Biology Exam Paper: Timetable and format
TIME 3 HOURS OR 180 MINUTES - MARKS 400
STRUCTURE SECTION A
(100 MARKS OR 25% OF EXAM)
SIX STRUCTURED _SHORT-ANSWER_ MULTIPART FILL-IN QUESTIONS
2 questions from Unit 1 of the Syllabus
2 questions from Unit 2 of the Syllabus
2 questions from Unit 3 of the Syllabus
Each question with several small questions that must be answered in the spaces provided on the exam paper. You are instructed to answer any five questions.
ANSWER ALL SIX QUESTIONS: Sometimes it is best not to do what you are asked!
Golden Rule: No blank spaces _ answer everything.Do not rewrite the question in your answer _ often only a word, never more than a short sentence is needed for an answer. Each question carries 20 marks.Marks are awarded for your five best scoring questions.
MAXIMUM TIME: 35 minutes.
STRUCTURE SECTION B
(60 MARKS OR 15% OF EXAM)
Three structured multipart fill-in questions based on the 23 mandatory practical activities (MPAs) at higher level and 22 at ordinary level.
ANSWERS MUST BE WRITTEN INTO THE SPACES PROVIDED ON THE EXAM PAPER. You are instructed to answer any two questions.
Answer all three questions. Golden Rule: No blank spaces.
Each question carries 30 marks.
Marks will be awarded for your two best scoring questions.
MAXIMUM TIME: 25 minutes.
STRUCTURE SECTION C
(240 MARKS OR 60% OF EXAM)
THIS SECTION CONTAINS SIX _LONG-ANSWER QUESTIONS_.
One question from Unit 1 of the Syllabus.
Two questions from Unit 2 of the Syllabus.
Three questions from Unit 3 of the Syllabus.
ANSWERS MUST BE WRITTEN IN THE ANSWER BOOK.
You are instructed to answer any four questions.
ANSWER FOUR QUESTIONS: Each question carries 60 marks.
MAXIMUM TIME: 2 hours (120 minutes i.e. 30 minutes per question).
You may answer more than four questions.Only do so if you have the time. Marks will be awarded for your four best scoring questions in Section C.
TIMING WITHIN SECTION C QUESTIONS
It is very easy to give too much time to a subsection of a Section C question. You must allocate you time according to the marks. This is easy to do for two reasons.
First, there are 60 marks per question for you to complete in 30 minutes _ so it should take a minute to gain two marks.
Second, questions 10, 11, 12 and 13 are divided into three parts and the three units of marks must be 9, 24 and 27. The 9-mark subsection should not take more than 4 minutes, the 24 mark subsection not more than 12 minutes and the 27 mark subsection not more than 13 minutes.
NEVER LEAVE THE EXAM CENTRE EARLY
If you have completed four questions in Section C and there is time left over then do another question _ try very hard to get this question done in the remaining time as only tackling part of the question leaves you well short of the potential to score full marks. If you are going to make the examiner _work harder_ by marking extra questions then make their work easier by making your work neat, tidy, well organised and easy to mark.
THE MAJOR SHORTCUT TO SUCCESS IN LEAVING CERTIFICATE BIOLOGY
Maximum result for minimum effort _ that is our aim? Know it all in Unit 1 and Unit 2 of the Syllabus and the Mandatory Practical Activities (MPAs).
Units 1 and 2 plus the MPAs make up just over 40% of the syllabus and are worth at least 80% of the marks and maybe more than 90%.
Units 1 and 2 are quite short and there is only a relatively small number of questions that can be asked from these to fit in with the format of the exam paper.
WHAT ABOUT UNIT 3?
This is your bonus for more points. Unit 3 will supply you with at least one scoring question in Section A _ 20 marks. And will also add at least one extra scoring question in Section C _ 60 marks. Nine out of every ten students will score at least 10% on these i.e. 8 marks (2% of the exam) .
