oe. mest cope 01207032 FORM TP 2011003 . JANUARY 2011 CARIBBEAN EXAMINATIONS COUNCIL SECONDARY EDUCATION CERTIFICATE EXAMINATION BIOLOGY Paper 03/2 ~ Alternative to SBA General Proficiency 2 hours In.addition to the 2 hours, candidates are allowed 10 minutes, in order to read through the entire paper. Writing may begin during the 10-minute period. READ THE FOLLOWING DIRECTIONS CAREFULLY. 1. Answer ALL questions. 2, Use this answer booklet when responding to the questions. For EACH question, write your answer in the space provided and return the answer booklet at the end of the examination, DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO. Copyright © 2009 Caribbean Examinations Council. Al rights reserved. 01207032/JANUARY/F 20111. In a study of their environment undertaken by the school’s ecology club, Ecominds, members conducted a survey of the flora and fauna in a grassy field. They recorded the numbers of organisms that they found, as shown in Table 1 TABLE | (a) @ Gi) ESTIMATE OF NUMBERS OF ORGANISMS IN A GRASSY FIELD Estimated number Plants + Sensitive plant 1 per m? + Rabbit bush 5 perm + Savannah grass 75 per m? Animals + Lizards 10 + Bees and wasps 120 + Toads and frogs 85 + Woolice 400 + Butterflies 150 + Ants 1100 + Grasshoppers 300 On the graph paper provided on Page 3, construct a bar graph to show the relative size of the animal populations in the grassy field. (8 marks) Identify ONE organism that is likely to be preyed upon. Give a reason for your answer, 01207032/JANUARY/F 2011 (2 marks) GO ON TO THE NEXT PAGEGO ON TO THE NEXT PAGE 01207032/JANUARY/F 2011sie (6) @_—_- Members of Ecominds used a quadrat to estimate the number of plants in the grassy field. Explain how they would have used the quadrat to arrive at the estimated number of plants. (@ marks) (ii) Suggest TWO other methods that would have been used by members of Ecominds to collect their data. Explain your suggestions, (marks) (© In the leaf litter under a tree at the edge of the grassy field, the Ecominds team found organisms represented by Specimen A to Specimen D in Figure | below. The Ecominds team thought that they belonged to the same group, since they were all found in the leaf liter. Specimen A Specimen B Specimen € Specimen D Figure 1. Drawings of specimens found in leaf litter (Identify TWO features shown in the drawings in Figure | that can be used to clas- sify the organisms. (2 marks) GO ON TO THE NEXT PAGE, 01207032/JANUARY/F 2011(ii) Inthe space provided below, make a drawing of Specimen C twice the size shown in Figure 1. State your magnification. . ( marks) ‘Total 26 marks GO ON TO THE NEXT PAGE 01207032/JANUARY/F 2011‘Table 2 shows the height of a pigeon pea (Gungo) plant over a period of seven weeks. t EK PERIOD N-WE! CHANGES IN HEIGHT OF A PLANT OVER A SEVI S 3 2 é 49 260 42 260 35 255 28 245 1 2 21s 14 90 0 1 0 0 ‘Time/days Heightem (On the grid provided below draw a histogram of the data shown in Table 2. i) @ @ (6 marks) GO ON TO THE NEXT PAGE 01207032/JANUARY/F 2011(ii) Using information from the graph you constructed on Page 6, estimate the height of the pigeon pea (Gungo) plant on Day 18 and Day 31. Day 18: = Day 31: (@ marks) (b) ‘The data shown in Table 2 and the graph in (a) (i) on Page 6 are used to illustrate the pattern of growth in the plant species. Another method of determining growth of a plant species is by using dry mass (weight) (Describe the method for obtaining dry mass, including the materials and apparatus Materials and apparatus: Method: (@ marks) (ii) State ONE precaution that should be taken to ensure accurate results when using the dry mass method. (1 mark) Gili) Give ONE disadvantage of using dry mass to determine growth. = - (I mark) (©) The pigeon pea (Gungo) is a leguminous plant and thus plays an important role in the recycling of nutrients, (Identify ONE nutrient clement that the pigeon pea plant helps to recycle. (i mark) GO ON TO THE NEXT PAGE 01207032/JANUARY/F 2011B= Briefly outline the role that the pigeon pea plant plays as a leguminous plant in recycling nutrients. (marks) ‘Total 18 marks GO ON TO THE NEXT PAGE 01207032/JANUARY/F 2011-10- 3. Examine the pie chart in Figure 2, which shows the components in a balanced diet. Figure 2, Components in a balanced diet Prepared by the Caribbean Food and Nutrition Institute (CFNI) GO ON TO THE NEXT PAGE 01207032/JANUARY/F 2011ree Convert the information in the pie chart in Figure 2 into percentages, for the construction ofa bar graph, Show your working in Table 3. @ CONVERSION OF PIE CHART INFORMATION TO PERCENTAGES, TABLE 3: a 2 z : so = 23 § 2 € S & & 5 = . 2 : : = z 2 E z £3 3 get ae 2 = z g s & 4 Z 4 = 5 2 z a 5 § Calculations Percentages (b) (6 marks) GO ON TO THE NEXT PAGE 01207032/JANUARY/F 2011-12- (©) Which of the two methods of displaying the components of a balanced diet, pie chart or bar graph, may be considered MORE appropriate? Explain your answer, ~ @ marks) (4) Suggest why staples form the LARGEST part of a balanced human diet. (2 marks) ‘Total 16 marks END OF TEST 01207032/JANUARY/F 2011