CAPRICORN SOUTH DISTRICT

GRADE 12

LIFE SCIENCES
OCTOBER 2023

PAPER 2 QUESTIONS REVISION BOOKLET

COMPILED BY: BANYINI H, RAPUDI K, MASHILOANE L.R, MANABILE C.N.M,

BOSHIELO M.L, LEDWABA L.R, GUMEDE V.W, AND SEBOLA M.N

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Contents

DNA- THE CODE OF LIFE ............................................................................................................. 3

MEIOSIS ...................................................................................................................................... 11
GENETICS ................................................................................................................................... 17
EVOLUTION................................................................................................................................. 30

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PAPER 2
TOPIC WEIGHTING
% MARKS
Term 1:
DNA: Code of Life 18 27
Meiosis 14 21
Term 1 and 2:
Genetics and Inheritance 32 48
Term 3:
Evolution 36 54
TOTAL 100 150

REVISION QUESTIONS

DNA- THE CODE OF LIFE

DNA: THE CODE OF LIFE Term 1 2 weeks

Paper 2: 27 marks

CONTENT ELABORATION
Introduction Revision of the structure of the cell with an emphasis on the
ribosome, cytoplasm and the parts of the nucleus
Two types of nucleic acids: DNA and RNA
Nucleic acids consist of nucleotides

DNA: location, Location of DNA:

structure and • Present in the nucleus (nuclear DNA) – makes
functions up genes on chromosomes
• Present in mitochondria (mitochondrial DNA)
Present in chloroplasts (plants)
Brief history of the discovery of the DNA molecule (Watson & Crick,
Franklin & Wilkins)
Structure of DNA
• The natural shape of the DNA molecule is a double helix
• Each strand of the helix is made up of a sequence of DNA
nucleotides
Three components of a DNA nucleotide:
• Nitrogenous bases linked by weak hydrogen bonds:
o Four nitrogenous bases of DNA: adenine (A), thymine (T),
cytosine (C), guanine (G)
o Pairing of bases in DNA occur as follows: A: T and G: C
• Sugar portion (deoxyribose in DNA)
• Phosphate portion
Stick diagram of DNA molecule to illustrate its structure
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 Functions of DNA:
• DNA makes up genes which carry hereditary information
• DNA contains coded information for protein synthesis

DNA replication Process of DNA replication:

• When in the cell cycle it takes place
• Where in the cell it takes place
• How DNA replication takes place (names of enzymes not
required)
• The significance of DNA replication

DNA profiling Interpretation of DNA profiles

Uses of DNA profiles

CONTENT ELABORATION
RNA: location, Location of RNA:
Structure and • mRNA is formed in the nucleus and functions on the
function ribosome
• tRNA is located in the cytoplasm
Structure of RNA
• A single-stranded molecule consisting of nucleotides

Three components of an RNA nucleotide:

• Nitrogenous bases
• Four nitrogenous bases of RNA:
adenine (A), uracil (U), cytosine (C), guanine (G)
• Sugar portion (ribose in RNA)
• Phosphate portion
Stick diagram of mRNA and tRNA molecules to illustrate their
structure
Function of RNA:
RNA plays a role in protein synthesis

Protein synthesis The involvement of DNA and RNA in protein synthesis:

Transcription
• The double helix DNA unwinds.
• The double-stranded DNA unzips/weak hydrogen bonds
break to form two separate strands.
One strand is used as a template
• to form mRNA
• using free RNA nucleotides from the nucleoplasm.
• The mRNA is complementary to the DNA.
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 • mRNA now has the coded message for protein
synthesis.

mRNA moves from the nucleus to the cytoplasm and attaches

to the ribosome.
Translation
• Each tRNA carries a specific amino acid.
• When the anticodon on the tRNA
• matches the codon on the mRNA
• then tRNA brings the required amino acid to the ribosome.
• (Names of specific codons, anticodons and their amino
acids are not to be memorised.)
Amino acids become attached to each other by
peptide bonds o to form the required protein.
Simple diagram to illustrate transcription and translation in protein
synthesis

QUESTION 1: DNA and RNA

1.1. Study the diagram below, which shows a section of a DNA molecule during a
process taking place in a cell.

1.1.1. Name the process represented in the diagram.

(1)

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1.1.2. When exactly will this process take place in a cell?

(1)
1.1.3. Give labels for 1 and 2.
(2)
1.1.4. State TWO ways in which the structure of RNA differs from the DNA structure
shown in the diagram.

