Q1.

Metabolism is the sum of all the chemical reactions in the cells of the body.

One metabolic reaction is the formation of lipids.

(a)  Give one other metabolic reaction in cells.

___________________________________________________________________

___________________________________________________________________
(1)

Table 1 shows the mean metabolic rate of humans of different ages.

Table 1
 

Age in Mean metabolic rate in kJ/m2/hour

years Males Females

5 53 53

15 45 42

25 39 35

35 37 35

45 36 35

(b)  What two conclusions can be made from the data in Table 1?

Tick two boxes.

 
As age increases, mean metabolic rate of males
and females increases.
Males have a higher metabolic rate than females
after five years of age.
The mean metabolic rate of females decreases
faster than males up to 25 years of age.
The mean metabolic rate of males and females
decreases more quickly after the age of 35.
There is no relationship between age and mean
metabolic rate.
(2)

(c)  Calculate the percentage decrease in the mean metabolic rate of males between 5
years and 45 years of age.

Use the equation:

Page 1 of 35
  

Give your answer to 3 significant figures.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Percentage decrease = ___________________

(3)

Regular exercise can increase metabolic rate.

Two people did five minutes of gentle exercise from rest.

Table 2 shows the effect of the exercise on their heart rates.

Table 2
 
Heart rate in beats per
Time in minute
minutes
Person R Person S

0 (at rest) 60 78

1 76 100

2 85 110

3 91 119

4 99 129

5 99 132

(d)  Describe two differences in the response of person R and person S to the exercise.

Use information from Table 2.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

(e)  Complete the line graph below for person S.

Page 2 of 35
 You should:

•   add the scale to the x axis

•   label the x axis.

 
(4)

(f)   After five minutes of exercise, the heart rate of person S was 132 beats per minute.
When person S rested, his heart rate decreased steadily at a rate of 12 beats every
minute.

Calculate how much time it would take the heart rate of person S to return to its
resting rate.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Time = ___________________ minutes

(2)

(g)  A student made the following hypothesis about the heart rate of smokers and non-

Page 3 of 35
 smokers during exercise.

“During exercise, the heart rate of smokers increases more than

the heart rate of non-smokers.”

Design an investigation that would allow you to test this hypothesis.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 20 marks)

Q2.
(a)    Complete the equation for photosynthesis.

______________ + water   ______________ + ______________

(3)

Page 4 of 35
 (b)     The rate of photosynthesis in a plant depends on several factors in the environment.

These factors include light intensity and the availability of water.

Describe and explain the effects of two other factors that affect the rate of
photosynthesis.

You may include one or more sketch graphs in your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)
(Total 8 marks)

Q3.
Green plants can make glucose.

(a)     Plants need energy to make glucose.

How do plants get this energy?

___________________________________________________________________

Page 5 of 35
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b)     Plants can use the glucose they have made to supply them with energy.

Give four other ways in which plants use the glucose they have made.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 6 marks)

Q4.
An athlete ran as fast as he could until he was exhausted.

(a)     Figure 1 shows the concentrations of glucose and of lactic acid in the athlete’s
blood at the start and at the end of the run.

(i)      Lactic acid is made during anaerobic respiration.

What does anaerobic mean?

Page 6 of 35
 ______________________________________________________________

______________________________________________________________
(1)

(ii)     Give evidence from Figure 1 that the athlete respired anaerobically during the
run.

______________________________________________________________

______________________________________________________________
(1)

(b)     Figure 2 shows the effect of running on the rate of blood flow through the athlete’s
muscles.
 

(i)      For how many minutes did the athlete run?

Time = ______________________ minutes

(1)

(ii)     Describe what happens to the rate of blood flow through the athlete’s muscles

Page 7 of 35
 during the run.

Use data from Figure 2 in your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(iii)     Explain how the change in blood flow to the athlete’s muscles helps him to
run.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(4)
(Total 9 marks)

Q5.
Glucose is broken down in respiration.

(a)     What is the chemical formula for glucose?

Tick one box.

 

C6H6O6

C3H6O3

C6H12O6

Page 8 of 35
 C6H10O6

(1)

The diagram shows the apparatus a student used to investigate aerobic respiration.

Limewater goes cloudy when carbon dioxide is added to it.

(b)     After 10 minutes the limewater in flask B was cloudy, but the limewater in flask A
remained colourless.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c)     Flask A acts as a control in this investigation.

