO 2-28, ARAMEH FOR TEACHERS’ USE ONLY |ARAMEH FOR TEACHERS’ USE ONLY *——hotandl dry and no water supply ('4) when external temperature is high, sweating will help to increase heat loss, loss of water will lead to dehydration, if water is not available, the individual will suffer from heat stress / heatstroke / (cramps -> shock ~> die) © bac air quality (¥) ‘when air pollution is high, the increased rate of gaseous exchange associated with exercise will bring pollutants (e.g. CO and SO; , effect of these ) into the body which is undesirable for health . bhigh altitude (4) | at high altitude, partial pressure of is low / supply of O, is low, the increased gaseous exchange demand associated with exercise will deplete the blood of O, resulting in insufficient O supply to essential ‘organs such as the brain i ‘content : max. 15, 2000-AL-BIO 2-29 ARRAS FOR TEACHERS’ USE ONLY