(2)

1.2. The diagram below shows a part of the process of protein synthesis.

1.2.1. Name the stage of protein synthesis represented in the diagram above.

(1)

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1.2.2. Identify:
a) Molecule X (1)
b) Molecule Y (1)
c) Structure 1 (1)

1.2.3. The table below shows the DNA base triplets that code for different amino acids
found in human proteins.

Using the information in the table and the diagram above, write down the sequence
of the amino acids that correspond with structures 1, 2 and 3.

(3)
1.3. Study the diagram below which shows the following DNA profiles/genetic
fingerprints:
• Blood of a raped female victim
• Blood of three suspects
• Semen found on the female victim

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1.3.1. Which suspect was most likely the rapist?
(1)
1.3.2. Explain your answer to QUESTION 1.3.1.

(2)
1.3.3. Give ONE reason why this evidence may be considered reliable.

(1)
1.3.4. Give TWO reasons why this evidence may not be considered reliable.

(2)
1.3.5. Name TWO benefits of DNA profiling other than for solving crimes.

(2)
1.4. The questions below are based on nucleic aids.
1.4.1. Tabulate THREE structural differences between DNA and RNA.

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1.4.2. State TWO uses of DNA profiling.

(2)
1.4.3. Give TWO views against the use of DNA profiling.

(2)
1.5. The diagram below shows a stage in the synthesis of a protein.

1.5.1. Name the stage of protein synthesis shown at W in the diagram above.
(1)
1.5.2. Identify organelle X.
(1)
1.5.3. Provide the term to identify the triplet of bases at Z.
(1)
1.5.4. Describe the role of tRNA in the stage of protein synthesis named in QUESTION
1.5.1.

(4)
1.5.5. Refer to the sequence of nitrogenous bases as shown in the above diagram and
answer the questions that follows.
AUG – CCA – AGA

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 Write down the corresponding base sequence:
a) Of the DNA molecule that complements strand Y.

(2)
b) On molecule Z.

(2)
1.5.6. Explain how the composition of the protein molecule would change if the base
sequence at V was CCU instead of CCA.

(3)
1.6. Read the passage below and answer the questions that follow.
Mary had a child while she was going out with Sam. When she told Sam, he said
that the child was not his. He accused Mary of having an affair with his friend,
Johnny. Mary said this was not true, but Sam did not believe her. Mary had a DNA
test done after the baby was born to compare the baby’s DNA with the DNA of
Sam, Johnny and herself. The DNA fingerprints show the test results.

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1.6.1. Explain how you can tell that Mary is the baby’s mother.

(2)
1.6.2. From the DNA fingerprints, explain who you think the baby’s father is.

(2)
1.6.3. (a) Name another way how paternity can be proved.
(1)
(b) State why this is not hundred percent reliable.

(1)

QUESTION 2 – MEIOSIS

2.1 The diagrams below represent a chromosome pair in a female human cell. The
cells (A, B and C) show different events in a phase of meiosis, which are not
necessarily in the correct sequence.

2.1.1. How many pairs of chromosomes occur in a normal human cell?

(1)

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2.1.2. Give labels for:
a) region X (1)

b) area Y (1)

2.1.3. Name the organ in the human female where meiosis occurs.
(1)

2.1.4. Name the

a) process occurring in diagram B. (1)

b) phase represented by the diagrams above. (1)

c) type of cell that would result from meiosis of this cell.

(1)

2.1.5. Arrange letters A, B and C to show the correct sequence of the events.
(1)
2.1.6. What is the biological importance of meiosis?
(2)

[10]

2.2 The diagrams below show different phases in meiosis. Study the diagrams and
answer the questions that follow.

A B C D

2.2.1. Label structures W and X.

(2)
2.2.2. How many chromosomes are present in each cell:

a) phase A (1)
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 b) phase C (1)

2.2.3. Give the letter of the diagram that represents Anaphase II. (1)

2.2.4. State the name and function of region Y and structure Z.

(4)

2.2.5. Which phase precedes (occurs before) phase A? (1)

[10]

2.3. The diagram below represents a phase in meiosis. Cell Y undergoes division to
give rise to cells X and Z. Some alleles are indicated by letters.

Cel
Y Y
l

Cel X Cel z Z
X
l l

2.3.1. Explain why cell Y does not belong to a human.

(2)
2.3.2. Does cell Y represent an animal cell or a plant cell? (1)
2.3.3. Give a reason for your answer in question 2.3.2.
(2)

2.3.4. How many chromosomes would be present in:

a) cell X at the end of Telophase I. (1)

b) the daughter cells produced by cell Z after meiosis II. (1)

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 2.3.5. Draw a labelled diagram of a gamete that will result from cell Y.

(5)

2.3.6. Describe the events of Anaphase II.

(3)

[15]

2.4 The diagram below shows chromosome pair 21 in the nucleus of a cell of the ovary
of a woman. The chromosomes are involved in a process that takes place in a phase of
meiosis.