What is the purpose of a control?

___________________________________________________________________

___________________________________________________________________
(1)

(d)     The student repeated the investigation with no woodlice.

Describe the appearance of the limewater in flask A and flask B after 10 minutes.

Flask A ____________________________________________________________

___________________________________________________________________

Flask B ____________________________________________________________

___________________________________________________________________
(2)

Page 9 of 35
 Anaerobic respiration is another form of respiration in living organisms.

(e)     What is produced during anaerobic respiration in humans?

Tick one box.

 

Carbon dioxide

Carbon dioxide and lactic acid

Lactic acid

Oxygen and water

(1)

(f)      Complete the equation for anaerobic respiration in yeast.

glucose   ⟶   carbon dioxide   +   ________________________
(1)
(Total 8 marks)

Q6.
Plants can be infected by fungi, viruses and insects.

Aphids are small insects that carry pathogens.

The diagram below shows an aphid feeding from a plant stem.

(a)  An aphid feeds by inserting its sharp mouthpiece into the stem of a plant.

Give the reason why the mouthpiece of an aphid contains a high concentration of
dissolved sugars after feeding.

___________________________________________________________________

___________________________________________________________________
(1)

Page 10 of 35
(b)  Plants infected with aphids may show symptoms of magnesium deficiency.

Magnesium deficiency symptoms include:

•   yellow leaves
•   stunted growth.

Explain how a deficiency of magnesium could cause these symptoms.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)

(c)  A farmer thinks a potato crop is infected with potato virus Y (PVY).

The farmer obtains a monoclonal antibody test kit for PVY.

To make the monoclonal antibodies a scientist first isolates the PVY protein from the
virus.

Describe how the scientist would use the protein to produce the PVY monoclonal
antibody.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 11 of 35
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 10 marks)

Q7.
Figure 1 shows:
•   a food chain for organisms in a river
•   the biomass of the organisms at each trophic level.

Figure 1

(a)  Draw a pyramid of biomass for the food chain in Figure 1 on Figure 2.

You should:
•   use a suitable scale
•   label the x-axis
•   label each trophic level.

Figure 2

Page 12 of 35
  
(4)

(b)  Calculate the percentage of the biomass lost between the algae and the large fish.

Give your answer to 2 significant figures.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Percentage loss = __________________

(3)

(c)  Give one way that biomass is lost between trophic levels.

___________________________________________________________________

___________________________________________________________________
(1)

(d)  A large amount of untreated sewage entered the river. Many fish died.

Untreated sewage contains organic matter and bacteria.

Explain why many fish died.

___________________________________________________________________

___________________________________________________________________

Page 13 of 35
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)
(Total 13 marks)

Q8.
All living cells respire.

(a)     Respiration transfers energy from glucose for muscle contraction.

Describe how glucose from the small intestine is moved to a muscle cell.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b)     The diagram below shows an experiment to investigate anaerobic respiration in

yeast cells.

Page 14 of 35
  

What is the purpose of the liquid paraffin in Tube A?

 
Tick one box.  

To prevent evaporation

To stop air getting in

To stop the temperature going

up

To stop water getting in

(1)

(c)     The indicator solution in Tube B shows changes in the concentration of carbon

dioxide (CO2).

The indicator is:

•        blue when the concentration of CO2 is very low

•        green when the concentration of CO2 is low

•        yellow when the concentration of CO2 is high.

What colour would you expect the indicator to be in Tube B during maximum rate of
anaerobic respiration?
 
Tick one box.  

Blue

Page 15 of 35
 Green

Yellow

(1)

(d)     Suggest how the experiment could be changed to give a reproducible way to

measure the rate of the reaction.

Include any apparatus you would use.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(e)     Compare anaerobic respiration in a yeast cell with anaerobic respiration in a muscle

cell.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 9 marks)

Q9.
Pollution of rivers with untreated sewage can kill plants and animals.

Figure 1 shows a sprinkler bed at a sewage works.

The sewage trickles slowly downwards over the surfaces of the stones.

Page 16 of 35
  

Some of the microorganisms on the stones feed on organic matter in the sewage.

The treated sewage is safe enough to pass into a river.

(a)     Most of the microorganisms in the sprinkler bed respire aerobically.

