UNIVERSITY OF CAMBRIDGE LOCAL

EXAMINATIONS SYNDICATE
General Certificate of Education Advanced Level

BIOLOGY 9266/1
PAPER 1

JUNE SESSION 1998 2 hours 30 minutes

OPTION 1 – BIODIVERSITY

1. Fig. 1.1 shows part of the coral, Favia favus. Corals are members of
the phylum Cnidaria.

Fig. 1.1

The body wall of Favia favus consists of two distinct cellular layers,
separated by a non-cellular layer.

(a) State the names of these layers:

inner layer ………………………………………………

middle layer ……………………………………….

outer layer ……………………………………………... [2]

the arrangement of cells in the body wall is a diagnostic feature of

Cnidaria.
(b) List three other diagnostic features of Cnidaria that are visible
in Fig. 1.1.

1. ……………………………………………………

2. …………………………………………………….

3. ……………………………………………………. [3]

(c) Outline how coral captures and ingests its prey.

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [3]

Cells of many corals contain unicellular algae, which carryout

photosynthesis. The structure of these algae is similar to that of
Chlorella.

(d) State two features visible with a light microscope that could be
used to distinguish the cells of the algae from those of the coral.

1. .…………………………………………………….

2. .……………………………………………………. [2]

Corals can grow more rapidly when algae are present in their cells.

(e) Suggest two benefits to the coral of the presence of algae.

1. ...……………………………………………………

…………………………………………………………….

2. .…………………………………………………….

……...……………………………………………………. [2]
 Corals containing algae form extensive reefs, but can usually only
grow in shallow seas. The use of fossil fuels is considered to be a
possible threat to these coral reefs.

(f) Explain how high global uses of fossil fuels could harm coral
reefs in shallow seas.

……….……………………………………………………

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [3]
[total : 15]

2. Fig. 2.1 shows the position of the human rib-cage, external

intercostals muscles and diaphragm at the end of expiration.

Fig. 2.1

(a) (i) State one chordate feature shown in Fig. 2.1.

…………………………………………………… [1]

(ii) State one chordate feature associated with gas exchange,

which is present in the embryo but absent from adult
humans.
 ……………………………………………………. [1]

Fig. 2.2 shows the position of the rib-cage at the end of inspiration.

(b) Draw lines on Fig. 2.2 to show the position of the external
intercostals muscles and the diaphragm at the end of
inspiration. [2]

Fig. 2.2

Mountaineers often experience problems with gaseous exchange when

they climb to high altitudes, due to the low pressure, low temperature
and low humidity of the air.

(c) Outline how the diameter of the tranchea is maintained at low

pressures.

…………………………………………………………….

……...……………………………………………………. [1]

Air inhaled through the tranchea, bronchi and bronchioles. As it

passes along these tubes it is warmed and humidified, unless it is
already at body temperature and saturated with water vapor. Fig. 2.3
shows the partial pressures of oxygen, water vapour and other gases
entering the lungs at sea level and 8 000m above sea level.
 Fig. 2.3

(d) With reference to Fig. 2.3, comment on the differences in the

air entering the lungs at sea level with that at 8 000m above sea
level.

……….……………………………………………………

…………………………………………………………….

…………………………………………………………….

……...……………………………………………………. [3]

(e) Predict, with a reason in each case, the difference between d

(i) oxygen absorption by the lungs at sea level and at 8

000m above sea level;

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [2]

(ii) blood carbon dioxide concentrations at sea level and at 8

000m above sea level.

……….……………………………………………………
 …………………………………………………………….

……...……………………………………………………. [2]

(f) Suggest three ways in which the gaseous exchange system

could contribute to problems of dehydration and hypothermia
(low body temperature) in mountaineers.

1. ...……………………………………………………

…………………………………………………………….

2. ..…………………………………………………….

……….……………………………………………………

3. ..…………………………………………………….

……...……………………………………………………. [3]
[total : 15]

3. Either

(a) (i) Outline the economic and ethical reasons for preventing
the extinction of species of living organisms. [6]
(ii) Explain, using examples, action that may be need to
conserve endangered species in their natural habitats. [8]
(iii) Discuss reasons for opposition to conservation measures.
6]
OR

(b) (i) Outline the characteristics of viruses. [7]

(ii) Explain how viruses are replicated. [9]

(iii) Suggest ways in which viruses may be used by humans.

