Professional Documents
Culture Documents
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FOREWORD ....................................................................................................................... 1
om
HUMAN AND SOCIAL BIOLOGY ...................................................................................... 2
GCE Ordinary Level ........................................................................................................................................ 2
Paper 5096/01 Multiple Choice ..................................................................................................................... 2
Paper 5096/02 Paper 2 ................................................................................................................................. 3
This booklet contains reports written by Examiners on the work of candidates in certain papers. Its contents
are primarily for the information of the subject teachers concerned.
1
5096 Human and Social Biology June 2003
Paper 5096/01
Multiple Choice
Question Question
Key Key
Number Number
1 D 21 D
2 A 22 D
3 C 23 A
4 A 24 C
5 A 25 D
6 D 26 C
7 C 27 B
8 B 28 D
9 B 29 D
10 C 30 B
11 C 31 D
12 B 32 C
13 B 33 B
14 B 34 A
15 A 35 B
16 D 36 A
17 C 37 D
18 C 38 B
19 C 39 D
20 A 40 A
General comments
A standard deviation of 6.16 (15.4%) was obtained for this Paper. The mean score was 21.82 (54.5%).
These statistics indicate that the overall standards are roughly the same as last year. Questions 1, 34 and
40 proved to be a little too easy, but only Question 24 had a really poor discrimination. Seven questions (3,
6, 22, 24, 25, 36 and 39) all had positive distractors. This is more than usual and indicates that many
candidates had resorted to guessing. Some questions such as 3, 22 and 24 indicate that although the
results of the biological processes (osmosis, temperature control and stereoscopic vision) are well known,
candidates lack an understanding of how they work.
Question 1
Although this was intended as an easy starter question, it proved a little too easy, but nevertheless it showed
a good knowledge of the characteristics of organisms.
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5096 Human and Social Biology June 2003
Question 3
The very high facility of the positive distractor D, shows it tempted those candidates knowing that a
concentration difference is involved in osmosis. However, they did not understand how osmosis works. This
distracted them from the easier explanation, that if water entered the tubing, the level in the beaker would
fall. Emphasis is needed in osmosis, to stress that the molecules diffuse from a high concentration in water
to a lower concentration in a solution.
Question 6
Both B and C were positive distractors, showing guessing and a lack of basic understanding of the nitrogen
cycle. Emphasis on the syllabus objective that nitrogen fixing bacteria produce nitrate ions from atmospheric
nitrogen is needed.
Question 22
Greater understanding was needed to see that the graph showed a lower air temperature, consequently
vasoconstriction would be needed to maintain a higher body temperature. Evaporation of sweat would have
lowered the body temperature. Possibly this proved a positive distrator because it was the most common
mechanism for temperature control listed in the options.
Question 24
In dealing with stereoscopic vision, it is recommended that candidates perform the experiment where a finger
is pointed at an object and first one, then the other eye is closed. This clearly shows the answer to the
question, that each eye sees a different view of the object and it also helps to explain the mechanism of
stereoscopic vision.
Question 34
Although this question proved a little too easy, it was pleasing to note candidates could apply the necessary
deduction to the common experiment that did not prove so easy in the previous question. They deduced
correctly that it was bacteria that caused the bad broth.
Question 36
The same preface ‘anti’ seen together in antibiotics, antibodies and antigens may have caused the name
confusion here, resulting in two positive distractors.
Question 40
The candidates interpreted the graph very well and surprisingly the question proved easy.
Paper 5096/02
Paper 2
General comments
It was apparent that many candidates found difficulty in interpreting graphs or tables and in answering the
more practical sections of the Paper. In particular, the concept of a control experiment was understood by
very few. Where possible, theoretical studies should be reinforced with simple practical procedures, as
indicated in the syllabus. With graphs, the axes must be studied to see what exactly is being shown by the
curve and with what scale. As ever, attention to the precise wording of the question is vital, if knowledge is
not to be wasted in vague or inappropriate answers. However, it was pleasing to see some candidates
scoring very well on both sections of the Paper. Very few candidates seemed short of time and relatively few
misinterpreted the instructions for Question 10 by answering both parts.
