5.1.2 Final Exam - Semester 2 Exam (Test)

5.1.
2 Final Exam: Semester 2 Exam Test

AP Biology Sem 2 Name: Joonseo Heo
Date: 24/02/24
Directions: Questions 1, 3 are long free-response question that should require

about 15 minutes each to answer. Questions 2 and 4–7 are short free-response
questions that should require about 5 minutes each to answer. Questions 6 and 7
include calculations that can be answered in number grids. Read each question
carefully, and write your response. Answers must be written out. Outline form is not
acceptable. It is important that you read each question completely before you begin
to write.
Question 1: Homeostasis, Common Ancestry, and Divergence (22 points)
a) One problem that all respiring organisms share is the need for biological structures
that allow efficient uptake of oxygen and removal of carbon dioxide. Two types of
structures that have evolved for carrying out gas exchange are gills and lungs. The
table below lists organisms according to the type of structure they use for gas
exchange.
Organisms with gills Organisms with lungs

fish rabbit
lobster frog
squid lizard
clam eagle
some salamanders species some salamander species
Describe the general process of gas exchange that occurs between a gill or lung
and the surrounding environment. (2 points)
Describe three similarities in the structures of gills and lungs that help ensure high
efficiency of gas exchange. (3 points)
Explain why one group of organisms evolved to have gills while the other group
evolved to have lungs. Include in your explanation a discussion about the two
5.1.2 Final Exam: Semester 2 Exam 1/20

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groups of salamanders shown in the table. (3 points)
Describe the probable characteristics of the gas exchange structure present in a

common ancestor of all of the organisms listed in the table. Explain how
evolution played a role in the development of the gill and the lung. (4 points)
Describe the general process of gas exchange that occurs between a gill or lung and the surrounding environment. (2 points)
In a gill, the water, which contains oxygen, enters by the fish’s mouth while the opercula is closed and when the mouth closes, the opercula is opened. The water flows through gills by
the pressure difference between the two connected spaces (interior of the mouth and the exterior). Then the O2 diffuses from the water to the blood.
In a lung, air enters via the nose or mouth while the diaphragm and intercostal muscles are contracted. When the diaphragm and intercostal muscles are relaxed, air is sucked into the
lungs by the pressure difference created. Inside the lungs the air with O2 diffuses through alveoli and dissolves into the capillary blood.
In both cases, air is taken in through the pressure gradient, and then later diffuses into blood through the concentration graident.
Describe three similarities in the structures of gills and lungs that help ensure high efficiency of gas exchange. (3 points)
Some of the similarities in the structures of gills and lungs is firstly, a large surface area. Both gills and lungs have a large surface area relative to their volume, which in turn
maximizes the area for gas exchange–This is achieved through lamellae in gills and alveoli in lungs. Also, they both have thin membranes, where the gas exchange membranes in both
organs are thin, allowing for the rapid diffusion of gases. Lastly, both organs have good blood supply. Both gills and lungs are well-vascularized with blood vessels, ensuring a constant
flow of blood for efficient gas exchange.
Explain why one group of organisms evolved to have gills while the other group evolved to have lungs. Include in your explanation a discussion about the two groups of salamanders
shown in the table. (3 points)
The evolution of gills and lungs is thought to be driven by the need for efficient gas exchange in different environments. Gills are adapted for aquatic environments where oxygen is
dissolved in water, while lungs are adapted for terrestrial environments where oxygen is present in the air. Since Aquatic environments typically have lower oxygen concentrations
than air, gills have a large surface area and thin membranes to facilitate the diffusion of oxygen from the water into the bloodstream. Additionally, the countercurrent flow of water
and blood in gills helps to maximize the efficiency of gas exchange. On the other hand, terrestrial environments have higher oxygen concentrations than water, but oxygen needs to be
extracted from the air. Lungs have evolved to have a large surface area and thin membranes to allow for efficient gas exchange between air and blood.
Salamanders can use both gills and lungs at different stages of their life cycle, depending on their environment. This highlights the adaptability of these respiratory organs and the
importance of efficient gas exchange for all living things.
Describe the probable characteristics of the gas exchange structure present in a common ancestor of all of the organisms listed in the table. Explain how evolution played a role in the
development of the gill and the lung. (4 points)
For the organisms listed in the table some possible characteristics present in the gas exchange system of a common ancestor of the organisms may have been firstly, simple diffusion.
This is because diffusion is sufficient for small organisms with a high surface area to volume ratio. As organisms get larger, diffusion becomes less efficient, and they need more
specialized or complex gas exchange structures. Further, the ancestor may have lived in an aquatic environment, as gills are typically found in aquatic organisms. Gills provide a large
surface area for gas exchange in water. Lastly, the ancestor may have had eversible structures that could be extended into the water for gas exchange. This is seen in some modern
aquatic invertebrates, such as sea cucumbers. The rise of gills and lungs and how evolution played a role in their development can be explained by the need for more efficient gas
exchange as organisms got larger and moved onto land. Gills are adaptations for aquatic environments, while lungs are adaptations for terrestrial environments.
b) All animals must solve the problem of nitrogen waste excretion in order to
maintain homeostasis. There are three basic types of nitrogen waste products that
animals produce: ammonia, urea, or uric acid. Aquatic animals tend to produce
ammonia, whereas terrestrial animals tend to produce either urea or uric acid.
Type of nitrogenous waste Ammonia Urea Uric acid