[4]
OPTION 2 – APPLIED PLANT AND ANIMAL SCIENCE

1. (a) State two roles of water in the growth of crop plants.

1. .…………………………………………………….

2. ……………………………………………………. [2]

Soil water may be present in three forms:

- gravitational water, which usually drains away quickly;

- capillary water, which is held in the pores between soil particles by
surface tension and can be absorbed by plants;
- hygroscopic water, which is held tightly to soil particles and
cannot be absorbed by most plants.

The mass of water held by a soil after gravitational water has drained
away is known as its field capacity. A soil reaches its permanent
wilting point (PWP) when all the capillary water has evaporated or
been absorbed by plants. The texture and composition of soils affect
the quantity of water held in the soil at field capacity and at PWP.

At field capacity the water potential of a soil is almost zero (-0, 33

MPa). The water potential of soils at the PWP for most crop plants is
– 1.5 MPa. Fig. 1.1 shows the relationship between the mass of water
held in the soil and the soil water potential for two soils, a clay soil
and a sandy soil.

Fig. 1.1
(b) With reference to Fig. 1.1,

(i) state what happens to the soil water potential of the clay
soil as water is lost;

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [2]

(ii) compare the quantities of water available to crop plants

growing in the clay soil and in the sandy soil until PWP
is reached.

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [2]

(c) (i) Explain why the soil water content of the clay soil is
higher than that of the sandy soil at field capacity.

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [2]

(ii) Suggest two ways in which a farmer could increase the

water-holding capacity of a sandy soil.

…………………………………………………………….

……...……………………………………………………. [2]
 (d) Explain why plants may wilt temporarily when the soil
moisture content is greater than the PWP.

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [2]

(e) Explain how soil is improved by adding lime.

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [3]
[Total : 15]

2. Table 2.1 shows some production data for beef cattle and pigs reared
under intensive systems in the UK. All the figures apply to single
animals. The food conservation ration (FCR) is the ratio of
mass of food consumed.
gain in live mass

Table 2.1

animal length of gain in mass daily gain in mass of food food total cost
fattening during mass / kg consumed / kg conversion of food /
period / fattening day-1 ratio (FCR) ₤
days period / kg
beef cattle 270 385.0 1.43 1912 262.00
pigs 77 47.5 131 2.75 24.56

(a) Complete Table 2.1 by calculating

(i) the food conversion ration for beef cattle; [1]

(ii) the daily gain in mass for pigs. [1]

(b) With reference to Table 2.1, explain the advantages of choosing

the rear pigs rather than beef cattle under an intensive system.
 ……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [3]

(c) Explain three ways in which the management of intensively

reared livestock can influence the food conversion ratio.

1. ...……………………………………………………

…………………………………………………………….

2. ..…………………………………………………….

……….……………………………………………………

3. .…………………………………………………….

……...……………………………………………………. [3]

(d) Explain

(i) why it may be difficult to calculate the food conversion

ratio for beef cattle that are reared in an extensive
system;

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [2]

(ii) how the efficiency of energy conversion for livestock

may be determined.

……….……………………………………………………
 …………………………………………………………….

……...……………………………………………………. [3]

(e) Outline one way in which the welfare of animals maintained in

intensive livestock production systems may suffer.

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [2]
[Total : 15]

3. Either

(a) (i) Explain how insect pests reduce crop yields. [6]
(ii) Discuss the ways in which farmers can reduce the loss of
crop yields to insect pests without using chemical
methods of control. [10]
(iii) Describe how plant growth regulators are used to
produce seedless fruits. [4]

OR

(b) (i) Outline the global distribution of rice and wheat. [4]
(ii) Explain the factors that determine the distribution of rice.
[6]
(iii) Discuss the reasons for the existence of food surpluses in
Europe and North America. [10]
OPTION 3 – APPLICATIONS OF GENETICS

1. The coat colour of Norwegian cattle is mainly determined by eth

distribution of two pigments: red and black. Both pigments are
produced by the action of the enzyme tyrosinase in cells called
melanocytes. A low level of activity of the enzyme leads to the
production of red pigment, whilst a high activity allows only black
pigment production. The activity of the enzyme is increased by
melanocyte stimulating hormone (MSH), which combines with an
MSH receptor. The receptor is coded for by the E locus, which has
three alleles, ED, EA and e. E D and E A each give a receptor with a
different activity. No receptor is produced by the recessive allele, e.