3
5096 Human and Social Biology June 2003
Section A
Question 1
This was concerned with aspects of breathing, gaseous exchange and the underlying process of diffusion.
(a) Candidates had to show the direction of diffusion by means of an arrow on the diagram. This
should run from left to right, that is from the higher to the lower concentration. Eventually the two
concentrations should be equal.
(b) Breathing helps to maintain diffusion by bringing in fresh supplies of oxygen into the alveoli, while
the blood flow carries away oxygen that has crossed the membrane. Thus the gradient between
the two concentrations is maintained and diffusion will continue.
(c) This question was intended to marry an understanding of the features of diffusion to the nature of
the alveolar wall. Thus thin walls ensure only a short distance for the gases to diffuse, between the
alveolus and the blood. The large surface area will increase the efficiency of diffusion, since lots of
molecules can cross at the same time. Since the question was on diffusion here, not just the
diffusion of oxygen, references to the movement of carbon dioxide were perfectly valid. Many
candidates had grasped these ideas but failed to express them clearly in terms of gaseous
exchange.
(d) This question showed a trace from a spirometer of the breathing pattern of a person first at rest and
then during exercise. The axes were lung volumes and time, the former showing the changes with
breathing in and out. In (d)(i) the two changes seen in the trace were: the rate of breathing
increases (time), the depth of breathing increases (volume). Most candidates could extract this
information and scored well. In (ii) the muscles fully contracted at X (breathing in) are the external
intercostals and the diaphragm, while at Y (breathing out) it is the internal intercostals. Many
candidates confused the two sets of intercostals or made no mention of the diaphragm, in spite of
the clear clues on the volume axis.
Vital capacity is best defined as the largest volume of air breathed out, after the deepest breath in –
that is the maximum volume that can be exchanged. Many answers lacked precision here.
The procedure to measure vital capacity using the apparatus shown is: take a maximum breath in;
pinch the nose to seal it; blow out all the air possible; into the tube. The water is forced out of the
jar; read the new level of water in the jar; and subtract it from the starting level. It was apparent
that many candidates were not familiar with this procedure.
Smoking will reduce vital capacity, while exercise will increase it. Many candidates failed to score
here by not tailoring their answers to vital capacity.
Question 2
This question was based on a diagrammatic representation of the control of blood sugar.
(a) The organ which detects changes in blood sugar levels is the pancreas.
(b) This question asked for the effects on the amount of sugar of glucagon and insulin. The former
increases it, while the latter decreases it. Once again many answers failed to address the question
of amount here, instead going into mechanisms.
(c) Sugar passes into the kidney by filtration or ultrafiltration but re-enters the blood by reabsorption or
active uptake.
(d) Insulin cannot be taken as a pill, since it is a protein; and so would be digested before it could enter
the blood. Few candidates saw this point, instead talking of the need to act quickly and so being
introduced directly into the blood.
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5096 Human and Social Biology June 2003
Question 3
This question on birth control was well answered with many candidates scoring full marks. From the table of
failure rates, the contraceptive pill is the most effective and the rhythm method the least effective method of
birth control. (By definition, no contraception is not a method of birth control and so is not acceptable as an
alternative to rhythm method.)
The IUD prevents implantation; the pill, ovulation. Semen is prevented from reaching the vagina by the
condom, while the cap stops semen already in the vagina from entering the cervix.
Question 4
This began with a graph showing how bone density changes with age in men and women. A mineral found
in bone could be calcium; magnesium, phosphorus or a carbonate or phosphate of calcium or magnesium.
Iron was a common wrong answer here.
In (b) while both curves showed a decline in bone density with age, that of women showed a distinct drop at
ages 50 to 53.
In accounting for this in women, candidates might suggest that they are experiencing the menopause; their
periods have stopped; hormone supplies are reduced, especially oestrogen or progesterone. Osteoporosis
is the name of the condition, not an explanation of why it occurs. This question was often poorly answered
with candidates failing to read correctly from the graph in (b) and not relating their knowledge to an unfamiliar
situation.
Question 5
This question was concerned with the pathogens or modes of transmission of five diseases. The answers
were in order: virus; fungus; airborne/droplet/contaminated milk; bacterium; protozoan/protistan. While
generally well-answered, common errors were to confuse bacterium with fungus for ringworm and to state
mosquito for malaria.