But two thirds will score an extra 52 (13% overall) on these _bonus questions_ as two thirds of each question must be _nice_ for two thirds of those sitting the exam.
So your study of Unit C must at minimum be on the areas that you find easy and/or interesting for this is the material needed to get two thirds of the students a C grade or better.
1. The Scientific Method
2. The Characteristics of Life
3. Nutrition or food biochemistry.
4. General Principles of Ecology.
5. A Practical Study of an Ecosystem
6. Human Impact on the Biosphere.
Cell Structure: light microscope and electron microscope studies.
Cell Metabolism: enzymes, photosynthesis, respiration, diffusion and osmosis.
Cell Continuity: chromosomes, mitosis, meiosis and cell cycle.
Cell Diversity: plant and animal tissues, organs and organ systems.
Genetics: DNA, RNA, protein synthesis, genetic engineering, genetic crosses, evolution.
Diversity of Organisms: classification, bacteria, fungi, Amoeba.
Plant Organisation: flowering plant structure _ external and internal.
Transport: human blood and lymphatic systems, water and food transport in plants.
Gas Exchange: human breathing system, stomata and lenticels in plants.
Excretion: kidneys, lungs, skin and liver.
Nutrition: types of nutrition and human digestive system, food storage organs in plants.
Responses to Stimuli: plant growth regulators, human nervous system including sense
organs, endocrine (hormonal) system, musculo-skeletal system and immunity.
Reproduction: flowering plant reproduction _ vegetative and sexual, human sexual reproduction.
SUCCESS AT UNIT 1 + UNIT 2 + MPAS
LEARN EVERYTHING LEAVING NOTHING OUT.
MANDATORY PRACTICAL ACTIVITIES (MPAS)
Unit 1
1. Conduct a qualitative test for starch, fat, a reducing sugar, a protein.
2. Using simple keys to identify fauna and flora.
3. Identify and use various apparatus required for collection methods in an ecology study.
4. Conduct a quantitative study of the plants and animals of a sample area of a selected ecosystem.
5. Investigate any three abiotic factors present in the selected ecosystem.
Unit 2
6. Be familiar with and use the light microscope.
7. Prepare and examine one animal cell unstained and stained using the light microscope.
8. Prepare and examine one plant cell unstained and stained using the light microscope.
9. Investigate the effect of pH on the rate of enzyme action.
10. Investigate the effect of temperature on the rate of enzyme action.
11. Investigate the effect of heat denaturation on the activity of one enzyme.
Higher Level Only
12. Prepare one enzyme immobilisation and examine its application.
13. Investigate the influence of light intensity on the rate of photosynthesis.
14. Prepare and show the production of alcohol by yeast.
15. Conduct any activity to demonstrate osmosis.
16. Isolate DNA from a plant tissue.
Unit 3
17. Investigate the growth of leaf yeast using agar plates and controls.
18. Prepare and examine microscopically the transverse section of a dicotyledonous stem (x100, x400)
19. Dissect, display and identify sheep_s heart.
20.Investigate the effect of exercise on the pulse of a human.
21. Investigate the effect of I.A.A. growth regulator on plant tissue.
22. Investigate the effect of water, oxygen and temperature on germination.
23. Use starch agar plates to show the digestive activity during germination.
Make out a list of _short-answer questions_ on each MPA.
Maybe write out the answers into a different section of you _notes_ having had the answers checked first for accuracy.
Make sure at the start of the set of questions to include some based on theory connected to the MPA because the first nine marks in a Section B question are for testing your background knowledge in the particular area of biology.
Given below is an example for MPA 12.
1. What is an enzyme?
2. To what class of biomolecule do enzymes belong ?
3. Name the cell organelles at which the synthesis of enzymes takes place?
4. Synthesis of enzymes involves transcription and translation _ state where each of these processes occurs in living cells.