Describe two features of the sprinkler bed that encourage aerobic respiration.

Use information from Figure 1.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

Figure 2 shows the feeding relationships between the microorganisms in the

sprinkler bed.

Page 17 of 35
  

(b)     Which organisms in Figure 2 are producers?

Tick one box.

 

Bacteria

Green algae

Large protists

Small protists

(1)

(c)     Name one organism in Figure 2 which is both a primary and a secondary

consumer.

___________________________________________________________________
(1)

(d)     The bacteria are decomposers.

Figure 2 shows that the bacteria change organic matter into carbon dioxide and
inorganic mineral ions.

Describe how the bacteria do this.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 18 of 35
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 8 marks)

Page 19 of 35
Mark schemes

Q1.
(a)  any one from:
•   respiration
•   formation of proteins
•   formation / breakdown of glycogen
•   breakdown of (excess) protein or formation of urea
•   photosynthesis or formation of glucose / starch (in plants)
ignore formation of carbohydrates
1
allow other correct reference to metabolic
reactions in cells
ignore reference to digestion

(b)  males have a higher metabolic rate than females after five years of age
1

the mean metabolic rate of females decreases faster than males up to 25

years of age
1
each additional tick negates a mark

(c)  
1

32.075472…
allow correct rounding of this to at least 4
significant figures
1

32.1
allow a correct reduction to 3 significant figures
from an incorrect calculation for marking point 2
1
an answer of 32.1 scores 3 marks

(d)  any two from:

allow converse
•   (person) R heart rate rose / increased more slowly than (person) S

•   (person) R heart rate levelled off whereas (person) S continued to

increase

•   (person) R heart rate rose less (overall / after 5 minutes of exercise)

than S
allow correct use of figures
e.g. R increased (overall) by 39 bpm / 65% and
S by 54 bpm / 69%
ignore lack of units
2
(e)  correct scale and axis labelled
allow min(s)
do not accept ‘m’
the zero is not required on the x-axis
1

all points plotted correctly (to within ± ½ square)

allow 4 or 5 correct plots for 1 mark
2

line joined point to point or correct curved line of best fit

1

(f)   

allow sequential deductions of 12 four or five

times
1

4.5 (minutes) / 4½ minutes / 4 minutes 30 seconds / 4:30

do not accept 4:50 or 4 minutes 50 seconds
1
an answer of 4.5 minutes scores 2 marks

(g)  Level 3: The method would lead to the production of a valid outcome. All key
steps are identified and logically sequenced.
5−6

Level 2: The method would not necessarily lead to a valid outcome. Most
steps are identified, but the method is not fully logically sequenced.
3−4

Level 1: The method would not lead to a valid outcome. Some relevant steps
are identified, but links are not made clear.
1−2

No relevant content
0

Indicative content

•   two groups of people − non-smokers and smokers

•   have at least five people in each group or large groups
•   get each person to do (named) exercise
•   controlled variables:
−   same number of people in each group or large groups
−   same gender
−   same level of activity / exercise
−   same age
−   no health issues / illnesses
−   same type of exercise
−   same time for exercise
•   record heart rate for each person before and after exercise
 •   calculate increase in heart rate for each person after exercise
•   compare results for each group

for level 3, students should refer to at least 5 smokers and 5 non-smokers,

carrying out exercise with control variables and a means of determining an
increase in heart rate

for level 2, students should refer to ‘groups’ of smokers and non-smokers

exercising
[20]

Q2.
(a)    LHS – carbon dioxide / CO2
allow CO2
ignore CO2
1

RHS
in either order

glucose / carbohydrate / sugar

allow starch
allow C6H12O6 / C6H12O6
ignore C6H12O6
1

oxygen
allow O2 / O2
ignore O2 / O
1

(b)     any five from:

•        factor 1: CO2 (concentration)

•        effect - as CO2 increases so does rate and then it levels off or shown in a
graph

•        explanation:
(graph increases) because CO2 is the raw material or used in
photosynthesis / converted to organic substance / named eg
or
(graph levels off) when another factor limits the rate.
accept points made via an annotated / labelled graph