Question 6
(a) The question asked candidates to identify three structures on a diagram of the stomach and
associated organs. They were: liver, gall bladder and duodenum/small intestine. This was
achieved by the majority of candidates.
(c) Fluids entering the duodenum were chyme (strongly acidic); bile (containing the breakdown
products of haemoglobin) and lipase or pancreatic juice (hydrolyses fats). Hydrochloric acid or
gastric juice were common errors for chyme as were bile salts for bile.
Question 7
This question began with a family tree of eight individuals showing the inheritance of albinism.
(a) Candidates were asked for the genotypes of J and K, two normal individuals with an albino
daughter. Each must be Aa.
(b) O’s phenotype must be normal, since although N, his wife, is an albino one of their children is
normal; so must have received a dominant allele from O.
This part of the question was often merely guessed at and explanations were often incorrect.
(c) Given N is aa and O is Aa the chances of their next child being a normal boy is 1 in 4/ 25% or ¼,
since the chance of the child being normal is ½ and the chance of that child being a boy is also ½.
Few spotted the pitfall in this question. Genetics remains a difficult area for many candidates.
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5096 Human and Social Biology June 2003
Section B
Candidates were expected to answer 8, 9 and one of the two Question 10 options. Question 8 proved to
be better answered than Question 9.
Question 8
(a) The early signs and symptoms of gonorrhoea in a man are: pain or burning on urination; pus or a
yellow discharge from the penis and swelling of the penis. Most candidates managed the first two
marks here, but there was some confusion with syphilis or a failure to locate the site of the
discharge. It can be treated with an antibiotic such as penicillin.
(b) If not treated at this stage the effects on the male and female include: the infection spreads; to
epididymis/vas deferens/testis in male; leading to infertility in the male. Similar spread in the
female may block the oviduct; causing infertility in the female; a baby may be born blind and in
either sex swollen joints or arthritis may result. A total of 4 marks was given for this section.
Candidates usually identified infertility but failed to say why it occurred in each sex. Blindness in
the adult was also quoted, as was insanity – a clear confusion with syphilis.
(c) A virus differs from a bacterium in structure in that a virus is smaller; has no cell wall, cytoplasm,
ribosomes or membrane and is non-cellular. A virus has either DNA or RNA in a protein coat,
whereas a bacterium has both nucleic acids in a cellular structure. Several candidates failed to
read the question here and quoted non-structural differences. It is clear that this is another poorly
understood section of the syllabus.
(d) Three means of spreading AIDS other than by sexual intercourse include: infected needles or
instruments; blood transfusions; from mother to foetus across the placenta or from mother to infant
in breast milk. Most candidates scored well here and it is pleasing to see how well this area is
understood.
(e) The defensive cell destroyed by the virus is the lymphocyte or the T-helper lymphocyte. White
blood cell is too vague and phagocyte is incorrect.
Question 9
This question was concerned with drugs and carbon monoxide. In general this question was poorly
answered, not because the candidates did not know their effects, but because they talked in general terms
about the pairs of substances without clearly distinguishing which substance produced which effect and
consequently failed to score well.
(a) Drug dependence was almost always defined correctly as due to changes in the body or brain; so
that the body feels it must have more of the substance.
(b) Of the two drugs nicotine and alcohol, nicotine enters the body at the lungs, while alcohol enters at
the gut. This was one area where candidates did not specify which substance they were
discussing.
(c) Alcohol is a depressant because it slows down the activity of the nervous system (especially at the
synapses).
(d) A person should not drive a car after drinking alcohol since his reactions are slowed; especially
those concerned with decision-making. His coordination is affected as is his vision, which may be
blurred. He will feel sleepy and become over-confident or aggressive, losing his natural inhibitions.
4 marks were allowed for this section but were seldom gained.
(e) This asked candidates to explain how nicotine and carbon dioxide may lead women who smoke to
have smaller babies than those of non smokers. The two substances have differing effects on
different areas or substances so they must be handled separately – two separate paragraphs
suitably headed would be a sensible approach.