The dominant allele of a second gene, the A locus, codes for a protein
which binds to and blocks the MSH receptors coded for by E A, thus
preventing stimulation of tyrosinase activity in a melanocyte. The
receptor coded for by ED is insensitive to the protein coded for at the
A locus. The effects of the different alleles of the two loci are
summarized in Table 1.1.

Table 1.1.
E locus A locus
genotype MSH receptor protein which
genotype blocks MSH
receptor
EDED insensitive to AA present
or A locus blocking Or
EDe protein Aa
EAEA sensitive to aa absent
or A locus blocking
EAe protein
ee none

(a) (i) State the name given to interaction between gene loci,
such as that between the E and A loci.

…………………………………………………… [1]
 (ii) Explain why animals with the genotype E AE AAA have
red coats.

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [2]

(iii) Predict the coat colours of animals with the following

genotypes:

eeaa ………………………………………………

EAeaa ……………………………………………..

EDeAa ……………………………………………. [3]

Allele EA differs from ED by a single base substitution and e differs

from EA by a single base deletion.

(b) Suggest how these mutations might result in differences in the

MSH receptor.

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [2]

DNA was extracted from the frozen semen of six bulls with different
genotypes at the E locus. The DNA from each animal was separately
digested with two different restriction enzymes, P and Q. the products
of each digestion were separated on a gel. The banding patterns
produced with respect to this locus are shown in Fig. 1.1.
 Fig. 1.1

(c) Explain briefly

(i) how the products of digestion of DNA with restriction

enzymes can be separated on a gel;

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [2]

(ii) why the products of digestion of DNA from the same

animal are different when a different restriction enzyme
is used;

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [2]

(iii) the role of marker DNA.

……...……………………………………………………. [1]
 (d) State which genotypes can be identified by using each of the
two restriction enzymes.

…………………………………………………………….

……...……………………………………………………. [2]
[Total : 15]

2. (a) Describe briefly

(i) how Huntington’s disease (HD) is inherited;

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [3]

(ii) the symptoms of the disease.

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [3]

Fig. 2.1 shows a pedigree, drawn in 1987, of part of the largest known
family showing HD.

Fig. 2.1
(b) (i) Using suitable symbols, state the HD genotypes of
individuals A and B.
symbols:
genotypes: A …………….

B ……………. [2]

(ii) State the expected occurrence of HD among the 14

children of A and B.

…………………………………………………………….

……...……………………………………………………. [1]

Huntington’s disease (HD) is caused by a repeated sequence of three

bases, CAG, inserted into the gene for the protein huntingtin. This
repeat, or ‘stutter’, insets a polyglutamine sequence into the protein.
The threshold number of repeats for symptoms of the disease to
appear is 27 – 30.

A protein found only in brain cells, HAP (huntingtin – associated

protein), binds to huntingtin protein. An experiment was performed to
investigate the effect of the length of the huntingtin polyglutamine
repeat on this binding.

DNA encoding part of the huntingtin protein with either 23 or 44

CAG repeats was produced and inserted into separate vector DNA.
The resulting recombinant DNAs were introduced into different yeast
cells. Other yeast cells had unmodified vector introduced into them.
The DNA for rat HAP was then inserted into all yeast cells. Some
yeast cells expressed both the genes they had received.
(c) (i) Describe the method by which recombinant DNA is
formed.

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [3]
 (ii) Suggest one reason why the recombinant DNA was
introduced into yeast cells, rather than into bacteria.

…………………………………………………………….

……...……………………………………………………. [1]

Using yeast cells which expressed both genes they had received,
measurements were made of the binding of rat HAP with the two
different huntingtin proteins and protein coded for by the vector DNA.
The results are shown in Fig. 2.2.

Fig. 2.2

(d) Explain why the interaction of HAP was measured in yeast

cells that had received unmodified vector.

……….……………………………………………………

……...……………………………………………………. [1]

(e) Using only the information given, suggest why the ill effects of
HD are restricted to the brain.

……….……………………………………………………

……...……………………………………………………. [2]

[Total : 15]
3. Either

(a) (i) Compare selective breeding with the process of

evolution. [4]
(ii) Explain, using a specific plant or animal example, how
selective breeding is used to produce disease-resistant
varieties. [11]
(iii) Describe briefly the harmful effects of inbreeding. [5]

OR

(b) (i) Describe the techniques used in embryo transplantation.