Diagram X Diagram Y Diagram Z

2.4.1. Give labels for A and B.

(2)
2.4.2. Rearrange the letters X, Y and Z to show the correct sequence in which the events
take place in this phase. (1)
2.4.3. Explain why chromosomes in Diagram X and Diagram Y are different in
appearance.

(3)

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2.4.4. The diagram below shows the nuclei of the four cells that resulted from meiosis
involving chromosomes in Diagram X above.

Nuclei of the cells formed at the end of meiosis II

Daughter chromosomes

a) Explain why nuclei O and P do NOT have chromosomes.

(2)

b) Name and explain the disorder that will result if Diagram M represents an egg cell
that fuses with a normal sperm cell.

(3)

[11]

2.5 The karyotype below shows the chromosomes of a person with Down syndrome.

2.5.1. How many autosomes are there in a nucleus of this cell? (1)

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2.5.2. Name the type of chromosomes at position 23? (1)

2.5.3. What evidence suggests that this is a karyotype of a male? (1)

2.5.4. Name the type of mutation represented in the diagram. (1)

2.5.5. Describe the events that led to Down syndrome.

(6)

2.5.6. Tabulate 2 differences between Meiosis 1 and Meiosis 2.

(5)

[15]

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 GENETICS
GENETICS AND INHERITANCE Term 1 & 2 3½ weeks
Paper 2: 48 marks

CONTENT ELABORATION
Introduction Mention of Mendel as the 'father' of genetics
Concepts in Chromatin and chromosomes
inheritance
Genes and alleles

Dominant and recessive alleles

Phenotype and genotype
Homozygous and heterozygous
The Law of Dominance-
• When two homozygous organisms with contrasting
characteristics are
crossed, all the individuals of the F1 generation will display the
dominant trait
• An individual that is heterozygous for a particular characteristic
will have the dominant trait as the phenotype.

CONTENT ELABORATION
Monohybrid Format for representing a genetics cross
crosses Mendel's Principle of Segregation –An organism possesses two
'factors' which separate or segregate so that each gamete
contains only one of these 'factors'
Types of dominance:
• Complete dominance – one allele is dominant and the other
is recessive, such that the effect of the recessive allele is
masked by the dominant allele in the heterozygous condition
• Incomplete dominance – neither one of the two alleles of a
gene is dominant over the other, resulting in an intermediate
phenotype in the heterozygous condition
• Co-dominance – both alleles of a gene are equally dominant
whereby both alleles express themselves in the phenotype in
the heterozygous condition
Genetics problems involving each of the three types of dominance

Proportion and ratio of genotypes and phenotypes

Sex determination 22 pairs of chromosomes in humans are autosomes and one pair
of chromosomes are sex chromosomes/gonosomes

Males have XY chromosomes and females have XX

chromosomes

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 Differentiate between sex chromosomes (gonosomes) and
autosomes in the karyotypes of human males and females
Representation of a genetic cross to show the inheritance of sex

Sex-linked Sex-linked alleles and sex-linked disorders

inheritance
Genetics problems involving the following sex-linked disorders:
• Haemophilia
• Colour-blindness
Blood grouping Different blood groups are a result of multiple alleles

The alleles IA, IB and i in different combinations result in four blood

groups
Genetics problems involving the inheritance of blood type

Dihybrid Mendel's Principle of Independent Assortment – The various

crosses 'factors' controlling the different characteristics are separate
entities, not influencing each other in any way, and sorting
themselves out independently during gamete formation.

Dihybrid genetics problems

Determination of the proportion/ratio of genotypes and

phenotypes
Genetic A genetic lineage/pedigree traces the inheritance of
lineages/pedigrees characteristics over many generations

Interpretation of pedigree diagrams

Mutations Definition of a mutation

Effects of mutations: harmful mutations, harmless mutations and

useful mutations
Mutations contribute to genetic variation

Definition of gene mutation and chromosomal mutation

Two types of mutations that can alter characteristics leading to

genetic disorders:

Gene Mutations
• Haemophilia – absence of blood-clotting factors
• Colour-blindness – due to absence of the proteins that
comprise either the red or green cones/photoreceptors in the eye

Chromosomal mutation
• Down syndrome – due to an extra copy of chromosome 21 as
a result of non-disjunction during meiosis
CONTENT ELABORATION
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Genetic Biotechnology is the manipulation of biological processes to
engineering satisfy human needs.