5. What is the general shape of enzymes?
6. List two environmental conditions that affect the rate of enzyme activity.
7. Distinguish between a _native enzyme_ and a _denatured enzyme_.
8. What is a _renatured enzyme_?
9. What is the _active site_ of an enzyme?
10. Explain what is meant by stating that _enzymes are specific_.
11. How do enzymes and substrates get to meet each other in living cells?
12. What is an immobilised enzyme?
13. Give one way that some enzymes are immobilised in living cells.
14. In industry immobilise enzymes are used in a bioreactor. What is a bioreactor?
15. Give one industrial application of immobilised enzymes.
16. Give two advantages of using immobilised enzymes in the industrial application.
17. Name the enzyme or enzyme source you used for immobilisation.
18. Name the solution that was mixed with the _enzyme_ solution.
19. What is the purpose to this second solution?
20. Why is it important to mix the two solutions gently?
21. Into what piece of apparatus was the mixture of the two solutions drawn?
22. Name the third solution into which the mixture was delivered one drop at a time.
23. What is the purpose of the third solution?
24. For how long are the gel beads kept in the third solution?
25. How are the gel beads separated from the third solution?
26. Why are the gel beads then washed with distilled water?
27. Name the substrate the enzyme acts on.
28. Name the enzyme specific to the named substrate.
29. Name the product of the reaction.
30. Into what type of container did you put the immobilised enzyme and substrate solution.
31. Did you use a control?
32. What is a control?
33. In what way did the control differ from the experiment set up?
34. At what temperature is the examination carried out?
35. How did you obtain and maintain this temperature?
36. How is the enzyme kept constant for the examination?
37. How is the substrate kept constant for the examination?
38. What test(s) did you carry out to check for enzyme activity?
39. How often is the test carried out?
40. How is the rate of enzyme activity measured in this examination?
41. Which was faster _ immobilised enzymes or enzymes in solution?
42. How can the immobilised enzymes be easily separated from the product solution?
43. Can the enzymes in the control be easily separated from the product solution?
44. How may the immobilised enzymes be stored for future use?
There are two common versions of the examination of immobilised enzymes _ one uses amylase to digest starch to maltose (reducing sugar) the other uses live yeast cells as a source of sucrase enzyme to digest sucrose to the reducing sugars glucose and fructose.
So here follows two questions, one specific to each version.
45. How will you know when the enzyme activity has stopped? (amylase version)
46. How do the control and experiment differ in turbidity (cloudiness). (yeast version)
Study the list of the MPAs above.
Mark the three you would hate to see on the exam paper in red. Study and learn these three MPAs this week _ these are the three you fell you know least well and so need more study time than the others. The MPAs liked the least are the enzyme ones (9,10,11,12) plus 16 and 21.
Mark the five MPAs you would really like to see on the exam paper in green. Study these five on the fifth week of the MPA revision cycle _ more than likely these will be the ones you have studied already at Junior Cert such as 1, 6, 7, 8, 20 and 22.
Challenge a _friend_ each week to quiz you on each of the MPAs revised that week. To maintain the progress made each week you should also be quizzed on the MPAs revised the previous weeks.
This revision strategy will easily allow two complete revision cycles before the end of May and allow a final rapid revision before the biology exam. Also ensure that you are able to draw a labelled diagram of the set up the apparatus for each MPA.
In 2006 the MPAs were worth almost 30% of the marks; last year almost 20%.
Questions on the MPAs are not restricted to Section B of the exam paper sometimes appearing in Section A and every year in Section C. Given the value of the MPAs they should receive at least 20% of your biology revision time.
GET TO YOUR MPAS REVISION NOW!
Learn all 23 MPAs.
1. Knowledge
2. Answering Skill
3. Confidence
Special offer today _buy two get one free_ _ work on gaining the knowledge and answering skill and confidence (absence of exam stress) is automatically gained.
The knowledge is gained by blood, sweat and tears working hard in class and after class.
Answering skill is gained without taking up any extra time by the clever use of written homework.
