Practice Exam Questions Unit 3 Area of Study: 2

Question High level Answer High level Answer Explanation

(a) Homeostasis is the maintenance of a stable internal environment despite a changing external environment. (1 mark) (b) (i) Negative feedback. (1 mark) (ii) Because the function of ADH is to reduce the initial stimulus. or example! "hen an increase in bod# fluid volume is detected! less ADH is released from the bod#! resulting in large amounts of urine being produced! thus returning the bod# fluid volume back to a more stable level. ($ marks) (c) B# inhibiting ADH production! alcohol diminishes the kidne#%s abilit# to produce concentrated urine. &his "ould then decrease the bod# fluid volume. Ho"ever! as the bod# is unable to produce ADH due to the alcohol! the normal negative feedback s#stem is disrupted! and the bod# "ould continue to produce dilute urine! resulting in more "ater loss from the bod#! leading to deh#dration. ($ marks) &otal score ' marks

(a) &he student has clearl# explained homeostasis and has made reference to both the internal and external environment. (b) (i) Ans"er is correct (ii) &he student has correctl# identified the effect of negative feedback mechanisms. &he student%s response has also provided an example to further strengthen the ans"er. (c) &he student has clearl# explained the impact of alcohol on ADH production and ho" it disrupts the negative feedback loop. &he student has also explained ho" this leads to deh#dration.

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Low level Answer Antidiuretic hormone (ADH) is s#nthesised and secreted b# the (a) Homeostasis is the maintenance of a h#pothalamus. ADH then passes to the stable internal environment. (+ marks) posterior pituitar# gland "here it is then (b) (i) Negative feedback. (1 mark) released into the bloodstream. ADH acts (ii) Because the function of ADH on the kidne#s to increase permeabilit# of enables the bod# to maintain a stable the collecting ducts! allo"ing more "ater internal environment b# returning the to be reabsorbed b# the bod# and more bod# to normal. (+ marks) concentrated urine to be produced. (c) Alcohol inhibits ADH production so the kidne#s "ould onl# be able to &he follo"ing diagram outlines the produce dilute urine. (1 mark) feedback mechanisms of ADH in the bod#. &otal score $ marks

Low level Answer Explanation

igure 45 ADH. .ncreased "ater intake .ncreased bod# fluid volume Decreased ADH production Decrease kidne# permeabilit# Dilute urine produced Decrease bod# fluid volume (a) Define homeostasis. (1 mark) (b) (i) .s the feedback mechanism of ADH production considered negative or positive6 (1 mark) (ii) 7xplain "h#. ($ marks) (c) Alcohol inhibits ADH production.

(a) Strength &he student has identified that homeostasis maintains a stable internal environment. Area for improvement &he student has not provided enough detail! and needs to make reference to the external environment. (b) Strength (i) Ans"er is correct. Area for improvement (ii) &he student has not clearl# explained the purpose of negative feedback mechanisms. &he student also needs to be more specific in relation to ho" ADH "orks to maintain the internal environment. (c) Strength &he student has identified ho" alcohol affects urine production. Area for improvement &he student needs to provide more information about ho" alcohol disrupts the negative feedback s#stem and prevents the bod# from maintaining a stable internal environment.

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7xplain "h# alcohol consumption can cause deh#dration. ($ marks) &otal ' marks

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Question

High level Answer

High level Answer Explanation

*lacing a hand onto a hot stove stimulates the human nervous s#stem! resulting in the hand being pulled a"a#. (a) .dentif# the5 (i) stimulus. (ii) effector. (1 mark) (b) 7xplain "h# not all stimuli generate an action potential. ($ marks) 9an# neurones have m#elin sheaths around their axons. (c) 7xplain the importance of the m#elin sheath in relation to neurone function. ($ marks) &otal 4 marks