Genetic engineering is an aspect of biotechnology and includes:

• Stem cell research – sources and uses of stem cells
• Genetically modified organisms – brief outline of process
(names of enzymes involved are not required) and the benefits
of genetic modification
• Cloning – brief outline of process and benefits of cloning
Paternity testing The use of each of the following in paternity testing:
• Blood grouping
• DNA profiles
Genetic links Mutations in mitochondrial DNA used in tracing female ancestry

QUESTION 3: GENETICS AND INHERITANCE

3.1. The paired letters in the diagram below represent alleles of a gene. A number of
genes for different characteristics are shown.

3.1.1. Write down the relevant letter (A – D) for:

a) The homozygous dominant state.

……………………………………………………………………………………
………….

b) Two alleles from different genes.

……………………………………………………………………………………
………….

c) The homozygous recessive state.

……………………………………………………………………………………
………….

d) The heterozygous state (4)

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 ……………………………………………………………………………………
………….
3.1.2. What is the relationship between a gene and a protein?
……………………………………………………………………………………
………….(2)
3.1.3. What is an allele?
……………………………………………………………………………………………
….(2)
3.1.4. What terms describe a pair of alleles that are:
(a) the same?
…………………………………………………………………………………
………….(1)
(b) different?
…………………………………………………………………………………
……(1)

(10)
3.2. Fill in the table below with the missing genotype, phenotype (dominant or
recessive), or alleles (TT, Tt, tt) (6)

Genotype Phenotype Alleles

homozygous dominant 3.2.1 3.2.2

3.2.3 short t/t

3.2.4 3.2.5 3.2.6

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 3.2.7. Draw a pair of homologous chromosomes. Label the chromosomes with two
sets of genes, one with homozygous dominant alleles, one with homozygous
recessive alleles and one with heterozygous alleles. (5)

(11)

3.3.

3.3.1. Two grey mice were mated. Some of the offspring were grey, others black and
some white.

How is this possible? Do a genetic cross to explain this result. (6)

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3.3.2. Incomplete dominance is seen in the inheritance of hypercholesterolemia
(high blood cholesterol levels). H represents the allele for very high levels and
L for low levels.
• Sipho and Andiswa are both heterozygous for this characteristic
and both have high cholesterol levels but not as high as their
daughter Sihle who has levels that are six times above normal.
She is homozygous for high cholesterol levels.
• Do a full genetic diagram to explain your answer. (7)

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3.3.3. What is the percentage chance that their next child will have …
(a) low cholesterol levels?
………………………………………………………………………………………………
……………………………………………………….(1)
(b) extremely high cholesterol levels like Sihle?
………………………………………………………………………………………………
……………………………………………………….(1)

(15)
3.4.
The inheritance of fur colour in cats is sex-linked. The tortoise -shell colour of cats
is a combination of black and orange fur. The allele for black fur is represented by XB
and the allele for orange fur is presented by XO .

A female with a tortoise-shell colour mates with an orange male cat.

HINT: The sex chromosomes/gonosomes in cats are the same as in humans.

3.4.1 use the symbols XB, XO and Y to represent a genetic cross of the mating stated
above. Also indicate the proportion of F1 phenotypes.

(7)

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3.4.2. Explain why the male kittens can never have the tortoise-shell colour.

(2)

3.4.3. Explain why the female kittens can have the tortoise-shell colour.

(2)

[11]

3.5.

3.5.1. If the child has blood group O and the mother blood group A, could the man
with blood group AB be the father of that child?

Use a genetic diagram to explain your answer. (6)

3.5.2. Human blood groups are controlled by multiple alleles.

a) List all the alleles that control human blood groups.

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 …………………………………………………………………………………………

…………………………………………………………………………………………(3)

b) How many of the alleles named in a) can any individual inherit?

……………………………………………………………………………………………
……………………………………..(1)

c) Give a reason for your answer to question b).

……………………………………………………………………………………………
……………………………………..(1)

d) Which 2 alleles are co-dominant in the inheritance of blood groups?

……………………………………………………………………………………………
……………………………………(2)

e) A man has blood group A and his wife blood group B. Their first child has
blood group AB and the second child blood group O. What can one conclude
about the blood groups of their future children?

……………………………………………………………………………………………

……………………………………………………………………………………………

……………………………………………………………………………………………

…………………………………………………………………………………………(3)

(16)

3.6. The pedigree diagram below shows the inheritance of colour-blindness (also
called Daltonism) in a family. Colour-blindness is sex-linked and is caused by a
recessive allele (d). The ability to see colour normally is caused by a dominant allele
(D).

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 1 2

3 4

Normal male Normal female

Colour blind male Colour blind female

Inheritance of colour blindness

3.6.1. How many of the male offspring of parents 1 and 2 were normal?
……………………………………………………………………………………………………
………………………………………………(1)
3.6.2. What percentage of males in this pedigree diagram are affected? Show your
workings.