With the knowledge and answering skill how can any exam cause trouble?
_knowing how to use what you know_
Every day at least one written homework should be done under exam conditions _ your brain is the only source of information, quiet, limited time _ same as in an exam. The written homework is based on what was covered in class _ so work hard in class fully cooperating with your teacher for your benefit.
Revise before doing the written homework.
Then do the written homework under _exam conditions_.
Any mistakes you make would be identical to those in an exam _ everyone makes mistakes but the wise learn from them.
The mistakes will be either due to lack of knowledge or poor answering skill _ not repeating these will definitely improve your answers on exam day.
IT PAYS TO RECHECK YOUR ANSWERS IN THE EXAM
The best strategy during the exam is to recheck each answer before starting the next question _ it takes no more than 2 minutes to recheck a Section C question. If you don_t pick up on any mistakes then your answer is as perfect as you can make it.
If you _fix_ any mistakes then you know that your marks will be better and you have not wasted your time especially when you consider it takes 2 hours _study_ to gain each of the 400 marks in biology.
Two hours for each mark? Yes. You spend a thousand hours in school each year and you are expected to do some more study after school.
These are the fill-in questions _ you write the answers on the exam paper in the spaces provided.
A usually sound guide is to try to make the answer fit the space.
To keep the answer brief do not repeat the question in your answer.
If you find that the space is not enough then continue the answer in a convenient place but indicate clearly to which part of the question the material is connected.
NEVER WRITE THE ANSWERS TO SECTION A AND SECTION B INTO THE ANSWER BOOK
The exam paper actually instructs you to write the answers to these sections onto the exam paper.
Some students try to keep a copy of their biology exam paper by writing the answers to section A and section B in their answer book.
This makes the _markers_ very angry as it makes their already difficult work much much much harder. You are very unwise to risk annoying the examiner.
Make sure you answer all six questions and every part of each question _ No Blank Spaces in Section A and Section B.
Quite frequently a particular style of answer is required. You must answer in the style indicated.
Examples of Styles from Previous Exams.
Explain: make it clear and sensible with detailed information.
Distinguish between: point out the essential difference.
Name: just give the name and no other extra information.
Give an account of: give a detailed description or explanation of _..; it can be done in prose or diagrams with detailed labelling or a combination of the two.
Suggest: give a reasonable idea, hypothesis, explanation, purpose of, effect of etc. _ the suggestion must be based on what you are expected to know from your study of the biology syllabus.
State: express fully and clearly in writing.
Describe: give a detailed explanation or report.
Draw a diagram: a written description will score zero _ more on diagrams later.
Outline: short answer that includes only the major points _ detail not required.
Briefly: short answer with the main point only _ no time for detailed answers.
Write notes on: use prose, not diagrams, to give the information.
What is meant by: give a clear explanation.
Give a brief account of: the description or explanation must be short and contain the major points (minor details will not score marks).
Comment on: Comment on the validity of: say whether the statement is true or false and then give reasons why it is true or why it is false.
Give an example of: it is important to give one example; if two are given and one of them is incorrect then the good one is cancelled by the wrong one; don_t go for the spectacular example _ always choose the easiest and the most familiar as it is much less likely to be wrong and will not have the _corrector_ having to check it out. Keep it simple.
List three methods of: just names needed _ a list only, no marks for descriptions or explanations. Only describe or explain if you have forgotten the name.
What is meant by? Give an explanation or describe the purpose.
Describe, with the aid of a diagram_.: the explanation or report must include a diagram. The answer can be a very detailed labelled diagram or a combination of a labelled diagram with a piece of prose,
Define: give an exact outline meaning _ a definition should not be more than one sentence but it should contain all the essential information. It is essential that you understand exactly what is required in the answer. If you give the answer in the wrong style you run the risk of only achieving a maximum score of 50% for that answer.
If asked to write notes on the light dependent stage of photosynthesis but instead you use a flow chart then the best you can score is a D1 (50%) even if you have all the required information that could have gained you an A1.