•        factor 2: temperature
allow warmth / heat

•        effect – as temperature increases, so does the rate and then it

decreases or shown in a graph
allow ‘it peaks’ for description of both phases

•        explanation:
 (rise in temp) increases rate of chemical reactions / more kinetic energy
allow molecules move faster / more collisions

or
(decreases) because the enzyme is denatured.
context must be clear = high temperature
 
allow other factor plus effect plus explanation:
eg light wavelength / colour / pigments / chlorophyll / pH /
minerals / ions / nutrients / size of leaves
2nd or 3rd mark can be gained from correct description and
explanation
5
[8]

Q3.
(a)     light is trapped / absorbed / used
extra answers cancel mark
ignore solar / sunshine
1

by chlorophyll / chloroplasts
if no other marks awarded, allow 1 mark for photosynthesis /
equation for photosynthesis
1

(b)     (to make) starch (for storage)

ignore ‘for growth’ unqualified
ignore respiration
1

(to make) fat / oil (for storage)

1

(to make) amino acids / proteins / enzymes

1

(to make) cellulose / cell walls

allow for active transport
allow any other correct, named organic substances (eg
DNA / ATP / chlorophyll / hormone)
if no named examples, allow ‘to make named cell structures’
for max. 1 mark
1
[6]

Q4.
(a)     (i)    without oxygen
allow not enough oxygen
ignore air
ignore production of CO2
 ignore energy
1

(ii)     more / high / increased lactic acid (at end)

allow approximate figures (to show increase)
ignore reference to glucose
1

(b)     (i)      1.5
allow only 1.5 / 1½ / one and a half
1

(ii)     increases at first and levels off

ignore subsequent decrease
1

suitable use of numbers eg

rises to 10 / by 9 (dm3 per min)
or
increases up to 1.5 (min) / levels off after 1.5 (min) (of x axis timescale)
allow answer in range 1.4 to 1.5
or
after the first minute (of the run)
1

(iii)     supplies (more) oxygen

1
supplies (more) glucose
1
need ‘more/faster’ once only for full marks
allow removes (more) CO2 / lactic acid / heat as an
alternative for either marking point one or two, once only

for (more) respiration

1

releases (more) energy (for muscle contraction)

do not allow energy production or for respiration
1
[9]

Q5.
(a)     C6H12O6
1

(b)    atmospheric air contains less carbon dioxide than exhaled air

allow converse
1

(flask B goes more cloudy because) carbon dioxide is produced in (aerobic)

respiration (by woodlice)
do not accept anaerobic respiration
1

(c)     for comparison / to compare

 allow answers in the context of the investigation e.g.

or
to check that no other factor / variable is influencing the results
to prove that the results obtained were due to the woodlice
respiring and nothing else
or
to prove that the woodlice produced the carbon dioxide and
nothing else
1

(d)     (flask A) would remain colourless

ignore references to clear
allow not cloudy
1

(flask B) would remain colourless

1

(e)     lactic acid
1

(f)      alcohol / ethanol
1
[8]

Q6.
(a)  (mouthpiece) has pierced / entered the phloem
or
(the aphid) has been feeding from the phloem
1

(b)  yellow leaves due to lack of chlorophyll

ignore ‘chloroplasts’
ignore magnesium is needed to make chlorophyll
1

(therefore) less / no light absorbed (by chlorophyll)

1

(therefore) lower rate of / no photosynthesis

do not allow ‘energy is produced by
photosynthesis’
1

(therefore) plant makes less / no sugar / glucose

1

(therefore) plant converts less / no sugar / glucose into protein (for growth, so
growth is stunted)
allow less glucose / sugar converted into
cellulose (cell wall)
allow less energy for protein synthesis
1
 (c)  inject the protein / it into a mouse
1

combine lymphocytes with tumour / cancer cells to make hybridoma (cells)

ignore white blood cells
allow T or B lymphocytes
ignore tumour unqualified
1

find a hybridoma which makes a monoclonal antibody specific to PVY

1

(the scientist) clones (the hybridoma) to produce many cells (to make the
antibody)
do not allow cloning of original stem cells
allow many rounds of cloning / mitosis
1
[10]

Q7.
(a)  x-axis: scale + labelled, including units
scale ≥ ½ width of graph paper label: biomass in
g/m2
1

bar widths correct

± ½-square each side
allow 1 mark if 3 correct
2

all 4 bars correctly labelled

large fish + small fish + invertebrate (animals) +
algae
or
(trophic level) 4 + 3 + 2 + 1
or
tertiary consumer + secondary consumer +
primary consumer + producer
ignore bar heights
1

