BIOLOGY DP1 HL MIDTERM EXAMINATION

Midterm Examination Preparation Package

Paper 1: Multiple Choice Questions: 35 MARKS
Paper 2 : Data-Based, Short -Answer and Extended- Response Questions: 45 MARKS

EXAMINATION PROTOCOL:
The midterm examination is worth 10% of the final AIS mark. Midterm examinations will take place
during December12-18, 2023.

BIOLOGY HL DP 1 MIDTERM EXAMINATION:

Paper 1, multiple Choice, 35 marks
 This section is entirely multiple choice.
 You should answer all questions (there is no choice of questions).
 For each question, choose the answer you consider to be the best.

Paper 2 Section A: Data- based and short answer questions, 30 marks

 Answer all the questions.
 This section will include one data-based question and the remaining questions will be short
answer.
 Write your answers in the boxes provided.
 A calculator and ruler are required for this paper.

Section B: Extended -Response Questions, 15 marks

•There is a question with parts a, b and c.
•Make sure to answer all the three parts (a, b, and c) of the same question

Tips for the exam:

Please refer to pages 124 and 125 of your syllabi and familiarize yourself with the command
terms.
Avoid ambiguous wordings in your answers such as amount, change, it, they, ……
Use the precise words.
Know your syllabus content. (Guiding Questions, Nature of Science, Application and skills,)
Read the questions carefully.
Answer the question asked.
Stick to the question.
Highlight important key terms.
Names are important.
Interpret data with care.
Show calculations.
In drawings, get proportions right and label where exactly the item should be.
Brief plan for extended-response questions.
Be precise.
Aim for one marking point per sentence.
Name of Scientists and their experiments are important.
The experiments (practical) in the textbook are important.
The data-based questions in the textbook are important.
Please go over the homework assignments, those are the best sources to study and review.

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 Syllabus to be covered:
Topic 1: A1.1 Water Unity and diversity- Molecules

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 Topic 2: A1.2 Nucleic acids Unity and diversity- Molecules

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 Topic 3: A2.1 Origins of Cells Unity and diversity- Cells

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 Topic 4: A2.2 Cell Structure Unity and diversity- Cells

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 Topic 5: A2.3 Viruses

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 Topic 6: A3.1 Diversity of organisms

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Sample Data-based Questions:
1-

Use the data in table above to answer the following questions:

a. Compare the base composition of Mycobacterium tuberculosis (a prokaryote) with the base
composition of the eukaryotes shown in table above. [2]

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 b. Calculate the base ratio A+G/T+C for humans and for Mycobacterium tuberculosis. Show
your work. [2]

c. . Evaluate the claim that in the DNA of eukaryotes and prokaryotes, the number of adenine
and thymine are equal, and the number of guanine and cytosine are equal.[2]

d. Explain the ratio between the numbers of bases in eukaryotes and prokaryotes in terms of
the structure of DNA. [2]

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 e. Explain how these results falsify the tetranucleotide hypothesis. [2]

f. Suggest reasons for the differences in the base composition of bacteriophage T2 and the
polio virus.

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 a. Quantities of the four bases are reasonably similar across all of the
eukaryotes;
Relative quantities of bases in Mycobacterium are distinct from eukaryotes;
Number of adenine is approximately equal to number of thymine;
Number of guanine is approximately equal to number of cytosine

b. 1.00 in both cases;

c. within experimental error the data supports the hypothesis;

differences in amounts of G/C and A/T are too small to be significant;

d. complementary base pairing between A and T would mean they would need to
be present in equal quantities;

same argument for C and G;

e. proportions of bases are not equal;

there cannot be a repeating sequence of the four bases;

f. polio virus may be single-stranded/may be RNA virus (need uracil data to

know); bacteriophage T2 may be double-stranded;

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 2-

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 Sample Multiple choice and Short Answer Questions:

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12-

Sample extended response questions:

1- (a)

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 1- (b)

1-(C)
There is evidence that chromosome 2 in humans arose from the fusion of chromosomes 12 and
13 in a common human ancestor. Outline the evidence that could support this hypothesis. (3
marks)

The banding pattern of human chromosome 2 closely matches primate chromosomes 12 and
13. The banding patterns support the hypothesis of head-to-head fusion of chromosomes 12
and 13. Human chromosome 12 has two centromeres but only one is active. There is evidence
of the remains of telomeres at the fusion point of chromosomes 12 and 13. The great apes have
a diploid number of 48, humans have a diploid number of 46.

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List of command terms:

Objective 1

Define: Give the precise meaning of a word, phrase, concept or physical quantity.

Draw: Represent by means of a labelled accurate diagram or graph using a pencil, a ruler, (straight edge
should be used for straight lines). Diagrams should be drawn to scale. Graphs should have points
correctly plotted (if appropriate) and joined in a straight line or smooth curve.

Label: Add labels to a diagram.

List: Give a sequence of brief answers with no explanation.

Measure: Obtain a value for a quantity.

State: Give a specific name, value, or other brief answer without explanation or calculation

Objective 2

Annotate: Add brief notes to a diagram or graph.

Calculate: Obtain a numerical answer showing the relevant stages in the working (unless instructed not
to do so).

Describe: Give a detailed account.

Distinguish: Make clear the differences between two or more concepts or items.

Estimate: Obtain an approximate value.

Identify: Provide an answer from a number of possibilities.

Outline: Give a brief account or summary.

Objective 3

Analyze: Break down in order to bring out the essential elements or structure.

Comment: Give a judgment based on a given statement or result of a calculation.

Compare: Give an account of the similarities between two (or more) items or situations, referring to
both (all) of them throughout.

Compare and contrast: Give an account on similarities and differences between two (or more) items or
situations, referring to both (all) of them throughout.

Construct: Display information in a diagrammatic or logical form.

Deduce: Reach a conclusion from the information given.

Design: Produce a plan, simulation or model.

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Determine: Obtain the only possible answer.

Discuss: Offer a considered and balanced review that includes a range of arguments, factors or
hypothesis. Opinions or conclusions should be presented clearly and supported by appropriate
evidence.

Evaluate: Give a detailed account including reasons or causes.

Explain: Give a detailed account including reasons or causes.

Predict: Give an expected result.

Sketch: Represent by means of a diagram or graph (labelled as appropriate.) The sketch should give a
general idea of the required shape or relationship and should include relevant features.

Suggest: Propose a solution, hypothesis or other possible answer.

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