No Particular Style Indicated: You may choose any style that suits you best _ written only, flow chart, written + labelled diagrams or labelled diagrams only.
Most students write answers in continuous prose - not the best method in biology.
A better style is to answer questions in numbered points.
1. Start each sentence on a new line.
2. Number each sentence.
3. Try to have just one item of information in each sentence.
4. Leave a clear space of several lines between part (a), part (b) and part (c) of a question.
5. The space will allow you to add any necessary information on rechecking.
6. Clear spacing between parts of a question is very helpful to the examiner.
SECTION C QUESTIONS HAVE EVOLVED INTO A MODIFIED FORM OF SECTION A
All of the questions in Section C last year involved lots of small questions. So section C is
now just basically a regurgitation of facts and simple explanations. This is great for
revision purposes: get a friend to quiz you after you have revised a chapter.
CHOOSING YOUR BEST FOUR QUESTIONS IN SECTION C
You must make a wise decision _ a wrong question will not score as high.
Take a little time to choose your _best four_.
Follow this strategy from question 10 to question 15.
_Read → Think → Grade → Jot_
Read - the question must be read slowly and carefully.
Think _ how would this question would suit me if I answered it.
Grade - assess the grade would you achieve if you answered it: A1, A2, B1, B2, B3, C1 etc.
Jot _ on the exam paper write the calculated grade beside the question.
Start with what you believe is your best question.
Second answer is the second best question.
Third answer is the third best question.
The last question is the fourth best _ it is not the worst; you have eliminated two worse questions.
Check over each answer before moving on to the next question.
Your last question must never be left short of time!
Only attempt an extra question if you have the time _ don_t purposely make the time.
But be careful _ do not go over 30 minutes on your first answer. Exercise tight control on your timing in the first answer.
You must start your last answer by 4.30 in the afternoon.
Unrequested Diagrams
If you use diagrams not actually asked for in the question the diagram itself does not gain any marks. All the marks go for the labels and/or the _comments_ you write in connection with the diagram.
As a result these unrequested diagrams can be done swiftly in freehand but try to be clear, neat, tidy and label in great detail.
Drawing Diagrams
The three essentials _ big, all parts present and in the correct place.
Never use shading or colour for diagrams in exams.
The diagram does not contain any extra information and so does not gain extra marks.
Shading and colour only wastes time that can be used to recheck the answer.
Draw in pencil _ allows you to make corrections should you make a mistake. Make sure you have pencils, ruler, eraser and pencil sharpener plus of course at least three pens _to be sure to be sure_ in case one or even two run out.
Do not even try to draw in 3D or perspective unless you are talented in art _ there is no marks for this type of artwork; a simple line flat diagram is what is best.
Generally the marking of a _big diagram_ is 0, 3, 6 marks. No mistakes is 6 marks, one mistake is 3 marks and more than one mistake is 0 marks. A small simple diagram may be marked 0, 3 marks. The labels for the diagram are normally given one mark each, but last year labels on two diagrams were given 3 marks each.
Sometimes you are asked to label named parts of the diagram _ only give these labels; you may be asked to give a particular number of labels and so again do not give extra labels.
The end of the label line must make physical contact with the named item. Label lines between two items will not score.
Four General Problem Areas
1. Diagrams
2. Experiments or MPAs
3. Graphs
4. Detail
GRAPHS
A graph is just a _picture_ of the numerical connection between two variables e.g. the pH and the rate of enzyme activity.
It does not take any mathematical ability, just a little care and attention to draw a graph accurately.
Your only problem may be that you may forget to label which variable is on each axis and also fail to give the units the variables are measured in.
Ask for and use graph paper.
Plot a graph of the data supplied below putting pH on the x axis.
pH:
6.0
6.5
7
7.5
8
8.5
9
9.5
10.0
Rate of breakdown of starch
0.0
2.0
11
2
Can_t remember which is the x axis?