Relative toxidty high medium low
Relative amount of energy required to low medium high
produce
Example animal Marine Land Desert
turtle tortoise tortoise
Explain why nitrogen excretion is an important aspect of animal homeostasis. (2

points)
Explain how the types of nitrogen excretion, their energy requirements, and habitat
are related. (4 points)
Explain how the three animals listed in the table above provide an example of
how a group of animals can show continuity due to common ancestry as well as
divergence due to adaptation to different environments. (4 points)

Explain why nitrogen excretion is an important aspect of animal homeostasis. (2 points)
The elimination of nitrogen is a vital component of maintaining animal homeostasis, as it involves the excretion of harmful waste substances, notably ammonia (NH3), a product of
the breakdown of proteins. Ammonia is extremely toxic and has the potential to interfere with cellular functions if it builds up. Therefore, animals need to effectively excess surplus
nitrogen compounds to uphold a balanced internal environment and prevent toxicity.
Explain how the types of nitrogen excretion, their energy requirements, and habitat are related. (4 points)
There are three types of nitrogen excretion, which are: ammonia, urea, and uric acid. The choice of nitrogen excretion type is related to the animal's energy budget and habitat
adaptation. Ammonia excretion requires the least energy but is most suitable for aquatic environments. Urea excretion involves moderate energy expenditure and is adapted to
terrestrial environments with access to water. Uric acid excretion demands the highest energy input but is well-suited for desert-like or arid habitats.
Explain how the three animals listed in the table above provide an example of how a group of animals can show continuity due to common ancestry as well as divergence due to
adaptation to different environments. (4 points)
The marine turtle, the land tortoise, and the desert tortoise all share a common ancestor. However, they have also diverged from each other in order to adapt to different habitats. The
marine turtle has retained the ability to excrete ammonia, which is efficient in an aquatic environment. The land tortoise can excrete urea, which is less toxic than ammonia and is
suitable for a land habitat where the organism is able to get access to water. The desert tortoise can excrete uric acid, which is the most water-conserving form of nitrogenous waste
and is ideal for a dry habitat. They all maintain that they excrete nitrogen, though the methods by which they do so has diverged.
Question 2: Cell-to-Cell Communication and Evolution (8 points)
Scientists often compare aspects of different organisms in order to understand

relationships and common ancestry.
Pose a testable question that could be used to compare conserved biological

structures involved in cell-to-cell communication expressed across domains. (4
points)
Pose a testable question that could be used to trace evolutionary change of the
biological structures involved in cell-to-cell communication. (4 points)
Pose a testable question that could be used to compare conserved biological structures involved in cell-to-cell communication expressed across domains. (4 points)
Do the molecular components involved in cell-to-cell communication exhibit similarities or differences among bacteria, archaea, and eukarya?
Pose a testable question that could be used to trace evolutionary change of the biological structures involved in cell-to-cell communication. (4 points)
How have the molecular mechanisms and signaling pathways of cell-to-cell communication evolved across different species over time?
Question 3: Nerve Signal Transmission (20 points)
Multicellular animals use the nervous system for signal detection and transmission
of information.
a) The neuron transmits nerve impulses.