(a) (i) Heat. (a) (i) and (ii) are both correct. (ii) Arm muscles. (1 mark) (b) &he student has identified that action (b) &he neuron must receive a stimulus potentials are an all;or;nothing response that excites it! causing the membrane and that for an action potential to be potential to increase b# at least 14 m:! generated! the stimulus must reach the thereb# reaching the threshold. .t is an threshold to generate an action potential. all;or;nothing response < if the (c) &his is a longer ans"er than re>uired for threshold is not reached! the neuron $ marks. Ho"ever! the student does not fire an action potential. understands the structure and function /ome stimuli are not strong enough to "ell! so the# have used the >uestion to reach the threshold and therefore do demonstrate their great depth of not evoke a response. kno"ledge. &he# have also been sure to (c) &he m#elin sheath acts like a fatt# include the re>uired statement of the insulating la#er and is produced in "orth (value) of the m#elin sheath in sections b# the /ch"ann cells. &he improving the efficienc# of nerve impulse gaps bet"een each section of m#elin transmission. are called nodes of =anvier. &his structure makes the transmission of the electrochemical nerve impulses ver# fast and efficient. &he movement of ions onl# occurs at the nodes because the rest of the axon is insulated. &his means the propagation of the nerve impulse "orks b# ver# >uick ?umps from one node to the next! stimulating the action potential each time! and the resting potential is rapidl# restored read# for the next transmission. ($ marks) &otal score 4 marks

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Low level Answer

Low level Answer Explanation

(a) (i) /tove. (ii) Arm muscles. (+ marks) (b) /ome stimuli are not strong enough to reach the threshold and therefore do not result in an action potential being generated. (1 mark) (c) &he m#elin sheath insulates the axon! improving the transmission of the nerve impulse. (1 mark) &otal score $ marks

(a) Strength (ii) Ans"er is correct. Area for improvement (i) &he stove is not the stimulus. &he stimulus is heat. (b) Strength &he student has identified that the stimulus must reach the threshold to evoke an action potential. Area for improvement &he student needs to provide more information to earn the second point. *roviding a more detailed definition of action potentials "ould have resulted in the second point being earned. (c) Strength &he student has outlined the insulating properties of neurones. Area for improvement &he student needs to clearl# articulate ho" the insulating properties of the m#elin sheath improve the function of the neurone.

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Question

High level Answer

High level Answer Explanation

.mmunisation is a method used to reduce the likelihood of people contracting infectious diseases. (a) Distinguish bet"een the terms @infectious% and @non;infectious% disease. ($ marks) (b) 7xplain ho" a vaccine is created. (1 mark) (c) 7xplain ho" vaccines prevent infection. (8 marks) &otal ' marks

(a) An infectious disease is caused b# a (a) &he student has provided a clear pathogen and can be transferred from explanation of the difference bet"een one person to another. A non; @infectious% and @non;infectious% diseases. infectious disease is caused b# poor (b) &he student has clearl# identified all nutrition! genetics or the environment possible components that can be used to affecting the individual! and cannot be make a vaccine. transmitted from one person to another (c) &he student has outlined the purpose of (except for genetic disorders that are vaccines. &he# have also explained ho" inherited from parents). ($ marks) the vaccine initiates an immune response (b) :accines are created from small to the disease! and ho" memor# cells amounts of the antigen! "eakened or prevent future illness. dead strains of the pathogen. (1 mark) (c) :accines invoke an immune response "ithout causing s#mptoms of the disease. &he antigen stimulates the plasma cells to produce specific antibodies and memor# cells! so that "hen the individual is reinfected! the memor# cells can mount a large;scale immune response! preventing the individual from becoming ill. (8 marks) &otal score ' marks
Low level Answer Low level Answer Explanation

(a) An infectious disease is caused b# microbes and can be passed from one person to another. Non;infectious diseases are not passed on. (1 mark) (b) :accines are created from "eakened or dead strains of a pathogen. (1 mark) (c) :accines prevent infections because

(a) Strength &he student has demonstrated a basic understanding of infectious disease. Areas for improvement .nfectious diseases can also be caused b# viruses! thus @pathogens% is a better term to use than @microbes%.
'

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the# trigger an immune response "ithout causing s#mptoms of the disease. Aour bod# remembers the immune response so that upon reinfection! the bod# "ill mount a stronger immune response! preventing #ou from becoming sick. (1 mark) &otal 8 score marks

&his >uestion is "orth $ marks! the student needs to explain in detail "hat non;infectious diseases are. (b) Strength &he student has listed t"o of the three substances from "hich vaccines are made. (c) Strength &he student has provided a basic explanation of ho" vaccines prevent infection! as "ell as the purpose of vaccination. Areas for improvement As this >uestion is "orth 8 marks! the student needs to explain more clearl# the bod#%s immune response upon exposure to a vaccine. &hat is! specific reference to antibodies and memor# cells needs to be made.

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Question

High level Answer

High level Answer Explanation

&he graph belo" sho"s antibod# production as a result of immunisation. igure '5 .mmunisation graph.