X is like a cross, this is the axis that goes across the page.
View graph
You are expected to know the shapes of certain graphs -such as all the predator-prey, temperature and pH graphs on enzymes, photosynthesis, hormones of the human female menstrual cycle, ADH and water reabsorption by the kidney, population curve of a bacterial culture in batch and continuous flow processing and specific immune response graphs.
GENERAL REVISION ADVICE
Good preparation for the exam is to know all the answers to all the previous years_ exam papers and the official Sample Papers in 2004 both higher and ordinary levels. In June you will be pleasantly amazed how many of these _old questions_ will appear on this year_s exam paper.
Below is all the questions asked so far on respiration.
1. (a) What is the first stage of respiration called? 2006 (H)
(b) In this first stage there is a release of ATP as glucose is converted to another substance. Name this other substance.
(c) To what is the substance you have named in (b) converted under anaerobic conditions in:
1. Yeast?
2. A human muscle cell?
(d) Under aerobic conditions the substance that you have named in (b) is converted to an acetyl group and in the process a small molecule is released. Name this small molecule.
(e) The acetyl group now enters a cycle of reactions. What name is given to this cycle?
(f ) Where in the cell does this cycle take place?
2. (a) Yeast cells produce ethanol (alcohol) in a process called fermentation.2004 (H)
Is this process affected by temperature? Explain your answer.
(b) Answer the following in relation to an experiment to prepare and show the presence of ethanol using yeast.
(i) Draw a labelled diagram of the apparatus that you used.
(ii) Name a substance that yeast can use to make alcohol.
(iii) What substance, other than ethanol, is produced during fermentation?
(iv) Describe the control that you need in this experiment.
(v) Explain the purpose of a control in a scientific experiment.
(vi) How did you know when the fermentation was finished?
(vii) Why were solutions of potassium iodide and sodium hypochlorite added to the reaction vessels after a certain period of time?
(viii) Name a substance produced during aerobic respiration that is not produced during fermentation.
3. (a) (i) Complete the following equation, which is a summary of aerobic respiration. C6H12O6 →
(ii) Aerobic respiration is a two-stage process. The first stage takes place in the cytoplasm. Where does the second stage take place? (9)
(b) The apparatus below may be used to demonstrate aerobic respiration. Air is drawn through the apparatus by attaching it to a vacuum pump at X. Sodium hydroxide is place in flask 1 to remove carbon dioxide.
(i) What is the purpose of removing carbon dioxide?
(ii) Limewater is put in flasks 2 and 3. Suggest a reason for putting it in each flask.
View diagram
(iii) What is the purpose of a control in an experiment? Suggest a suitable control for this experiment.
(iv) If the animal in the apparatus were replaced by a plant, and the experiment carried out in daylight, would you expect a similar result?
Explain your answer. (24)
(c) The apparatus below may be used to demonstrate anaerobic respiration in yeast. The water was boiled and cooled before adding the yeast.
(i) Why was the water boiled before adding the yeast?
(ii)Why do you think a layer of oil has been put on top of the water?
(iii)Would the same apparatus containing water and yeast but without sugar be a suitable control? Explain your answer.
(iv) Give two industrial uses of the anaerobic respiration of yeast. (27)
4. (i) Some of the carbohydrates produced in photosynthesis are used in respiration. 2005 (O)
What is respiration?
(ii) Suggest one reason why living organisms need to respire.
(iii) What is aerobic respiration?
(iv) Respiration can also be anaerobic. Which of the two types of respiration releases more energy?
(v) Anaerobic respiration by micro-organisms is called fermentation. Give one example of industrial fermentation, including the type of micro-organism and the substance produced. (27)
5. (a) (i) Identify X and Y in the following equation which is a summary of aerobic respiration. 2006 (O)
C6H12O6 + 6X → 6Y + H2O
(ii) What is anaerobic respiration? (9)
(b) Answer the following questions in relation to aerobic respiration as a two stage process.