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5096 Human and Social Biology June 2003
Carbon monoxide combines with hemoglobin damaging red blood corpuscles. Such red cells are
destroyed; so the red cell count is reduced. Less oxygen is carried in the maternal blood; hence
less is passed to the foetal blood. The foetus can carry out less respiration/has less energy for
growth. These are ideas that are commonly tested at this level but few candidates scored well
here, since they talked only in general terms about oxygen or food without linking their answers to
a particular substance or mechanism.
Question 10
Both of the Questions in 10 deliberately contained references to practical procedures in order to test the
candidates’ familiarity with this recommended part of the syllabus. In most cases they were found wanting.
Nevertheless there was enough in each question for them to score reasonably well, if they could extract
information from tables or diagrams.
(a) The water in the beaker represents the gut blood supply; the visking tubing is the gut wall and the
starch/amylase mixture the gut contents.
(b) The solution is tested for sugar by taking a sample, adding an equal volume of Benedicts solution,
boiling, and looking for a green/brown/red coloration (actually a precipitate). Few remembered to
boil the mixture.
(c) The test-results obtained with iodine solution and Benedicts solution on the contents of the tubing
and the water are explained as follows:
(i) There is no starch in the water at the start, since starch molecules are too big to pass through the
visking tubing. There is no starch in the contents of the tubing after five minutes, since it has all
been hydrolysed to sugar/maltose by the amylase.
(ii) Sugar is found after five minutes in the contents of the tubing, since the starch has been converted
to sugar by the amylase. Sugar is found in the water now, since its smaller molecules can diffuse
through the membrane of the tubing. Many candidates showed a fair grasp of this experiment and
its outcomes but a few confused diffusion with osmosis in the last answer.
(d) A control to show that the result obtained in the above experiment is due to the amylase and not
some other cause is to repeat the experiment using identical apparatus; the same amount of starch
solution; but adding boiled enzyme (or distilled water instead of enzyme); keep it at the same
temperature as before; test after 5 minutes. This time, of course, the starch should not be turned to
sugar and since the only difference in the two procedures is the presence or absence of amylase,
we can say with confidence that it is the amylase that is responsible for the digestion of the starch.
This was poorly done with very few candidates having a grasp of the principles of a control.
The alternative Question 10 began with a simple apparatus to measure the energy content of a food
sample and a table of results of such an investigation.
(ii) Using these in the formula given produced two figures for the food samples, 1260 and 3675.
Candidates were expected to show their working and to quote the correct energy units as joules.
(b) The reasons why a class experiment would yield varying figures for the same food type include:
Three reasons were expected, but few candidates could suggest more than one, once again indicating
unfamiliarity with practical approaches to the subject.
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5096 Human and Social Biology June 2003
(d) From the table of energy requirements for different people candidates were asked to deduce 5
contributory factors. Suitable answers included: body size; gender; age; occupation; activity-rate;
whether pregnant or lactating.
While many candidates scored well here, others were not able to interpret the information in the
table and merely repeated the categories listed there.
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CAMBRIDGE INTERNATIONAL EXAMINATIONS
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General Certificate of Education Ordinary Level
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HUMAN AND SOCIAL BIOLOGY 5096/01
Paper 1 Multiple Choice
May/June 2003
1 hour
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
Soft pencil (type B or HB is recommended)
There are forty questions on this paper. Answer all questions. For each question, there are four possible
answers, A, B, C, and D.
Choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
cell membrane
DNA (no nucleus)
cell wall
cytoplasm
mucus
A bacterium
B fungus
C protozoan
D virus
5096/01/M/J/03
3
glass tube
5 Which of the following is a product of photosynthesis in green plants and a source of energy for
animals?
A carbohydrate
B carbon dioxide
C heat
D oxygen
protein
in animals
A B
protein nitrates in
in plants C soil
D
nitrogen
in air
8 A food gives a red colour with the Benedict’s test, the blue colour remains with the biuret test and
a translucent mark is left with the grease spot test.