Identify the subcellular structure of the neuron that forms the basis for the
transmission of nerve impulses. (2 points)
Describe how this structure is arranged under resting conditions before a signal is
initiated. (2 points)
Identify the subcellular structure of the neuron that forms the basis for the transmission of nerve impulses. (2 points)
The subcellular structure of the neuron responsible for transmitting nerve impulses is the axon
Describe how this structure is arranged under resting conditions before a signal is initiated. (2 points)
Under resting conditions, the axon is polarized with a more negative charge on the inside compared to the outside. This resting membrane potential is maintained by the sodium-
potassium pump, which actively transports sodium ions out of the cell and potassium ions into the cell, contributing to the negative internal charge.
b) Initiation of an impulse occurs at one end of a neuron.
Explain changes in ion concentration and membrane potential that occurs in

response to signal initiation. (2 points)
Explain changes in ion concentration and membrane potential that occurs in response to signal initiation. (2 points)
Initiation of an impulse (action potential) occurs when a stimulus depolarizes the membrane of the axon's initial segment, causing a rapid influx of sodium ions. This depolarization
leads to a reversal of the membrane potential, creating an action potential.
Draw a graph to illustrate the changes in a localized area of a neuron over time after an impulse has been initiated. Label the x- and y-axes appropriately. (3 points)
c) Transmission of an impulse travels along the length of the neuron.
Draw a graph to illustrate the changes in a localized area of a neuron over time
after an impulse has been initiated. Label the x- and y-axes appropriately. (3
points)
Explain how the neuron is changing at each phase of your graph. (5 points)
Explain how the impulse is propagated along the neuron. (2 points)

Explain how the neuron is changing at each phase of your graph. (5 points)
The first phase, resting potential (-70mV). Neuron is at rest, maintaining the resting potential until reaching threshold potential. Afterwards, rapid
depolarization due to Na+ influx (sharp upward slope) occurs as signals triggers Na+ channels to open, causing rapid depolarization (action potential peak).
Third, the repolarization as K+ channels open and Na+ channels close (gradual downward slope). This happens as K+ channels open, and Na+ channels close,
repolarizing the membrane. After that, undershoot (brief dip below resting potential) occurs due to temporary excess K+ efflux. Lastly, a return to resting
potential happens as ion pumps restore ionic balance, bringing the neuron back to resting potential.
Explain how the impulse is propagated along the neuron. (2 points)

In a neuron, impulse is propagated through the action potential. At rest, a neuron maintains a negative charge inside relative to the outside due to ion
concentration differences. When a stimulus triggers depolarization and the membrane potential reaches a threshold, sodium channels open, allowing an
influx of sodium ions and causing a rapid depolarization. This electrical impulse then propagates along the neuron as adjacent membrane regions depolarize.
After reaching its peak, the neuron undergoes repolarization and a refractory period, ensuring unidirectional propagation. In myelinated neurons, the action
potential jumps between nodes of Ranvier, speeding up the transmission.
d) Explain how the mammalian nervous system achieves long-range transmission of

information. Include the significance of neuron cell shape in your explanation. (4
points)
Explain how the mammalian nervous system achieves long-range transmission of information. Include the significance of neuron cell shape in your explanation. (4 points)
The mammalian nervous system achieves long-range transmission of information through the mechanism of saltatory conduction. Neurons are elongated cells with axons covered by
myelin sheaths. Myelin acts as an insulator, preventing ion movement across the axonal membrane except at gaps called nodes of Ranvier. This allows the action potential to jump
from node to node, significantly increasing the speed of signal transmission. The neuron's elongated shape ensures that the signal can be transmitted over long distances with
minimal loss of strength.
Describe this mode of propagation, and draw a model to supplement your description. (6 points)
K. *
When nerve impulses reach the end of the axon, the axon releases a chemical called neurotransmitters,
which travel across the synapse between the axon and dendrite of the next neuron. The neurotransmitters
.. bond to the membrane of the dendrite, and the boding allow nerve impulses to travel through the recieving
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Question 4: Impulse Transmission Between Neurons (8 points)
Nerve impulses travel from neuron to neuron.
Describe this mode of propagation, and draw a model to supplement your

description. (6 points)
Explain how it differs from the mode of propagation along the neuron. (2 points)
Explain how it differs from the mode of propagation along the neuron. (2 points)
Contrary to how impulse move from neuron to neuron, within a neuron, the signal is recieved at the soma end of the axon, with become depolarized in response. The
depolarization spread down the axon and a part of the membrane repolarizes, and since the Na+ channels and inactivated and K+ Channels are opened, the membrane
cannot be depolarized again, allowing the signal to travel in a single direction. The action potential continues down the axon.