[8]
(ii) Describe the process of cloning plants from tissue
culture. [8]
(iii) Discuss briefly the similarities between these two
processes. [4]

OPTION 4 – GROWTH, DEVELOPMENT AND REPRODUCTION

1. The pituitary gland, often referred to as the master endocrine gland, is

controlled by the hypothalamus. The pituitary gland secretes peptide
and glycoprotein hormones, that include growth hormone and tropic
hormones, from the anterior lobe and oxylocin and anitdiuretic
hormone from the posterior lobe of the gland.

(a) Explain what is meant by the following:

(i) endocrine gland …………………………………

……….……………………………………………………

(ii) trophic hormones …………………………………

……...……………………………………………………. [2]

(b) Suggest tow organelles that would be abundant in electron

micrographs of the hormone secreting cells of the pituitary
gland. State a reason for your answer in each case.
 organelle 1 ………………………………………………

reason …………………………………………………….

organelle 2 ..…………………………………………….

reason …………………………………………………... [2]

Fig. 1.1 (opposite) is a diagram of the hypothalamus and pituitary

gland. Nerve axons pass from the hypothalamus to the posterior lobe
of the gland.

A series of capillaries in the hypothalamus join to form a short portal

vein for carrying releasing factors to a second set of capillaries in the
anterior lobe of the gland.

(c) With reference to Fig. 1.1, state how

(i) hormones are released from the posterior lobe;

…………………………………………………………….

……...……………………………………………………. [1]

(ii) the transport of releasing factors differs from the

transport of most hormones.

…………………………………………………………….

……...……………………………………………………. [1]
 Fig. 1.1
Fig. 1.2 shows the effect of daily injections of growth hormone, over a
five day period, on the body mass and excretion of urinary nitrogen in
female rats.

A control group of rats did not receive the injections.

Fig. 1.2
(d) State two factors that should have been taken into account in
selecting the control group of rats.

1. .…………………………………………………….
 2. .……………………………………………………. [2]

With reference to Fig. 1.2,

(e) (i) describe the effects of growth hormone injections on

body mass and urinary nitrogen;

body mass ….……………………………………………

…………………………………………………………….

……...…………………………………………………….

……….……………………………………………………

urinary nitrogen………………………………………….

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [4]

(ii) suggest reasons for the changes in urinary nitrogen.

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [2]

Extracts from human pituitaries are no longer used to treat people

with deficiencies of growth hormone.

(f) Suggest one reason why this is so.

…………………………………………………………… [1]
[Total : 15]
2. Fig. 2.1 shows a horizontal section of a flower bud of shepherd’s
purse, Capsella bursapastroris.

Fig. 2.1

(a) (i) Name structures A to F

A ...……………………………………………………

B ..…………………………………………………….

C ..,…………………………………………………….

D ….……………………………………………………

E ..…………………………………………………….

F .……………………………………………………. [3]

(ii) Calculate the actual maximum diameter of the shepherd’s

purse flower bud in Fig. 2.1, showing your working.

working ………………………………………………

…………………………………………………………….

actual maximum diameter ..……………………………. [2]

In an experiment to investigate the effect of the length of the dark
period on the production of flower buds by soybean plants, the light
period was kept constant at either four hours or sixteen hours, while
different intervening lengths of dark period were given to separate sets
of ten plants. The total number of flower buds that formed in each of
the sets of plants was recorded.

Fig. 2.2 shows the results of the investigations in constant four hour
and sixteen hour light periods.

Fig. 2.2
(b) With reference to Fig. 2.2,

(i) describe the effect of varying the length of the dark

period, with a constant light period of four hours, on the
production of flower buds by soybeans;

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [3]
(ii) compare the effect of increasing the dark period, at
constant four and sixteen hour light periods, on the
production of flower buds by soybeans;

……….……………………………………………………
 …………………………………………………………….

……...……………………………………………………. [3]

(iii) explain whether soybean is a short day plant or a long

day plant.

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [2]

(c) Suggest why the majority of plants growing in equatorial

regions show no response to day length.

…………………………………………………………….