…………………………………………………………………………………………………

…………………………………………………………………………………………………

………………………………………………………………………………………………(2)

3.6.3. State the genotype of

a) Individual 2

…………………………………………………………………………………………
………………………………………………(1)

b) Individual 5

…………………………………………………………………………………………
………………………………………………(1)

3.6.4. If individual 5 marries a normal male, what percentage of their daughters

will have an allele for colour-blindness, but will not be colourblind?
(1)

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3.6.5 The pedigree diagram below shows the pattern of inheritance of a
certain genetic disorder controlled by a recessive allele. The dominant allele is
represented by N and the recessive allele by n.

Father Mother

Normal male Normal female

Affected mal Affected female

e

3.6.5. Explain why both parents must be heterozygous for this characteristic.

……………………………………………………………………………………………

…………………………………………………………………………………………(2)

3.6.6. Give the possible genotype(s) of the normal children.

…………………………………………………………………………………………(2)

3.6.7. Provide evidence from the pedigree diagram to show that this characteristic is
not sex-linked.
…………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………(3)

(13)
3.7. Read the extract below.

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3.7.1. Explain why stem cells are suitable cells to use for the treatment of this patient.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………(3)
3.7.2. Explain why some people prefer the use of umbilical cord as a source of stem
cells rather than the use of human embryos.
…………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………(2)
3.8 Read the extract below

3.8.1. According to the extract state ONE

(a) Advantage of cloning.
…………………………………………………………………………………………………
…………………………………………………….(1)
(b) Disadvantage of cloning.
…………………………………………………………………………………………………
…………………………………………………….(1)
3.8.2. State why the donor cell was taken from LMJC 865 and not from any other
cow.

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…………………………………………………………………………………………………
…………………………………………………….(1)
3.8.3. State why an ear cell was used and not an ovum.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
……………………………………………………..(2)
3.8.4. Briefly describe the process of cloning.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………
…………………………………………………………………………………………………
……………………………………………………(4)

(9)

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 QUESTION 4: EVOLUTION
EVOLUTION Terms 3 4weeks
Paper 2: 54 marks

CONTENT ELABORATION
Introduction Definition of biological evolution change in the characteristics of
species over time

Difference between a hypothesis and a theory

The Theory of Evolution is regarded as a scientific theory since

various hypotheses relating to evolution have been tested and
verified over time
Evidence for Role of the following as evidence for evolution:
evolution • Fossil record – Link to Grade 10
• Biogeography – Link to Grade 10
• Modification by descent (homologous structures)
Genetics
Variation Definition of a biological species and a population

A review of the contribution of each of the following to variation that

exists amongst individuals of the same species:
• Meiosis o Crossing over
o Random arrangement of chromosomes
• Mutations
• Random fertilisation
• Random mating

Types of variation:
• Continuous variation – those characteristics where there is a
range of intermediate phenotypes, e.g. height
• Discontinuous variation – those characteristics that fall into distinct
categories e.g., blood groups

CONTENT ELABORATION
Origin of an Ideas on evolution in the order of their origin are as follows:
idea about • Lamarckism
origins • Darwinism
(a historical • Punctuated Equilibrium
development)
Lamarckism Lamarck used two 'laws' to explain evolution:
(Jean Baptiste • 'Law' of use and disuse
de • 'Law' of the inheritance of acquired characteristics
Lamarck –
1744–1829)
Reasons for Lamarck's theory being rejected

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Darwinism Darwin's theory of evolution by natural selection:
(Charles Darwin • There is a great deal of variation amongst the offspring.
– 1809–1882) • Some have favourable characteristics and some do not.
• When there is a change in the environmental conditions or if there
is competition,
• then organisms with characteristics, which make them more
suited, survive
• whilst organisms with unfavourable characteristics, which make
them less suited, die.
• The organisms that survive, reproduce
• and thus, pass on the allele for the favourable characteristic to
their offspring.
• The next generation will therefore have a higher proportion of
individuals with the favourable characteristic.
Punctuated Punctuated Equilibrium explains the speed at which evolution takes
Equilibrium place:
(Eldredge and • Evolution involves long periods of time where species do not
Gould change or change gradually through natural selection (known as
– 1972) equilibrium).
• This alternates with (is punctuated by) short periods of time where
rapid changes occur through natural selection
• during which new species may form in a short period of time.
Artificial Artificial selection involving:
selection • A domesticated animal species
• A crop species
Formation of Biological species concept: similar organisms that are capable of
new species interbreeding to produce fertile offspring

Speciation and extinction and the effect of each on biodiversity

Speciation through geographic isolation:
• If a population of a single species becomes separated by a
geographical barrier (sea, river, mountain, lake)
• then the population splits into two.
• There is now no gene flow between the two populations.
• Since each population may be exposed to different environmental
conditions/the selection pressure may be different
• natural selection occurs independently in each of the two
populations
• such that the individuals of the two populations become very
different from each other
• genotypically and phenotypically.
• Even if the two populations were to mix again they will not be
able to interbreed.
• The two populations are now different species.