(a) Describe the trend of the graph. ($ marks) (b) (ompare the primar# and secondar# response seen in the graph. (1 mark) (c) 7xplain "h# there is a difference bet"een the primar# and secondar# responses. ($ marks) &otal 4 marks

(a) Bpon the first in?ection of the antigen! it takes approximatel# seven da#s for the antibod# level to riseC it then plateaus for another "eek! then declines. Dn da# $2! a second in?ection is given! and a ver# sharp rise is seen in antibod# production! four logs higher than the initial dose. ($ marks) (b) &he primar# response takes longer to occur! and is smaller! than the secondar# response. (1 mark) (c) &he primar# response takes longer to occur because! upon the first exposure to the antigen! the B;cells must start from scratch to produce antibodies! thus the lag bet"een the exposure and the response. Ho"ever! the initial response also produces memor# cells in the process. Dn the second exposure! the memor# cells recognise the antigen and mount a rapid large; scale production of antibodies to protect the bod# from infection. ($ marks) &otal score 4 marks
Low level Answer

(a) &he student has explained in detail the t"o spikes on the graph. (b) &he student has used comparative terms (i.e. @longer% and @smaller%) to ans"er the >uestion correctl#. (c) &he student has explained "h# there is a lag bet"een infection and primar# response and "h# there is less lag bet"een infection and secondar# response. &he student has also explained "h# there is a difference in magnitude of the t"o responses.

Low level Answer Explanation

(a) &he antibod# level rises after the first exposure! and remains at a constant level for about a "eek! then declines. After the second exposure! there is a

(a) Strength &he student has explained the magnitude (siEe) of the t"o responses. Areas for improvement
2

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greater and faster rise in the amount of antibodies in the bod#. (1 mark) (b) &he primar# response is smaller than the secondar# response. (+ marks) (c) &his is because b# the second exposure to the antigen! the bod# has alread# produced antibodies to the antigen and remembers the response! allo"ing the bod# to produce antibodies more >uickl# and in greater amounts (1 mark) &otal score $ marks

&he student should have mentioned something about the difference in lag time bet"een exposure and the t"o responses. (b) Strength &he student has identified the difference in siEe of response. Areas for improvement As speed is an important factor in immune responses! the student needs to make reference to this. (c) Strength &he student has clearl# explained "h# the second response is greater and more rapid than the first response. Area for improvement &he student needs to explain "h# the first response "as slo"er and smaller than the second response.

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Question

High level Answer

High level Answer Explanation

*rogesterone is a steroid hormone involved in the female menstrual c#cle! pregnanc# and the development of the embr#o. .t is produced in the ovaries! the adrenal glands and! during pregnanc#! in the placenta. (a) Define "hat is meant b# the term @hormone%. ($ marks) (b) 7xplain ho" progesterone "ould act upon its target cells. Aou ma# "ish to include a diagram. (8 marks) &otal ' marks

(a) A hormone is a substance produced b# particular groups of cells "ithin an organism! that regulates the gro"th or activit# of those cells capable of responding (target cells). ($ marks) (b) As progesterone is a steroid hormone! it can pass directl# through the plasma membrane and bind "ith an intracellular receptor. Dnce bound! the hormone;receptor complex can then pass through the nuclear membrane! "here the complex can activate or turn off specific genes! altering the cell function. (8 marks) &otal score 4 marks
Low level Answer

(a) &he student has correctl# explained a hormone! making reference to the specificit# of hormones (both in terms of production and target cells). (b) &he student has mentioned four ke# features of ho" steroid hormones alter cellular function. &hese are5 ho" steroid hormones enter cells and the location of the receptorC the function of the hormone; receptor complex in altering gene expressionC ho" gene expression alters cell function. &he student%s ans"er is sufficientl# detailed that a diagram is not needed.
Low level Answer Explanation

(a) A hormone is a chemical substance that regulates the gro"th or activit# of cells capable of responding (target cells). (1 marks) (b) igure 15 /ignal transduction.

(1 mark)

(a) Strength &he student has explained the function of hormones in altering the function of specific cells. Area for improvement &he student should also explain that hormones are produced b# specific cells. (b) Strength &he student%s diagram sho"s that the hormone is able to move through the plasma membrane. &he diagram also sho"s the hormone altering gene expression. Areas for improvement &he diagram is not detailed enough.
1+

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&otal score $ marks

.t does not include a receptor! "hich is an important aspect of hormone responses as receptors allo" specificit#. &he diagram also does not explain ho" a change in gene expression alters cell function.

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