Centre Number Candidate Number Candidate Name
NAMIBIA SENIOR SECONDARY CERTIFICATE
BIOLOGY ORDINARY LEVEL 4322/3
PAPER 3 Applied Practical Skills 2 hours
Marks 60 2021
Additional Material: Ruler
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INSTRUCTIONS AND INFORMATION TO CANDIDATES
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• Candidates answer on the Question Paper in the spaces provided.
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• Write your Centre Number, Candidate Number and Name in the spaces at
the top of this page.
Y
• Write in dark blue or black pen.
• You may use a soft pencil for any diagrams, graphs or rough working.
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• Do not use correction fluid.
A
• You may use a non-programmable calculator.
• Do not write in the margin For Examiner’s Use. For Examiner’s Use
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• Answer all questions.
2
D
• The number of marks is given in brackets [ ] at the end of each question
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or part question.
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5
Total
Marker
Checker
This document consists of 15 printed pages and 1 blank page.
Republic of Namibia
MINISTRY OF EDUCATION, ARTS AND CULTURE
© MoEAC/DNEA 4322/3/21 [Turn over
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For
Examiner’s
1 (a) Fig. 1.1 is a diagram of insect A. Use
X
Y
X5
Fig. 1.1
Make a large drawing of the head of insect A.
[6]
(b) Fig. 1.2 is a diagram of insect B.
Fig. 1.2
(i) List two similarities which are visible in the diagrams of the two insects.
1..............................................................................................................
2.............................................................................................................. [2]
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Examiner’s
(ii) Construct a table, with ruled lines, and record two visible Use
differences, between insect A and insect B.
[2]
(c) The photograph in Fig. 1.1 shows insect A magnified X5.
Measure the distance between points X and Y on Fig. 1.1 and use this
measurement to calculate the magnification of your drawing, allowing for
the X5 magnification of the photograph.
Distance between points X and Y: ................................................................
Magnification of your drawing: ..................................................................... [2]
[12]
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For
Examiner’s
2 Fig. 2.1 shows the apparatus used to determine the rate of photosynthesis of Use
water weed at different light intensities.
Fig. 2.1
The rate of photosynthesis was measured by counting the number of bubbles
produced per minute. The only source of light in the room was the lamp.
The light intensity was decreased by moving the lamp away from the plant.
Fig. 2.2 shows the results of this experiment.
100
80
number of 60
bubbles
produced
per minute
40
20
0
0 20 40 60 80 100 120
distance of lamp away from plant/cm
Fig. 2.2
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For
Examiner’s
(a) (i) Describe the relationship shown by the graph. Use
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(ii) Using the graph, state how many bubbles/min you would expect to
be produced with the lamp at a distance of 50 cm from the plant.
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(iii) Sodium hydrogencarbonate was added to the water before the
experiment began. Explain why this was added.
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(iv) Name the gas produced by the plant.
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(v) Describe the test for the gas named in (iv).
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(vi) Describe and explain the results you would expect if the experiment
was repeated with the temperature of the water 10°C higher.
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(b) When testing a leaf for starch, certain instructions need to be followed.
The instructions below are in the wrong order.
A Soften the leaf by dipping it into hot water for about 30 seconds.
B Place the leaf in alcohol and boil the tube in a beaker of hot water for
about 5 minutes.
C Remove the leaf from the plant and dip it into boiling water for about
one minute.
D Cover the leaf with iodine solution.
E Remove the leaf when it has lost its green colour.
F Observe and record the colour of the leaf.
(i) Write the letters of the instructions in the correct order.
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Examiner’s
(ii) Explain why procedure B is necessary. Use
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(iii) Explain why procedure B uses a beaker of hot water for boiling.
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(iv) Explain why procedure C is necessary.
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[12]
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For
Examiner’s
3 Paper chromatography can be used to separate the different pigments in leaves. Use
(a) Students used paper chromatography to separate the pigments found in
leaves. Fig. 3.1 illustrates the results of the chromatogram.
solvent front
pigment 1
first pencil line
Fig. 3.1
(i) Measure the distance from the first pencil line to the height for each
pigment. Record these values in Table 3.1 (column D). [1]
(ii) The colour of the pigments can be a general guide to identify the
pigments or the Rf value can be used. The distance that the solvent
front moves is 7 cm. Calculate the Rf value for each pigment and
record the values in Table 3.1 (column E) using the formula shown.
distance pigment travels
Rf =
distance the solvent travels
[1]
(iii) Determine the name of each pigment using the information below.
Complete column F in Table 3.1.
pigment Rf values
chlorophyll b 0.42
xanthophyll 0.77
chlorophyll a 0.60
carotene 0.98
[1]
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Examiner’s
(iv) Which pigment moved the greatest distance? What would cause Use
this to happen?
.......................................................................................................................
....................................................................................................................... [2]
Table 3.1
A B C D E F
pigment colour of distance distance Rf value name of
pigment solvent front pigment pigment
travels (cm) travels
(cm)
1 orange 7
2 yellow 7
3 blue - green 7
4 yellow - green 7
(b) A student placed the plants in a room with green light only. Would these
plants be able to grow?
Explain your answer.
.......................................................................................................................