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 Speciation through geographic isolation in ONE of the following:
• Galapagos finches
• Galapagos tortoises
• Plants on different land masses (linked to continental drift) o
Baobabs in Africa and Madagascar o Proteas in South Africa and
Australia
• Any example of mammals on different land masses

CONTENT ELABORATION
Mechanisms of A brief outline of reproductive isolation mechanisms that help to
reproductive keep species separate:
isolation • Breeding at different times of the year
(Keeping • Species-specific courtship behaviour
species • Plant adaptation to different pollinators
separate) • Infertile offspring
• Prevention of fertilisation
Evolution in Any ONE example of natural selection and evolution in present
present times times:
• Use of insecticides and consequent resistance to insecticides in
insects
• Development of resistant strains of tuberculosis-causing bacteria
(MDR and XDR) to antibiotics, due to mutations (variations) in
bacteria and failure to complete antibiotic courses
• HIV resistance to antiretroviral medication
• Bill (beak) and body size of Galapagos finches
Evidence of Interpretation of a phylogenetic tree to show the place of the family
common Hominidae in the animal kingdom
ancestors for
living hominids, Characteristics that humans share with African apes
including
humans
Anatomical differences between African apes and humans, with the
aid of diagrams, as it applies to the following characteristics:
• Bipedalism (foramen magnum, spine and pelvic girdle)
• Brain size
• Teeth (dentition)
• Prognathism
• Palate shape
• Cranial ridges
• Brow ridges

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 Lines of evidence that support the idea of common ancestors for
living hominids including humans:
• Fossil evidence: Evidence from fossils of different ages show that
the anatomical characteristics of organisms changed gradually
over time.
• Emphasis on evolutionary trends provided by the anatomical
features of fossils of the following three genera:
o Ardipithecus o Australopithecus o Homo as well as: o
The age of each fossil found/time-line for the existence
of the three genera
o The fossil sites where they were found: emphasis on the fossil
sites that form a part of the Cradle of Humankind
o The scientists who discovered them
• Genetic evidence: mitochondrial DNA
• Cultural evidence: tool-making
Out-of-Africa The Out-of-Africa hypothesis: Modern humans originated in Africa
hypothesis and then migrated to other continents
Evidence for the 'Out-of-Africa' hypothesis:
• Fossil evidence: information on each of the following fossils that
serve as evidence for the 'Out-of-Africa' hypothesis: o
Ardipithecus (fossils found in Africa only)
o Australopithecus (fossils found in Africa only, including Karabo,
Little
Foot, Taung Child, Mrs Ples) o Homo (fossils of Homo habilis
found in Africa only; oldest fossils of Homo erectus and Homo
sapiens found in Africa, while the younger fossils were found in
other parts of the world)
• Genetic evidence: mitochondrial DNA

Timeline for the existence of different species of the genus Homo

and significant features of each of fossil type to show the
differences amongst them
Interpretation of phylogenetic trees proposed by different scientists
showing possible evolutionary relationships as it applies to
hominid evolution

33 | P a g e
QUESTION 4

4.1. The fat content of cow’s milk may vary between 2,6% and 5%. A farmer has
found that there is a high demand for low-fat milk (milk with a content of 3% or less).
He determined the fat content in the milk produced by the cows on his farm. The
results of his survey are given in the table below.

4.1.1 Draw a histogram to represent the results of the survey.

(6)

4.1.2 Calculate the percentage of the farmer’s cows that produce low-fat milk. Show
All your working.

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_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________(3)

4.1.3 State the type of variation that occurs in the cows, based on the evidence in
the table.
______________________________________________________________(1)
4.1.4 Give an explanation, for your answer to QUESTION 5.3.
______________________________________________________________(1)

4.2. A gene mutation caused variation between the Tibetan population and the Han
population.

MUTATION IN GENE ALLOWS TIBETANS TO SURVIVE AT HIGH

ALTITUDE

It is possible to cope with the low oxygen content at high altitudes One way
is for the body to produce more red blood cells in response to an increase
in altitude. Another way of coping has developed in Tibetans as a result of a
gene mutation that they inherited from their ancestors. The mutant gene
helps them to use the low amount of oxygen present more efficiently. The
mutant gene was found in 87% if the Tibetan population but only in 9% of
the Han population that live at a lower altitude the Tibetans.

