NYGH 2016-S3EOY-Bio P2

Class Register Number Name 南洋女子中学校 NANYANG GIRLS’ HIGH SCHOOL End-of-Year Examination 2016 Secondary Three BIOLOGY Paper 2 Theory Paper 1 hour 45 minutes Monday 3 October 2016 1045 - 1230 Additional materials: 3 writing papers and 1 graph paper READ THESE INSTRUCTIONS FIRST Do not open this booklet until you are told to do so. Write your name, register number and class in the spaces at the top of this page and on any separate answer paper used. Write in dark blue or black pen on both sides of the paper. Do not use staples, paper clips, highlighters or correction tape. Section A (40 marks) Answer all questions. Write your answers in the spaces provided on the question paper. Section B (30 marks) Answer all questions including questions 7, 8 and 9 Either or 9 Or. Write your answers on the separate writing paper provided. At the end of the examination, 1. fasten all your work securely together; 2. tick 9 Either (for Either) or 9 Or (for Or) next to the question number 9 in the grid below to indicate which question you have answered. INFORMATION FOR CANDIDATES You are advised to spend no longer than one hour on Section A and no longer than 45 minutes on Section B. The number of marks is given in the brackets [ ] at the end of each question or part question. The use of an approved scientific calculator is expected, where appropriate. Examiner’s Use Section A Section B 7 8 9 Either 9 Or Total Setters: STan&DNg This document consists of 13 printed pages. NANYANG GIRLS’ HIGH SCHOOL [Turn over

2016 End-of-Year Examination Secondary Three 2 Nanyang Girls’ High School Biology /II Section A Answer all questions. Write your answers in the spaces provided. 1 (a) Fig. 1.1 shows a diagram of a mitochondrion. Fig. 1.1 (https://commons.wikimedia.org/wiki/File:Animal_mitochondrion_diagram_unlabelled.svg) (i) Describe the role of a mitochondrion. [2] (ii) Compare membrane X and membrane Y in terms of structure and function. [2] X Y

2016 End- of-Year Examination Secondary Three 3 Nanyang Girls’ High School Biology /II [Turn over ::: 1 (b) Fig 1.2 shows a diagram of a Golgi apparatus. Fig. 1.2 (https://commons.wikimedia.org/wiki/File:Golgi_secretions.png) Draw and label cell surface membrane and rough endoplasmic reticulum on Fig. 1.2. Indicate using arrows the direction of transport of substances. [3] [Total: 7] secretory vesicle

2016 End-of-Year Examination Secondary Three 4 Nanyang Girls’ High School Biology /II 2 In the ileum, glucose has to move from intestinal lumen to the intestinal epithelial cells in order to be absorbed into the body. However, glucose does not normally move across the cell membrane directly by simple diffusion. In the ileum, the transport of glucose into the epithelial cell is achieved by a carrier protein. (a) Explain why glucose molecules will not move through the cell membrane directly by simple diffusion. [2] (b) The carrier protein transports glucose independent of the concentration of glucose. State the transport process carried out by carrier protein and the conditions required for this process to take place. [2] [Total: 4]

2016 End- of-Year Examination Secondary Three 5 Nanyang Girls’ High School Biology /II [Turn over 3 Fig. 3.1 shows a glucose molecule and Fig. 3.2 shows a fructose molecule. glucose molecule fructose molecule Fig. 3.1 Fig. 3.2 (https://commons.wikimedia.org/wiki/Glucose#/media/File:Alpha-D-Glucopyranose.svg) (http://www.nsta.org/publications/press/extras/morechemistry.aspx) (a) A student suspected that fructose might be a reducing sugar. Describe how she can conduct a food test to confirm her suspicion. [3] (b) Using Fig. 3.1 and 3.2, draw and label the products formed by condensation reaction between one glucose molecule and one fructose molecule. [2] [Total: 5]

2016 End-of-Year Examination Secondary Three 6 Nanyang Girls’ High School Biology /II 4 Carbon dioxide is reduced to carbohydrate in the chloroplast with the help of hydrogen ions. (a) Describe the stage of photosynthesis that yields hydrogen ions. [1] (b) Reduction of carbon dioxide to carbohydrate by hydrogen ions needs enzymes. Draw and label a lock and key model to show how this occurs. [4]

2016 End- of-Year Examination Secondary Three 7 Nanyang Girls’ High School Biology /II [Turn over 4 (c) Predict and explain what will happen to the rate of photosynthesis when the plant is exposed to sudden cold weather. [2] [Total: 7] 5 Fig. 5.1 shows two processes in a plant. Fig. 5.1 (a) Identify processes X and Y. [2] Process X: Process Y: (b) Name one cell for sugar source and one cell for sugar sink. [2] One cell for sugar source: One cell for sugar sink: sucrose sugar source sugar sink water water process X in phloem process Y in xylem companion cell

2016 End-of-Year Examination Secondary Three 8 Nanyang Girls’ High School Biology /II (c) Explain how the structure and functions of a companion cell supports process X. [5] [Total: 9] 6 (a) Explain how the loss of blood from a small cut is stopped naturally. [3]

2016 End- of-Year Examination Secondary Three 9 Nanyang Girls’ High School Biology /II [Turn over 6 (b) Fig. 6.1 shows the mean heart rate of two groups of rats at different ages. Rats in group A were given electric shocks to the heart muscle, while rats in group B were injected with a drug that blocks electrical impulses to the heart muscle. Fig. 6.1 (i) Describe two differences in mean heart rate of the rats in groups A and B between days 15 to 50. [2] (ii) Describe and explain the difference in mean heart rate for group A rats between age 0 and 20 days. [3] [Total: 8] mean heart rate / beats per min 50 age / days group A group B

2016 End-of-Year Examination Secondary Three 10 Nanyang Girls’ High School Biology /II Section B Answer three questions on separate writing paper provided. The last question is in the form of either/or and only one of the alternatives should be attempted. Each question carries ten marks. 7 An experiment was conducted, where a healthy volunteer was asked to breathe in atmospheric air over a period of time. The volunteer’s average number of breaths per minute was measured. The experiment was repeated using 92% O2 with 8% CO2, followed by 100% oxygen. Table 7.1 shows the average number of breaths/min recorded over 30 minutes. time / min average number of breaths / min 21% O2 with 0.03% CO2 and 78.97% other gases 92% O2 with 8% CO2 100% O2 0 0 0 0 10 27 30 25 20 27 35 22 30 26 42 23 Table 7.1 (a) Using the graph paper provided, plot and label all three graphs, including a suitable title. [5] (b) Using information from all three graphs, compare the breathing rates of the volunteer. [2] (c) Using information from the graphs, discuss the following statement: “A person may