MYP 4&5 Biology - 4 - copy - copy - copy

Subject Grade Points

Biology MYP 5 A 26 B 29 C 18
D 27

Question 1

Knowing and understanding

This task (questions 1 to 2) addresses the key concept of change and focuses on criterion A
(Knowing and understanding).

Immune system is the body's defense, guarding against infections.

The overall function of the immune system is to prevent or limit infection. An example of this
principle is found in immune-compromised people, including those with genetic immune disorders,
immune-debilitating infections like HIV, and even pregnant women, who are susceptible to a range
of microbes that typically do not cause infection in healthy individuals.

Q 1.1 Suggest some of the organs in a human body which plays an important role in our A2
immunity response.

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 Video 1

Immune Cells Eating Bacteria (Phagocytosis)

00:00/00:09

Q 1.2 Describe the phenomenon shown by the cell to kill the pathogen. A2

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Q 1.3 Describe how an immune system works. A3

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The image given below (Image 1.1) shows two different type of diseases affecting a human body.

Image 1

Q 1.4 Analyse the image given above and suggest a difference between common disease A2
and auto immune disease.

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Q 1.5 Classify the given diseases into autoimmune diseases and diseases caused by A4
pathogens.

autoimmune diseases Other diseases

Measles Diabetes mellitus- type 1 Rheumatic fever Vitiligo malaria

strep throat Graves’ disease meningitis

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The graph shows the level of antibodies in blood after vaccination.

Image 1

Q 1.6 Interpret the graph given above and suggest the role of IgM and IgG during the A2
process of immunization.

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Q 1.7 During an onset of a new disease, many people die as they do not have well A2
developed immunity to combat the pathogen. Suggest one way of developing
immunity against a speci c pathogen with proper justi cation.

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Q 1.8 Using Q 1.7, explain how the method will be useful in creating herd immunity A2
against a particular infection or disease.

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Question 2

Metabolism: body's energy management and chemical processes.

Metabolism is the chemical reactions in the body's cells that change food into energy. Our bodies
need this energy to do everything from moving to thinking to growing.
Speci c proteins in the body control the chemical reactions of metabolism. Thousands of metabolic
reactions happen at the same time — all regulated by the body — to keep our cells healthy and
working.

Q 2.1 De ne the terms anabolism and catabolism. A2

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Q 2.2 The ow chart shows the process of glycolysis in a eukaryotic cell. Suggest the A3
missing phases of the process.

Q 2.3 “Glycolysis is an example of catabolic reactions.” Comment your opinion on this A2

statement.

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Question 3

Investigation skills

This task (questions 3 to 4) addresses the key concept of relationships and focuses on criterion B
(Inquiring and designing) and criterion C (Processing and evaluating).

Plant growth is intimately connected to its habitat, where factors like soil, climate, and interactions
shape its development.

A student decides to study the effect of pH level of soil on plant growth.

Q 3.1 State a problem being tested by this experiment B1

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Q 3.2 Formulate and explain a testable hypothesis for this experiment. B3

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Q 3.3 State the variables involved in the experiment. B4

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Q 3.4 Describe a method to carry out this experiment in the absence of soil samples with B5
varying pH.

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Q 3.5 Suggest a design for a data table to collect suf cient data. You need to state the C4
number of rows and columns and state appropriate labels to your table.

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The data sets collected by another student while conducting the same experiment is given below.

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Q 3.6 Organize and present the data in tabular form representing the average plant C4
growth of bean plants watered with different pH concentrations.

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Q 3.7 Present the transformed data in a graph. You need to add appropriate label to the C3
axes and give your graph an appropriate title.

Q 3.8 Outline if the data collected in the model experiment supports or does not support C2
the hypothesis that you formulated earlier.

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Q 3.9 Suggest two possible errors that can occur during the experiment. C2

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Q 3.10 Suggest any two factors other than pH that in uence the growth rate of plants. C2

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Q 3.11 Suggest an extension to this investigation. C1

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Question 4

Plant growth is a re ection of its habitat's unique blend of resources and challenges.

Q 4.1 Another student decides to further investigate another factor which in uences plant B 16
growth. Help him design an investigation to study the extension mentioned. Your
answer should include:

A testable hypothesis
List the equipment you will use
Description of how to identify and manipulate the variables
Description of the method and use of equipment
Description of how data will be collected
Explanation of any safety considerations and possible errors.