....................................................................................................................... [1]
(c) Digestion of starch occurs in the small intestine.
A student investigated the effect of temperature on the digestion of starch
by amylase.
The student set up three tubes at different temperatures, each containing
starch, amylase and iodine solution. The student calculated the rate of
reaction and recorded it in Table 3.2.
Table 3.2
rate of reaction / arbitrary units
tube temperature /°C trial 1 trial 2 trial 3 average
A 10 2 6 1
B 20 8 9 10
C 30 12 10 11
(i) Calculate the average rate of reaction for each tube. Write your
answers in Table 3.2.
Space for working.
[1]
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For
Examiner’s
(ii) Identify the optimum temperature for the digestion of starch in this Use
experiment and give a reason for your choice.
optimum temperature .............................................................................
reason ....................................................................................................
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................................................................................................................ [2]
(iii) The student decided that the result collected for tube A during trial 2
was anomalous.
Suggest a reason for their decision.
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(iv) The independent variable is the variable that is changed in an
investigation. The dependent variable is the variable that is
measured in an investigation.
Identify the independent and dependent variables in this investigation.
independent variable ..............................................................................
................................................................................................................
dependent variable ................................................................................
................................................................................................................ [2]
[12]
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For
Examiner’s
4 You are going to consider two investigations into how the eye works. Use
Read through the instructions for each investigation before carrying it out.
(a) • With your left hand cover your left eye to start the first investigation.
• With your uncovered right eye, look steadily at the cross shown in Fig.
4.1 below.
• do not let your gaze wonder.
• Slowly move your head towards the question paper while looking
steadily at the cross in Fig. 4.1.
• Notice what happens to the dot without looking directly at it.
At a certain distance from your eye the dot will disappear from view.
X
Fig. 4.1
Use your ruler to measure the distance of the question paper from your
eye when the dot disappears.
Record this distance.
distance ........................................................................................................ [1]
(b) (i) A student in a brightly lit room covered both of her eyes with her left
hand while holding a mirror in the other hand. The student closed her
eyes. She counted slowly to 60. Then she quickly removed her hand
from her eyes, opened them and looked in the mirror. Make drawings
of what her iris and pupil would look like, as they appeared when the
eye was first uncovered and about one minute later.
Appearance of iris and pupil Appearance of iris and pupil
when first uncovered. about one minute after uncovering.
[2]
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(ii) Explain how the changes shown between your drawings in (b)(i) Use
occurred and how these changes help the functioning of the eye.
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For
Examiner’s
(c) In an investigation into the effects of alcohol on the nervous system, people Use
were asked to carry out a test on their reaction time.
The person being tested looked at a coloured block on a computer screen.
As soon as the colour changed they pressed a button.
The time taken to press the button was recorded by the computer.
This was their reaction time.
Twenty people were tested before and after consuming a drink containing
the same concentration of alcohol.
Table 4.1 shows the results of this investigation.
Table 4.1
test reaction time before reaction time after
person consuming alcohol / consuming alcohol /
milliseconds milliseconds
1 272 322
2 310 350
3 225 270
4 243 290
5 240 308
6 264 315
7 201 238
8 262 300
9 225 252
10 235 278
11 225 253
12 247 271
13 226 266
14 194 220
15 206 239
16 309 340
17 223 261
18 243 286
19 270 316
20 180 225
mean 240
(i) Calculate the mean for the reaction time after consuming alcohol.
Write your answer in Table 4.1. [1]
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For
Examiner’s
(ii) Plot a bar chart to show the mean reaction time of the people tested Use
before and after consuming alcohol.
[3]
(iii) The range of reaction times recorded before consuming alcohol is
180–310 milliseconds.
Use Table 4.1 to identify the range of reaction times recorded after
consuming alcohol.
.............................milliseconds [1]
[12]
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For
Examiner’s
5 A mahangu seed company has packets of seeds for sale. Fig. 5.1 shows the Use
label on the seed packet.
Fig. 5.1
A farmer planted seeds from one of these packets and found that all of the plants
produced were tall. These were then cross pollinated. The farmer collected all
the seeds produced. The following year when he planted those seeds, some of
the new plants were tall while some short.
Height in these plants is controlled by a gene with two alleles, T (tall) and
t (short).
(a) (i) Define the term allele.
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................................................................................................................ [1]
(ii) State the term used to describe a pair of identical alleles.
................................................................................................................ [1]
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For
Examiner’s
(b) (i) Draw a genetic diagram to show how the farmer obtained some short Use
plants after the cross-pollination of the tall plants.
[4]
(ii) Calculate the expected percentage of short plants in the offspring of
the cross in (b) (i). Show your working.
[1]
(c) (i) Identify the process that caused bacteria to develop resistance to
antibiotics.
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(ii) Describe how these resistant strains of bacteria developed.
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[12]
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The DNEA acknowledges the usage and reproduction of third party copyright material in the NSSC Assessment, with and without
permission from the copyright holder. The Namibian Government Copyright Act allows copyright material to be used limitedly and fairly
for educational and non-commercial purposes.
The Directorate of National Assessment and Examinations operates under the auspices of the Ministry of Education, Arts and Culture
in Namibia.
© MoEAC/DNEA 4322/3/21