4.2.1 Name THEE other sources of variation in a human population.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________(3)
4.2.2 Give evidence in the extract which suggests that the survival of people living
at high altitudes could be:

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(a) due to a genetically inherited trait.
_______________________________________________________________(1)
(b) caused by an environment factor.
_______________________________________________________________(1)

4.2.3 Explain the advantages of producing more red blood cells.

_________________________________________________________________
_______________________________________________________________(2)
4.2.4 Describe how Lamarck would have explained the survival of Tibetans at high
altitudes
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________(5)
(12)
4.3. Describe the process of natural selection
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

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_________________________________________________________________
_________________________________________________________________
_______________________________________________________________(7)

4.4. Explain why modern day Spider monkeys all have long tails whereas ancestors
of Spider monkeys had much shorter tails using:

4.4.1 Lamarck’s theory

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
______________________________________________________________ (6)
4.4.2 Darwin’s theory
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
______________________________________________________________ (8)
(14)

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4.5. Tabulate THREE differences between Lamarckism and Darwinism

(7)

4.6. Flightless bird species that are currently distributed across different continents
are shown in the picture below

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Scientists hypothesize that these species of flightless birds arose from a single
common ancestor that was able to fly.

4.6.1 Describe how Lamarck would have explained the evolution of flightless birds
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________(4)
4.6.2 Name THREE reproductive isolation mechanisms that keep species separate
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
______________________________________________________________ (3)
(7)
4.7. Read the extract below.

The red-bellied black snake (Pseudechis porphyriachus) and

the green tree snake (Denderelaphis punctualatus) are
predators that sometimes feed on can toads (Bufo mannus)
that contain a toxin that may kill them. The snakes consume
the loads by swallowing them whole. A decrease in the average
jaw size has been observed over a period of 70 years. Some
scientists believe that this may be an example of punctuated
equilibrium. With this change it was also noted that the snakes
could no longer swallow the large cane toads. This has
resulted in an increase in the survival of the snakes

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4.7.1. Define punctuated equilibrium.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________(3)
4.7.2 What characteristic of the toad species protects it from predation?
_______________________________________________________________(1)
4.7.3 Explain how the change in jaw size helped the snakes to survive.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________(3)
4.7.4 How would the Lamarck have explained the development of small jaw size in
the snakes?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
______________________________________________________________ (4)

4.8. A population of lizards on an island, Island A, were well suited to feed mainly
on insects. Scientists moved five adult pairs of this lizard species to a neighbouring

40 | P a g e
island, Island B. Here they reproduced and a new population formed. Island B has
a large supply of plants with tough fibrous leaves and fewer insects. Exposure to
this new environment may have caused the lizards to undergo evolution. Thirty-six
years later, scientists returned to Island B to conduct further investigations on the
lizard population there. They observed that the jaw size of the lizards had increased.
Scientists also analysed the stomach content of the lizards and found that it was
mainly plantbased. They also confirmed that the two populations still belong to the
same species

4.8.1. Describe how the scientists could confirm that there was a change in jaw size
between the lizards of Island A and the lizards of Island B.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________(3)
4.8.2 Explain how the larger jaws of the lizards on Island B would be structurally
suited to eat tough fibrous leaves.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________(3)
4.8.3 How did the scientists determine that the two populations of lizards on both
islands still belong to the same species?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________(2)
4.8.4 Explain the possible effect that the evolution of the lizards has on biodiversity
_________________________________________________________________
_________________________________________________________________

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_________________________________________________________________
_______________________________________________________________(2)

4.8.5 Use Darwin's theory of natural selection to explain the evolution of lizards
with larger jaws.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________(7)

4.9. Dogs have been selected and bred over many years to produce approximately
340 different dog breeds. They have been bred for certain characteristics desirable
to humans. An analysis of 736 base pairs of the cytochrome-b gene showed that
grey wolves are the only direct ancestor to present-day dog breeds. All dog breeds
belong to the species Canis familiaris. The table below shows some dog breeds
and their desirable characteristics.