……...……………………………………………………. [2]
[Total : 15]

3. Either

(a) (i) Describe how you would measure and compare the
relative growth rates of two different varieties of a crop
plant. [8]
(ii) Explain the commercial advantages and disadvantages of
propagation crops asexually. [8]
(iii) Explain briefly how cells with identical genotypes can
develop into many different types of cells in the same
organism. [4]

OR

(b) (i) Describe the structure of the mammalian testis, including

reference to its microscopic structure. [8]
(ii) Describe spermatogenesis, indicating how genetic
variation is brought about in the process. [8]
(iii) Outline the ethical problems that are raised by in vitro
fertilization (IVF). [4]
OPTION 5 – HUMAN HEALTHY AND DISEASE

1. Fig. 1.1 shows the volume of oxygen taken up by a person during a

period of strenuous exercise, and during periods of rest before and
after the exercise. For aerobic respiration to supply the energy
required during the period of exercise, an oxygen uptake of 3 dm 3 per
minute was required. The shaded area labeled A shows the difference
between the volume of oxygen required and the volume of oxygen
taken up. This difference is known as the oxygen deficit.

Fig. 1.1

(a) List three long-term health benefits of regular exercise.

1. ………………………………………………………

2. .…………………………………………………….

3. .……………………………………………………. [3]

(b) Explain why it takes several minutes for oxygen uptake to reach
the required level of 3 dm 3 per minute.

……….……………………………………………………
 …………………………………………………………….

……...……………………………………………………. [2]

For the first few minutes of rest after this period of exercise, more
oxygen is taken up than during the period of rest before exercise. This
volume of oxygen is known as the oxygen debt.

(c) On Fig. 1.1, shade the area which corresponds to the oxygen
debt. [1]

(d) (i) Explain briefly why the concentration of lactate (lactic

acid) increases in the blood during this period of
exercise.

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [2]

(ii) Explain why the concentration of lactate in the blood

continues to rise for a short period after exercise has
stopped.

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [2]

(e) (i) Explain why there is an oxygen debt.

……….……………………………………………………
 …………………………………………………………….

……...……………………………………………………. [3]

(ii) Suggest why the oxygen debt is larger than the oxygen
deficit.

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [2]
[Total : 15]

2. Table 2.1 shows leading causes of death in developed and developing

countries in the year 1985. Numbers of deaths in millions for all the
disease categories shown in Table 2.1.

Table 2.1

disease category number of deaths in number of deaths in

developed countries developing countries
/ millions / millions
Infectious and parasitic 0.5 16.5
diseases
Cancers 2.2 2.5
Circulatory and degenerative 5.7 6.5
diseases
Pulmonary diseases, e.g. 0.4 2.3
bronchitis and emphysema
Maternal and perinatal causes 0.1 3.7
External causes (accidents and 0.7 2.4
violence)
Other and unknown causes 1.4 4.1
TOTAL 11.0 38.0
 Fig. 2.1

(a) (i) With reference to Table 2.1, calculate the percentage of

deaths from circulatory and degenerative diseases in
developed and developing countries. Show your working.

Developed countries

Developing countries

[2]

(ii) Add the percentages you have calculated in (i) to the

relevant columns in Fig. 2.1 and shade appropriately the
blocks you have added. [1]
 (iii) State the advantage of converting numbers of deaths to
percentage of deaths in the case of circulatory and
degenerative diseases.

……….……………………………………………………

……...……………………………………………………. [1]

(iv) Explain briefly the reasons for the differences in the

percentages of deaths from circulatory and degenerative
disease between developed and developing countries.

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [3]

One of the major causes of death in the ‘Other causes’ category in

Table 2.1 is malnutrition, which may be a result of protein deficiency.

(b) State two symptoms of severe protein deficiency.

1. ..……………………………………………………

2. .……………………………………………………. [2]

Measles is one of six major infectious diseases targeted for prevention

by means of vaccination in the World Health Organization’s
Expanded Programme on Immunization. Despite this, measles
remains a leading cause of death in developing countries.

(c) Suggest two reasons for this.

1. .…………………………………………………….

2. .……………………………………………………. [2]
 The World Health Organization has been unsuccessful in eliminating
malaria.

(d) (i) Explain why it is difficulty to eliminate malaria

……….……………………………………………………

…………………………………………………………….

……...……………………………………………………. [3]

(ii) Name the causative organism of malaria.

…………………………………………………….. [1]
[Total : 15]

3. Either

(a) (i) Distinguish between physical and psychological

dependence on drugs. [6]
(ii) Describe the effects of alcohol on the brain. [6]
(iii) Discuss the possible consequences for a family to
excessive alcohol use by one of its members. [8]

OR

(b) (i) Describe how atherosclerosis develops. [6]

(ii) Explain how atherosclerosis may lead to death. [6]
(iii) Discuss the factors that should be taken into account
when deciding how to share limited resources between
prevention and treatment of coronary heart disease. [8]