A calcium
B carbohydrate
C fibre
D vitamin D
5096/01/M/J/03
5
10 The diagrams show how the enzymes amylase and maltase break down a starch molecule into
smaller molecules.
starch X Y
action of action of
amylase maltase
X Y
A fatty acids glycerol
B glucose maltose
C maltose glucose
D polypeptides amino acids
pancreas liver
A breaks down alcohol changes glucose to fats
B makes glucagon makes amylase
C makes insulin changes glucose to glycogen
D stores vitamin A breaks down amino acids
A antibodies
B glucose
C oxygen
D urea
Questions 13 and 14 refer to the diagram, which shows a photograph of parts of the blood as seen
with a light microscope.
A 1 B 2 C 3 D 4
5096/01/M/J/03
7
15 The diagram shows a section through the heart and its associated blood vessels.
B
C
16 Respiration is
17 The diagram shows some of the structures in the thorax, showing the structures used when
breathing in.
rib 3
limewater
test-tube 1 test-tube 2
test-tube 1 test-tube 2
A clear clear
B slightly cloudy clear
C slightly cloudy very cloudy
D very cloudy slightly cloudy
5096/01/M/J/03
9
Which shows only the substances that are present in the urine of a healthy person?
22 The graph shows the air temperature and body temperature during a 24-hour period.
50
40 body temperature
30
temperature / °C
20 air temperature
10
0
0.00 06.00 12.00 18.00 24.00
time / hours
Which mechanism may help to maintain the body temperature between 18.00 hours and 24.00
hours?
5096/01/M/J/03
11
23 The drawings show the front part of two eyes in side view, each adapted to see objects at different
distances from the eye, in different light intensities.
pupil pupil
lens lens
iris iris
X Y
26 The diagram shows part of the female reproductive and urinary systems.
1
2
4
What are the numbered structures?
1
4
2
3
A The part labelled 1 prevents nicotine and alcohol from diffusing to the fetus.
B The part labelled 2 spreads pressure evenly around the fetus.
C The part labelled 3 provides oxygen and nutrients for the fetus.
D The part labelled 4 holds the fetus in place in the uterus.
5096/01/M/J/03
13
1 2
sperm
ovum
3 4
A body temperature
B faeces sample
C pulse rate
D urine sample
pond
shallow open
well pit
latrine
Which diseases are the people living in this house most at risk from as a result of the features
shown?
Five test-tubes containing meat broth were treated separately and maintained at the temperatures
stated.
5096/01/M/J/03
15
33 In which two test-tubes will the meat broth keep fresh for the longest period of time?
A bacterium
B nematode
C protozoan
D virus
A Ankylostoma or Necator
B flatworm (blood fluke)
C Plasmodium (protozoan)
D vibrio (bacterium)
36 Plates X and Y were inoculated with bacteria. At the same time, plate Y was inoculated with a
fungus.
X Y
bacterial colonies
growth of fungus
A antibiotics
B antibodies
C antigens
D antisera
4 2
topsoil
compacted refuse
subsoil
rubble
What is the most important reason for treating the refuse as shown?
5096/01/M/J/03
17
40 The graph shows how the oxygen concentration in a river changes when sewage enters the river.
oxygen
concentration
distance downstream
sewage
entry
What causes the change shown in the graph just after sewage enters the river?
5096/01/M/J/03
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5096/01/M/J/03
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Centre Number Candidate Number Name
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CAMBRIDGE INTERNATIONAL EXAMINATIONS
er
s.c
General Certificate of Education Ordinary Level
om
HUMAN AND SOCIAL BIOLOGY 5096/02
Paper 2
May/June 2003
2 hours
Additional Materials: Answer Paper
Write your Centre number, candidate number and name in the spaces at the top of this page and on all the
work you hand in.
Write in dark blue or black pen.
You may use a soft pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.
Section A
Answer all questions.
Write your answers in the spaces provided on the Question Paper.
Section B
Answer three questions.
Write your answers to Questions 8 and 9 on the separate Answer Paper provided.
Write your answer to Question 10 in the spaces provided on the Question Paper.
At the end of the examination,
1. fasten your work securely together;
2. write an E (for Either) or an O (for Or) next to the number 10 in the grid below to indicate which
question you have answered.
The number of marks is given in brackets [ ] at the end of each question or part question.
You are advised to spend no longer than 1 hour on Section A.
