Centre Number Candidate Number Candidate Name

NAMIBIA SENIOR SECONDARY CERTIFICATE

BIOLOGY HIGHER LEVEL 8321/1

PAPER 1 1 hour 30 minutes
Marks 70 2017

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INSTRUCTIONS AND INFORMATION TO CANDIDATES

V
• Candidates answer on the Question Paper in the spaces provided.

E
• Write your Centre Number, Candidate Number and Name in the spaces at the top of this page.
• Write in dark blue or black pen.

L
• You may use a soft pencil for any rough work, diagrams or graphs.
• You may use a non-programmable calculator.

R
• Do not use correction fluid. For Examiner’s Use

E
• Do not write in the margin For Examiner’s Use.
1

H
• Answer all questions. 2
3

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• The number of marks is given in brackets [ ] at the end of each question or

I
part question. 4

H
5
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This document consists of 15 printed pages and 1 blank page.

Republic of Namibia
MINISTRY OF EDUCATION, ARTS AND CULTURE

© MoEAC/DNEA 8321/1/17 [Turn over

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For
Examiner’s
1    (a) Fig. 1.1 A shows the skeleton of the front leg of a lion, Panthera leo. Use
Fig. 1.1 B shows the skeleton of the wing of a seagull, Larus dominicanus.

humerus radius humerus

ulna
radius ulna
phalanges

matacarpals

Fig. 1.1 A Fig. 1.1 B

(i) Using examples from Fig. 1.1 A and Fig. 1.1 B, explain whether these
structures are homologous or analogous.

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(ii) Organisms are classified using the hierarchical classification system.

Classify the seagull as fully as possible by completing the table.
level of classification group
Animalia
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Phylum
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Aves
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Genus
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[3]
(iii) Seagulls are classified as belonging to the group Aves.
State two diagnostic features of this group.

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Examiner’s
(b) The ulna is made up of bone tissue. Use

Explain what is meant by the term tissue.

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Examiner’s
2 A Grade 12 student carried out an investigation to find out how wind speed affects Use
the rate of transpiration. The investigation was carried out on a plant shoot which
was exposed to still air and windy conditions. Transpiration rates were recorded
for different widths of stomatal openings. Fig. 2.1 shows the results.
60
wind

50

40
rate of
transpiration /
arbitrary units still air
30

20

10

0 10 20 30
width of stomatal opening / µm

Fig. 2.1

(a) State one factor, other than wind speed and width of stomatal opening, that
can affect the rate of transpiration in plants.

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(b) From Fig. 2.1, determine the rate of transpiration when the stomatal openings
were 25 µm wide in windy conditions.

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Examiner’s
(c) Compare the rate of transpiration in still air and in windy conditions when Use
the width of the stomatal openings were 20 µm and explain why there is this
difference.

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(d) In order to make her results more reliable, the student repeated the
experiment.
Suggest how she could ensure that the experiment was a fair test.

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Examiner’s
3 Fig. 3.1 shows aerobic respiration in muscle tissue. Use

subtrate stage in muscle tissue products

A glycolysis

ATP
B

carbon dioxide

C
H

B
electron transport chain
D

Fig. 3.1

(a)  (i) Name the substrates A and B and products C and D.

Substrate A.............................................................................................

Substrate B.............................................................................................

Product C.............................................................................................

Product D............................................................................................. [2]

(ii) Name the stage X.

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(iii) State the location of stage X.

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Examiner’s
(b) Yeast respires anaerobically and is used in brewing and bread-making. Use

Describe, giving experimental details, how one can show that yeast
respires anaerobically.

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Examiner’s
4 Fig. 4.1 shows the human eye. Use

A
B

Fig. 4.1

(a) Name the structure labelled A on Fig. 4.1.

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(b)  (i) State the function of the structure labelled B.

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(ii) Describe the changes that occur in structure B when a person moves
from a dark room to a very light room.

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(c) With reference to named structures of the eye, describe what happens
in the eye when a person who was looking at a distant object is now
focussing on a near object.

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Examiner’s
5 Endothermic animals maintain their body temperature by homeostasis. Use

(a) Define the term homeostasis.

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(b) Fig. 5.1 shows the effect of body temperature on the enzyme activity of a
mammal and a reptile living at the Namibian coast.
100

80
curve B

rate of enzyme
activity / arbitrary
units 60
A
e
rv
cu

40

20

0
10 20 30 40 50 60
body temperature / °C

Fig. 5.1

(i) Describe the shape of curve A.

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(ii) Fig. 5.2 shows the effect of external temperature on body Use
temperature of two different animals, V and W.
V

body W
temperature / °C

external temperature / °C

Fig. 5.2

Identify which of the lines represents an ectotherm and explain how

these animals regulate their body temperature.

Animal......................................................................................................

Explanation..............................................................................................

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Examiner’s
(c) The Damara dik-dik, which is a mammal, and the Anchietas agama, which Use
is a reptile can both be found in the Etosha National Park in Namibia.

A mammal has a larger number of mitochondria per cell than a reptile.

Suggest how the larger number of mitochondria helps to maintain their

body temperature.

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Examiner’s
6 To produce functional enzymes, the nucleus has to control the activities of the Use
cell very well.
(a) Define the term enzyme.

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(b) Explain why DNA has to be replicated when a cell divides by mitosis.

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(c) Sometimes a change in a DNA base occurs. This is a mutation.

Explain the effect that this might have on an enzyme.

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Examiner’s
(d) Similarly to genes, whole chromosomes can be affected by mutations. Use

(i) Name a condition which results from having an extra copy of a

chromosome in all body cells.

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(ii) Fig. 6.1 shows meiosis in some mutated cells containing two
chromosomes.
cell 1 cell 2 cell 3

Fig. 6.1

Complete circle X on Fig. 6.1. [1]

(iii) If cell 1 underwent mitosis how many chromosomes would be present

in each daughter cell?

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For
Examiner’s
7 Peppered moths exist in two forms, light and dark. Fig. 7.1 shows the two forms Use
of peppered moths.

light form dark form

Fig. 7.1

(a)  (i) Which word describes differences within a population?

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(ii) A student sampled the moths in a woodland where the tree trunks were
light in colour.
The table shows her results.

percentage of each type of moth

light form dark form
85 15

A few months later the trees were blackened with soot from a factory
that had opened nearby.

Describe and explain how the populations of the two types of moth
would change as a result of this.

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For
Examiner’s
(b) The colour of peppered moths is controlled by a single gene with two alleles. Use
The allele for the dark form is dominant.
(i) Define the terms dominant and gene.

Dominant.................................................................................................

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Gene........................................................................................................

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(ii) Use suitable letters to draw a genetic diagram to show the expected
phenotypes and ratio of offsprings formed from a cross between a
heterozygous dark form peppered moth and a light form peppered moth.

[6]

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