Question 5: Sensory Reception (8 points)
All organisms interact with their environment by receiving and processing

information from the environment and then responding to that information.
Describe the difference in sensory reception between a single-celled organism and

a multicelled animal. (4 points)
Draw a representation to show how the human body detects two different types
of sensory signals. Label the structures in your illustration. (4 points)
Describe the difference in sensory reception between a single-celled organism and a multicelled animal. (4 points)
A single-celled organism
A single-celled organismreceives type
all all
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type through
of stimuli around body,
itsits multicelled
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multicelled animal havehave
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specialized regions
regions where theythey
where receive morethe
receive stimuli more
efficiently those stimuli.
efficiently.
A single-celled organism processes the information received by external stimuli in the same space, while in multicelled animals the information travels from “receptor centers (i.e.
skin, ear,processes
eyes, tongue,organism
A single-celled the information
nose)” to “processing received
center by external stimuli in the same space, while a multicelled organism would have the information travels from
(brain)”.
receptors (eyes, tongue,
A single-celled skin,
organism ear, nose,
doesn’t etc.) to the
has memory processor
therefore (brain).
it can’t gather information of better ways of reacting against a specific stimulus (except from those stimuli that change gene
expression), organism
A single-celled doesn’t have
while multicelled animals memory and therefore cannot retain information of responding against a specific stimulus such as infections (except from those
can learn.
stimuli that change gene expression), while a multicelled organism is able to learn.
Draw a representation to show how the human body detects two different types of sensory signals. Label the structures in your illustration. (4 points)
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Question 6: Population Growth (20 points)
Species A is a non-native species introduced into an ecosystem. The table below

shows the changes in population over several years.

Year Number of individuals Species A
1 6
2 9
3 14
4 21
5 32
6 48
7 72
a. Graph the data to show the change in population with time. Identify the type of
growth exhibited by this species. (5 points)
80
x
Number of Individuals Species A
60
x
40
x
20
x
x
x
1 2 3 4 5 6 7
Year
b. Calculate the rate of growth of this population at Year 7. In Year 7 there were 55
births and 19 deaths. (3 points)
55/72=0.76 (birth rate)

19/72=0.26 (death rate)
growth rate = 0.76-0.26 = 0.5
0 . 5
Click here for long description
c. Species B is another new species that moves into this ecosystem in Year 7. The

population numbers for both populations are shown in the following table. Graph the
combined data from Years 1 through 14 for Species A to show the change in
population with time. Identify the type of growth exhibited by this species as a result
of the addition of Species B. (4 points)
Year Number of individuals Species A Number of individuals Species B
1 6
2 9
3 14
4 21
5 32
6 48
7 72 21
8 91 32
9 109 47
10 124 71
11 135 106
12 142 160
13 146 242
14 148 361

80 100 120 140 160 180 200 220 240 260 280 300 320 340 360 380
B
x
Number of Individuals Species A
x A
x x x
x x
x x
x
x x
40 60
x x
x x x
x
20
x x
1 2 4 5 6 7 8 9 10 11 12 13 14
Year
d. Estimate the carrying capacity of the ecosystem for Species A. (2 points)

1 4 8
e. Calculate the growth rate of Species A in Year 14. There were 54 births and 42
deaths for Species A in Year 14. (2 points)

(54-42)/148
=12/148 = 0.081 0 . 0 8 1
f. Compare the growth rate of Species A in Years 7 and 14. What could account for
the effect that Species B had on Species A? (4 points)

Question 7: Changes in Net Production Over Time (14 points)
A biologist is studying the biological productivity of a lake ecosystem. So far, she has
collected water samples in two consecutive years, analyzing the dissolved oxygen
content under different conditions for each year. The results are shown in the table
below.
Dissolved oxygen content (mg O2/L)
Year Initial Light (incubated under a grow Dark (incubated in the dark
conditions light overnight) overnight)
2011 6.28 12.50 4.33
2012 5.89 10.74 4.89
a. Calculate the net productivity in 2011. (2 points)
(12.5-6.28)=6.22 mg/L/Overnight

6 . 2 2
b. Calculate the gross productivity in 2011. (2 points)
(12.5-4.33)=8.17 mg/L/Overnight

8 . 1 7
c. Calculate the loss of oxygen due to respiration in 2011. (2 points)
(6.28-4.33)=1.95 mg/L/Overnight

1 . 9 5
d. Calculate the net productivity in 2012. (2 points)
(10.74-5.89)=4.85 mg/L/Overnight