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4.9.1 Name the process whereby the different breeds of dogs were produced.
_______________________________________________________________(1)

4.9.2 Describe how humans carried out the process named in QUESTION 4.9.1.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________(3)
4.9.3 Explain how it can be confirmed that all these dog breeds belong to the same
species.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________(2)
4.9.4 Explain which of the dog breeds shown would best be used for hunting.
_________________________________________________________________
_________________________________________________________________

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_________________________________________________________________
_______________________________________________________________(2)
4.9.5 Explain how present-day dog breeds may be disadvantaged in relation to
their common ancestor
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
______________________________________________________________ (3)
4.10. Patients infected with the HI virus (HIV) are treated with antiretroviral drugs.
When they miss their treatment, it can increase the chances (probability) of the virus
developing resistance to the drug. Scientists conducted an investigation to
determine the effect of the number of missed treatments on the probability of the HI
virus developing resistance to antiretroviral drugs.
The results are shown in the table below.

4.10.1 State the following for this investigation:

(a) The dependent variable
_______________________________________________________________(1)
(b) The independent variable
_______________________________________________________________(1)
4.10.2 Based on the results, state ONE precaution for patients receiving
antiretroviral treatment.
_______________________________________________________________(1)
4.10.3 State a conclusion for this investigation.

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_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
______________________________________________________________ (2)
4.10.4 Describe the evolution of resistance to antiretroviral medication in the HI
virus.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________(5)
4.11. There are anatomical differences between African apes and humans. There
are also characteristics that they share.
4.11.1 Name ONE characteristics of the hand that African apes share with humans.
_______________________________________________________________(1)
4.11.2 Tabulate THREE differences between the skulls of African apes and humans.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________(7)
4.11.3 Give TWO characteristics of the pelvis of a bipedal organism.

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_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
______________________________________________________________ (2)

4.12. Humans are bipedal organisms.

4.12.1 What is meant by bipedalism?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________(2)
4.12.2 Explain how each of the following skeletal structures have contributed to
bipedalism in humans:
(a) Foramen magnum
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________(2)
(b) Pelvic girdle
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________(2)
(c) Spine
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
______________________________________________________________ (2)
(8)

4.13. The diagrams below show the skulls of two species of primates.

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4.13.1 Tabulate THREE observable differences between skull 1 and skull 2 that
show trends in human evolution.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________(7)
4.13.2 Give FOUR characteristics of the upper limbs that humans share with other
primates.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________(4)
4.13.3 Explain how an increase in cranial volume is related to intelligence.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________(3)

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 (14)
4.14. The diagram below shows possible evolutionary relationships among some
hominids.

4.14.1 What is this type of diagram called?

______________________________________________________________(1)
4.14.2 How many of EACH of the following are represented in the diagram:
(a) Genera
______________________________________________________________(1)
(b) Homo species
_______________________________________________________________(1)
4.14.3 Name the species that have Paranthropus aethiopicus as a common
ancestor.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
______________________________________________________________ (2)
4.14.4 When did:
(a) Ardipithecus ramidus become extinct
_______________________________________________________________(1)
(b) Homo erectus first appear

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_______________________________________________________________(1)
4.14.5 Name the:
(a) Hominid species that existed at the same time as Homo sapiens.
_______________________________________________________________(1)
(b) First Homo species to use tools
_______________________________________________________________(1)
(9)

4.15.1. State the ‘Out of Africa’ hypothesis.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________(2)
4.15.2 Name the family to which modern humans belong.
_______________________________________________________________(1)
4.15.3 What genetic evidence is used to support the ‘Out of Africa’ hypothesis?
_______________________________________________________________(1)
4.15.4 Describe how fossil evidence is used to support the ‘Out of Africa’
hypothesis.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
______________________________________________________________ (4)

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4.16. The diagram below represents the pelvic structure and the ventral view of the
skulls of three organisms. The diagrams are drawn to scale

4.16.1. Write down the LETTER(S) if the diagram(s) that represent the:
(a) Skulls of bipedal organisms
_______________________________________________________________
_____________________________________________________________(2)
(b) Pelvic structure of a quadrupedal organism
_____________________________________________________________(1)
4.16.1. Give a reason for your answer to QUESTION 4.16.1(b).
_______________________________________________________________
_____________________________________________________________(2)
4.16.1. Describe ONE other structural difference between a bipedal and a
quadrupedal organism.
_____________________________________________________________(1)

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 4.17. Diagram A and B show the ventral (bottom) view of the skulls of two
organisms. The diagrams are NOT drawn to scale.

4.17.1. Which diagram represents the skull of a bipedal organism?

_____________________________________________________________(1)
4.17.2. Give ONE visible reason for your answer to QUESTION 4.17.1.
_______________________________________________________________
_____________________________________________________________(2)

4.17.3. Tabulate TWO visible differences between the upper jaws in the diagrams A
and B that represents trends in human evolution.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

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 _________________________________________________________________
_______________________________________________________________(5)
4.17.4. Explain the significance of the shape of the spine that is associated with the
skull in diagram B.
_________________________________________________________________
_______________________________________________________________(2)

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