Section B
If you have been given a label, look at the
details. If any details are incorrect or 8
missing, please fill in your correct details
in the space given at the top of this page. 9
1 Fig. 1.1 shows molecules of a gas in two areas, separated by a permeable membrane.
permeable
membrane
Fig. 1.1
(a) (i) Draw an arrow on Fig. 1.1 to show the direction in which diffusion will occur. [1]
(ii) State what will eventually happen to the concentrations of gas on both sides of the
membrane.
...............................................................................................................................[1]
(b) Explain how the following help to maintain the diffusion of oxygen from the alveoli into
the blood.
breathing .........................................................................................................................
..........................................................................................................................................
......................................................................................................................................[2]
(c) Gaseous exchange in the lungs occurs in alveoli, which have thin walls and a large
surface area.
Explain how these features of the alveoli help gaseous exchange.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[3]
5096/02/M/J/03
3 For
Examiner’s
Use
Fig. 1.2 shows changes in the breathing pattern of a person at rest and then while exercising.
lung volume
breathing
out
Y
time
Fig. 1.2
(d) (i) Using Fig. 1.2, state two ways in which the breathing pattern changes during
exercise.
1. ..............................................................................................................................
2. ..........................................................................................................................[2]
(ii) During heavy exercise, which muscles involved in breathing would be fully
contracted at the points labelled X and Y on Fig. 1.2?
X ..............................................................................................................................
Y ..........................................................................................................................[3]
..........................................................................................................................................
......................................................................................................................................[2]
water-filled
jar tube
trough
Fig. 1.3
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[4]
(ii) State the effect that each of the following would have on a person’s vital capacity.
smoking ...................................................................................................................
[Total : 20]
5096/02/M/J/03
5 For
Examiner’s
Use
2 Fig. 2.1 shows some of the processes and organs involved in the regulation of blood sugar.
dietary intake
blood
sugar
process A
GLUCAGON
process B
liver glycogen
kidney
organ C INSULIN
Fig. 2.1
.................................................................. [1]
(b) What effects do glucagon and insulin have on the amount of sugar in the blood?
glucagon ..........................................................................................................................
insulin ..........................................................................................................................[2]
(d) Diabetics lack insulin and are treated by having regular injections of insulin.
Explain why this hormone cannot be taken as a pill.
..........................................................................................................................................
......................................................................................................................................[2]
[Total : 7]
Table 3.1
no contraception 85
(b) Complete the table below by naming the method of contraception described in each
case.
prevents implantation
prevents ovulation
[4]
[Total : 6]
5096/02/M/J/03
7 For
Examiner’s
Use
4 Fig. 4.1 shows how bone density changes with age in men and women.
bone
density
men
women
birth 10 20 30 40 50 60 70 80
age / years
Fig. 4.1
(b) At which age does bone density begin to decrease sharply in women?
.................................................................. [1]
(c) Describe what is happening in women of this age that could account for the decrease.
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[2]
[Total : 4]
5 Complete the table below identifying the type of pathogen (causative organism) or the mode
of transmission for each disease.
ringworm contact
tuberculosis bacterium
cholera water
[Total : 5]
5096/02/M/J/03 [Turn over
8 For
Examiner’s
Use
6 Fig. 6.1 shows the stomach and associated organs.
S
T
Fig. 6.1
R .............................................................
S .............................................................
T .............................................................. [3]
[Total : 7]
5096/02/M/J/03
9 For
Examiner’s
Use
7 Albinism is a rare condition in humans in which normal colouration is absent. It is due to the
inheritance of a pair of recessive alleles, aa. Fig. 7.1 shows the inheritance of colouration in
a family tree of eight individuals, J to Q.
J K L M
normal normal normal albino
N O
albino
key
female
P Q
albino normal male
Fig. 7.1
(a) Using A to represent the allele for normal colouration and a to represent the allele for
absence of colouration, state the genotypes of individuals J and K.
J ..............................................................
K ............................................................. [2]
(b) (i) Although O’s phenotype is not given in Fig. 7.1, what would you expect it to be,
normal or albino?
.......................................................... [1]
...................................................................................................................................