(i) Where in the cell does the first stage take place?
(ii) Does the first stage require oxygen?
(iii) Comment on the amount of energy released in the first stage.
(iv) Where in the cell does the second stage take place?
(v) Does the second stage require oxygen?
(vi) Comment on the amount of energy released in the second stage.
(vii) State two ways in which the energy that is released is used in the human body. (24)
(c) (i) Describe how you used yeast to produce alcohol (ethanol). Include a labelled diagram of the apparatus that you used.
(ii) How did you show that alcohol had been produced? (27)
6. (a) (i) Explain briefly what is meant by respiration. 2007 (O) Q. 12
(ii) Distinguish between aerobic and anaerobic respiration. (9)
(b) (i) Copy the table below into your answer book and complete the final column.
Type of Respiration
Energy Source
End Products
Aerobic respiration
Glucose
- - -
Anaerobic respiration in muscle
Anaerobic respiration in yeast
(ii) In stage one of respiration, glucose is partly broken down. Where in the cell does this happen?
(iii) Name the cell component shown in the diagram in which stage 2 of respiration takes place.
(iv) Which stage of respiration releases more energy? (24)
(c) (i) Draw a labelled diagram of the apparatus in which you used yeast to produce alcohol.
(ii) The water that you used in the apparatus was previously boiled and cooled. Why was this?
(iii) In your investigation it was necessary to exclude air. How was this done?
(iv) Describe briefly a test to show that alcohol has been produced. (27)
7. (a) (i) What is a tissue? 2007 (O) Q. 11 (A), (B)
(ii) Name two tissues found in animals. (9)
(b) Tissue culture is used to make a skin graft for patients who have been severely burned.
(i) What is meant by tissue culture?
(ii) Name the gas needed to release energy to make a skin graft.
(iii) Suggest the most suitable temperature to make skin cells grow.
(iv) Suggest a reason why sterile conditions are needed in tissue culture.
(v) What type of cell division, mitosis or meiosis, is involved in tissue culture?
(vi) Give one other application of tissue culture apart from skin grafting. (24)
8. ATP is an abbreviation. What does it stand for? Explain briefly the role of ATP in the energy exchanges of a cell. (9) 2004 (H)
9. (a) (i) Distinguish between aerobic and anaerobic respiration. 2005 (H)
(ii) Write a balanced equation to summarise aerobic respiration. (9)
(b) Answer the following questions in relation to the first stage of respiration.
(i) Where in the cells does this stage occur?
(ii) During this stage a small amount of energy is released. Explain the role of ADP in relation to this released energy.
(iii) What is the final product of this stage under aerobic conditions?
(iv) If conditions in the cell remain aerobic the product you have named in
(iii) is used for the second stage of respiration. Where does this second stage take place?
(v) If conditions in a human cell (e.g. muscle) become anaerobic the product named in (iii) is converted to another substance. Name this other substance.
(vi) When the substance named in (v) builds up in the blood, a person is said to be in oxygen debt. This debt must eventually be paid. Suggest how the debt is paid. (24)
(c) If yeast cells are kept in anaerobic conditions alcohol (ethanol) and another substance are produced .
(i) Describe, with the aid of a diagram, how you would keep yeast under anaerobic conditions in the laboratory.
(ii) Name a carbohydrate that you would supply to the yeast as an energy source.
(iii) Give an account of a chemical test to demonstrate that alcohol (ethanol) has
been produced. Include the initial colour and the final colour of the test.
(iv) What is the other substance produced under anaerobic conditions?
(v) Alcohol (ethanol) production is an example of fermentation. How would you know when fermentation has ceased?
(vi) Why does fermentation eventually cease? (27)
10. (a) (i) For what is ATP an abbreviation? 2007 (H) Q. 11 (A), (B)
(ii) What is the role of ATP in cells? (9)
(b) (i) What is the name given to the first stage of respiration?