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Question 5

Applying science

The global context is fairness and development. This task (questions 5 and 6) addresses the key
concept of systems and assesses criterion D (Re ecting on the impacts of science). In this task, you
will explore how the system is handling human- wildlife con icts.

Human-wildlife con ict arises from interactions between human development and the habitats of
wild animals.

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Human–wildlife con ict (HWC) refers to the negative interactions between human and wild
animals, with undesirable consequences for both people and their resources and wildlife and their
habitats (IUCN 2020). HWC, caused by competition for shared natural resources between human and
wildlife, in uences human food security and the well-being of both human and animals. In many
regions these con icts have intensi ed over recent decades as a result of human population
growth and the transformation of land use.
HWC is a serious global threat to sustainable development, food security
and conservation in urban and rural landscapes alike. In general, the consequences of HWC
include: crop destruction, reduced agricultural productivity, competition for grazing lands and water
supply, livestock predation, injury and death to human, damage to infrastructure, and increased risk
of disease transmission among wildlife and livestock
With speci c reference to forests, a high density of large ungulates such as deer, can cause severe
damage to the vegetation and can threaten regeneration by trampling or browsing small
trees, rubbing themselves on trees or stripping tree bark. This behaviour can have important
economic implications and can lead to polarization between forest and wildlife managers
Many countries are starting to explicitly include human-wildlife con ict in national policies and
strategies for wildlife management, development and poverty alleviation. At the national level, cross-
sectoral collaboration between forestry, wildlife, agriculture, livestock and other relevant sectors is
key

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Q 5.1 Suggest some of the reasons behind man- animal con ict. D4

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Q 5.2 Summarize how this con ict has a negative effect on the human population D5
experiencing it.

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Q 5.3 Suggest why it is important for countries to make and implement policies on this D3
issue and look for more sustainable options.

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Question 6

Issues in wildlife con ict include habitat destruction, crop depredation, and risks to human and
animal safety.

Monkeys, along with Grey langurs and bonnet macaques, have adapted to urban habitats over the
years, says Goutam Sharma, a faculty member with the animal behaviour unit under the department
of zoology, Jai Narain Vyas University, Jodhpur. “Out of the nearly 225 living species of non-human
primates, these three species have adapted to the urban way of life,” he says.

The population of monkeys has multiplied after their natural habitat was destroyed because of their
ability to adapt to new habitats. “In forests, a Rhesus macaque has to spend about 10 to 14 hours in
search of food. However, if we look at the street-dwelling urban monkeys or even those living
dangerously close to human settlements in a rural setting, nding food takes only 10 minutes,” says
Satish Sood, who heads one of the state-run sterilisation centres for monkeys in Himachal Pradesh.
“When there is food in abundance, monkeys spend more time procreating,” he says.
Another reason why animals move to new geographical areas is the government’s practice of
translocating monkeys from the cities to forest areas near rural areas. Residents of Chaukha village,
which is at an altitude of 2,072 metres above sea level, say monkeys were brought to the forests
from Shimla and Mandi. “Monkeys are never found at such high altitudes. But the government
forcefully dumped the animals in our forests,” says Verma.
Even Delhi’s attempt to translocate monkeys has back red. In 2007, the state wildlife department
captured over 19,000 monkeys to translocate them to a wildlife sanctuary created at Asola Bhatti
mines on the outskirts of the city. While New Delhi breathed a temporary sigh of relief by the move,
the residents of Sanjay Colony near the sanctuary struggled. The illegal colony of the Od community,
who for three decades mined Bhatti area of the Aravalli hills, registered an alarmingly high number
of attacks by monkeys who would escape the sanctuary.
State governments have tried various strategies so far—from culling and sterilisation drives to
awareness campaigns not to feed monkeys. Wildlife experts warn that if wildlife protection is
con ned to reserves and parks alone, several species will stand at the brink of extinction.

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Q 6.1 Summarize your understanding on the issue taking into context the provided D 15
example. Your answer should include

The reasons for the con ict

The possible reasons for the increase in population of the monkeys
The economic impact caused by this issue
The social impact caused by this issue
The possible suggestions to tackle the issue
A concluding appraisal

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