...............................................................................................................................[2]
(c) If N and O have another child, what is the chance that they will have a son with normal
colouration?
.................................................................. [1]
[Total : 6]
Section B
Write your answers to Questions 8 and 9 on the separate answer paper provided.
Question 10 is in the form of an Either/Or question. Only one part should be answered.
8 (a) (i) Describe the early signs and symptoms of gonorrhoea in a man. [3]
(ii) State how it is treated at this early stage. [1]
(b) Describe and explain the possible effects on the male and the female if the disease is not
treated at this early stage. [4]
(c) Gonorrhoea is caused by a bacterium. Give three ways in which a virus differs from a
bacterium in structure. [3]
(d) HIV / AIDS is spread sexually and by other means. Describe three other ways in which it is
spread. [3]
(e) People with AIDS may die from a variety of diseases they are unable to combat. Name the
defensive cells in their bodies that have been destroyed by the virus. [1]
[Total : 15]
9 (a) Drug taking may lead to dependence. Two common drugs are nicotine and alcohol.
What is meant by the term drug dependence? [1]
(b) Name the parts of the body where these drugs enter the bloodstream. [2]
(c) Alcohol is described as a depressant. How does it produce this effect? [1]
(d) Explain why a person should not drive a car after drinking alcohol. [4]
(e) Cigarette smoke contains several substances, including nicotine and carbon monoxide.
Explain how nicotine and carbon monoxide may cause women who smoke to have smaller
babies than those of non-smokers. [7]
[Total : 15]
5096/02/M/J/03
11 For
Examiner’s
Use
10 Either
Fig. 10.1 shows a model gut made from Visking tubing, which is permeable to small
molecules but not to large ones. Amylase is an enzyme that hydrolyses starch to sugar.
Visking tubing
10 cm3 5 % starch solution
+ 1 cm3 amylase solution
water at 37 °C
beaker
Fig. 10.1
At the start of the experiment and after five minutes, the water in the beaker and the contents
of the tubing were tested for starch and for sugar.
The results are shown in Table 10.1.
Table 10.1
no starch no starch
water in beaker
no sugar sugar present
starch present no starch
contents of tubing
no sugar sugar present
(b) Describe how you would test a small amount of solution for sugar.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[3]
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...............................................................................................................................[2]
(d) In order to confirm that this result is due to the action of amylase, a control experiment
should be carried out. Describe how you would carry out such a control.
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..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[5]
[Total : 15]
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Or
Fig. 10.2 shows a simple apparatus that can be used to estimate the energy content of a
food. The temperature of the water in the boiling tube is taken, the food is burned under the
tube and the highest temperature reached by the water is recorded.
thermometer
boiling tube
25 grams of water
sample of needle
food burning
Fig. 10.2
The results from two different food samples, A and B, are shown in Table 10.2.
Table 10.2
A 20 32
B 22 57
(a) (i) Calculate the temperature difference for samples A and B and insert the figures in
Table 10.2. [2]
(ii) Using the formula above and your results from (i), calculate the energy content of
samples A and B. Show your working and include the correct units.
A ..............................................................................
B .............................................................................. [4]
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(b) All the students in a class test the same type of food, as shown in Fig. 10.2. The results
vary a lot.
Suggest three reasons for this variation.
1. .....................................................................................................................................
..........................................................................................................................................
2. .....................................................................................................................................
..........................................................................................................................................
3. .....................................................................................................................................
......................................................................................................................................[3]
(c) A textbook gives the following results for the energy content of carbohydrate and fat.
energy content /
substance
kilojoules per gram
carbohydrate 17
fat 37
Which of the following 100 gram food samples, X, Y or Z, would give the most energy if
eaten?
X 50 5
Y 5 30
Z 52 2
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(d) Table 10.3 shows the daily energy requirements for different people.
Table 10.3
From the information in Table 10.3, list five factors that affect the energy requirement of
a person.
1. .....................................................................................................................................
2. .....................................................................................................................................
3. .....................................................................................................................................
4. .....................................................................................................................................
5. .................................................................................................................................[5]
[Total : 15]
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Cambridge International Examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make
the necessary arrangements at the first opportunity.
5096/02/M/J/03