(ii) Where in a cell does this stage take place?
(iii) To what substance is glucose normally converted in this first stage of respiration?
(iv) Is oxygen required for this conversion?
(v) Name a compound to which the substance that you have named in
(iii) may be converted, in the absence of oxygen.
(vi) In aerobic respiration, the product of the first stage moves to the mitochondrion. Outline subsequent events in the total breakdown of this product. (27)
The web sites www.leavingcertsolutions.com and www.leavingcertlecturedays.ie have available all questions from the past and sample papers organised, as Respiration above, into 33 chapters making up an eighty two page booklet.
A useful exercise is to check against the syllabus the items in each chapter that have not yet appeared in the exam papers. But, if you check the respiration sample above you will see that many questions are repeated and knowing the answers to the old questions is a great advantage to have entering the exam.
The detail required depends on the marks given to that section and any of the guidewords in the question. A maximum of four minutes for the 9 mark part, 12 minutes for the 24 mark part and 13 minutes for the 27 mark part of questions 10, 11, 12 and 13.
If the words brief or concise or write notes on are used in the question then only a short answer with the major points is required.
Note that the marks are all divisible by 3 (somewhat similar to the triplet genetic code). So generally it can be taken that a 9 mark section needs a maximum of three clearly distinct points in the answer, 24 marks 8 points and 27 marks 9 points.
Only if you have the Sections A and B done and four questions from Section C fully answered and have time to spare.
Make sure you have rechecked all answers before doing an extra question. Much better to do an extra question than leave the exam centre early. Never, never, never, never, never finish an answer early just to save time to get in an extra question.
Remember that all questions will be marked and you will be given the marks for the four highest scoring questions in Section C.
This is where you can really mess up. You may be in a hurry to get the answer started as your time is limited.
But you can only score marks if the information you are giving it directly connected to the question _ so you must know clearly what the question is asking you to do.
The only way you can be sure is to take time and care reading the question.
Believe what you read and keep your answer tight to it.
From now to the exams try to be the ideal student.
Prepare for class by reading ahead.
Work hard in class _ 100% cooperation with your teacher.
Revise each day the material covered in biology class.
Written homework to be done under exam conditions.
Correct the homework and take your teacher_s advice about good answering technique.
Revise your MPAs as suggested previously.
Revise each chapter until it is at the same high standard as your favourite chapters.
Check out fully the past papers and the sample papers.
The illustrations in your textbook contain a lot of well-presented information. A fast and relatively enjoyable revision method is to study the diagrams, flow charts and photographs - this is not a complete revision as there is other essential material in the text.
How can you be expected to do well? You probably had not completed the course, have had no proper revision time and the exam papers were taken over a much shorter time.
Many of the lost marks were due to lack of knowledge _ you can fix this by more study. Be alert to the mistakes you made in questions on the topics you had covered well _ these are the answering skill mistakes; learn from these and use your written homework as advised to sort this out.
The most valuable aspect of the mocks is that is makes more students study more and take the challenge of the leaving cert more seriously.
These are the topics most students have trouble mastering.
1. The light stage of photosynthesis.
2. The complete aerobic respiration of glucose _ glycolysis, formation of acetyl coenzyme
A, Krebs cycle and electron transport chain.
3. DNA _ structure, replication and protein synthesis.
4. Mitotic cell cycle _ especially the _dance of the chromosomes_ during mitosis.
5. Genetic Crosses.
6. Specific immune system.
7. Nervous system.
9. Kidneys _ especially selective reabsorption.
10. Plants _ almost universally hated by biology students;
Learn the following thoroughly.
a) Genetic Definitions
b) Mendel_s Two Laws
c) The _Eight Step Method_ of constructing a cross diagram.
d) The Ratios of the Classic Crosses.
If you know the definitions and the classic cross ratios then you can work out the genotypes of the parents and then fully complete the calculation of the results of the cross.