4 . 8 5
e. Calculate the gross productivity in 2012. (2 points)
(10.74-4.89)=5.85 mg/L/Overnight

5 . 8 5
f. Calculate the loss of oxygen due to respiration in 2012. (2 points)
(5.89-4.89)=1.00 mg/L/Overnight

1 . 0 0
g. Describe any trends about the lake ecosystem implied by these data. (2 points)
on the next page

Describe any trends about the lake ecosystem implied by these data. (2 points)
Changes in both net and gross productivity, coupled with the constancy in respiration
rates, indicate the lake ecosystem experienced changes between 2011 and 2012, possibly
due to environmental influences. Further examination would be necessary to ascertain the
precise reasons and consequences of the observed alterations in the lake ecosystem. But
as seen in the data given, net productivity, which is the amount of organic matter
produced by photosynthesis in the presence of light, decreased by 1.37 mg/L/Overnight.
Further, gross productivity, which is the total organic matter produced during
photosynthesis in the presence of light without subtracting any losses, decreased by 2.32
mg/L/Overnight. The loss of oxygen, which is the total organic matter produced during
photosynthesis in the presence of light, decreased by 0.95 mg/L/Overnight. These
changes contribute to the argument that there was a change in the ecosystem, most likely
with environmental factors, during the time between 2011 and 2012.
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5.1.

2 Final Exam: Semester 2 Exam Test

Directions: Questions 1, 3 are long free-response question that should require

Question 1: Homeostasis, Common Ancestry, and Divergence (22 points)

Organisms with gills Organisms with lungs

5.1.2 Final Exam: Semester 2 Exam 1/20

Describe the probable characteristics of the gas exchange structure present in a

Type of nitrogenous waste Ammonia Urea Uric acid

Explain why nitrogen excretion is an important aspect of animal homeostasis. (2

5.1.2 Final Exam: Semester 2 Exam 2/20

Question 2: Cell-to-Cell Communication and Evolution (8 points)

Scientists often compare aspects of different organisms in order to understand

Pose a testable question that could be used to compare conserved biological

Question 3: Nerve Signal Transmission (20 points)

a) The neuron transmits nerve impulses.

5.1.2 Final Exam: Semester 2 Exam 3/20

b) Initiation of an impulse occurs at one end of a neuron.

Explain changes in ion concentration and membrane potential that occurs in

c) Transmission of an impulse travels along the length of the neuron.

Explain how the impulse is propagated along the neuron. (2 points)

5.1.2 Final Exam: Semester 2 Exam 4/20

Explain how the impulse is propagated along the neuron. (2 points)

d) Explain how the mammalian nervous system achieves long-range transmission of

Nerve impulses travel from neuron to neuron.

Describe this mode of propagation, and draw a model to supplement your

5.1.2 Final Exam: Semester 2 Exam 5/20

All organisms interact with their environment by receiving and processing

Describe the difference in sensory reception between a single-celled organism and

Question 6: Population Growth (20 points)

Species A is a non-native species introduced into an ecosystem. The table below

5.1.2 Final Exam: Semester 2 Exam 6/20

55/72=0.76 (birth rate)

Click here for long description

5.1.2 Final Exam: Semester 2 Exam 8/20

5.1.2 Final Exam: Semester 2 Exam 9/20

5.1.2 Final Exam: Semester 2 Exam 10/20

Click here for long description

5.1.2 Final Exam: Semester 2 Exam 11/20

Click here for long description

5.1.2 Final Exam: Semester 2 Exam 12/20

a. Calculate the net productivity in 2011. (2 points)

5.1.2 Final Exam: Semester 2 Exam 13/20

Click here for long description

b. Calculate the gross productivity in 2011. (2 points)

5.1.2 Final Exam: Semester 2 Exam 14/20

Click here for long description

c. Calculate the loss of oxygen due to respiration in 2011. (2 points)

5.1.2 Final Exam: Semester 2 Exam 15/20

Click here for long description

d. Calculate the net productivity in 2012. (2 points)

5.1.2 Final Exam: Semester 2 Exam 16/20

Click here for long description

e. Calculate the gross productivity in 2012. (2 points)

5.1.2 Final Exam: Semester 2 Exam 17/20

Click here for long description

f. Calculate the loss of oxygen due to respiration in 2012. (2 points)

5.1.2 Final Exam: Semester 2 Exam 18/20

Click here for long description

on the next page

5.1.2 Final Exam: Semester 2 Exam 19/20