(b)  
allow equivalent calculation
1

98.809523... / 98.810 / 98.81 / 98.8

1

99
allow answer given to two significant figures from
an incorrect calculation in step 2
1
 an answer of 99 scores 3 marks

(c)  inedible parts / example

allow eaten by other animals or not all organisms
eaten

or

egested / faeces
allow not digested
allow excretion / urine
ignore waste

or

respiration / as CO2
ignore energy losses
ignore movement
1

(d)  bacteria decay organic matter / sewage / algae / dead plants

1

(by) digestion
allow example such as starch broken down to
sugar
or
protein broken down to amino acids
1

(and) bacteria respire aerobically

or
respire using oxygen
1

(which) lowers oxygen concentration (in water)

or
fish have less oxygen
allow reduced respiration of fish
1

(so) reduced energy supply causes death of fish

allow toxins in the sewage kill fish
ignore pathogens or (pathogenic) bacteria cause
disease in fish and kills them
1
[13]

Q8.
(a)     glucose is absorbed by diffusion into the bloodstream
1

then blood delivers glucose to muscles in capillaries

1
 (b)     to stop air getting in
1

(c)     yellow
1

(d)     collect the CO2 / gas with a measuring cylinder / gas syringe

1

(volume collected) in a certain time using a timer / watch

1

(e)     yeast produces ethanol but muscles produce lactic acid

marks can be awarded from correct word or balanced
symbol equations
1

yeast produces CO2 but muscles do not

answers must be comparative
1

both release small amounts of energy

1
ignore both occur without oxygen
[9]

Q9.
(a)     any two from:
•   sprinkled through air
•   air spaces between stones
•   thin layer over stones (for efficient diffusion)
•   slow flow (for efficient diffusion)
2

(b)     green algae
1

(c)     (large / small) protist

1

(d)     Level 2 (3-4 marks):

Scientifically relevant facts, events or processes are identified and given in detail to
form an accurate account.

Level 1 (1-2 marks):

Facts, events or processes are identified and simply stated but their relevance is not
clear.

No relevant content (0 marks)

Indicative content

digestion:
•   (external) enzymes released
•   role of enzymes – e.g. amylase / protease / lipase
•   substrates & products – e.g. starch ⟶ sugar / protein ⟶ amino acids / fat ⟶
 fatty acids

absorption:
•   by diffusion / active transport

deamination:
•   amino acids ⟶ ammonia / ammonium ions

release of other ions:

•   e.g. phosphate / nitrate / magnesium

respiration:
•   produces carbon dioxide (+ water)
or
equation is given
•   release of energy allows other processes to take place e.g. active transport
[8]
Examiner reports

Q1.
Foundation

(a)  By far the most common metabolic reaction given was respiration; fewer students
gave other acceptable responses and it was rare for examiners to see an answer
referring to plant metabolism.

References to digestion were not allowed as this occurs outside cells.

(b)  A very high proportion of students recognised that the second conclusion was
correct and achieved at least one mark. Fewer students realised that the third
conclusion was also correct. However 62% of students selected both of these
correct answers.

A small but significant number of students did not follow the instructions, giving only
one or more than two answers.

(c)  Lack of correct rounding and not understanding the relevance of the instruction to
give an answer to three significant figures cost a number of students’ marks.

Most students correctly substituted the values in the equation given, but did not give
accurate answers to this calculation. Students who used the incorrect values in the
calculation could still gain the third mark for conversion of their answer they arrived
at to the required number of significant figures.

It appeared that some students did not realise that the first zero after the decimal
point counts as a significant figure, leaving them with answers such as 32.08.

(d)  Many students missed the idea that the question referred to responses to exercise
and described differences between resting heart rates. Others just described the
response of one of the people, instead of comparing them. Consequently 6% of
students achieved both marks and 34% of students managed to achieve one mark.
Lower-attaining students attempted to explain why differences might have existed,
referring to fitness levels or one person being overweight or out of condition.

(e)  A significant minority of students only added a scale and label, i.e. answering the
bulleted instructions but not the first line, to ‘complete the line graph for person S’.
These students could achieve no more than one mark.

On the whole, points were plotted reasonably accurately. The tolerance of a half-
square was sufficient to allow those who had plotted the fourth and fifth points at 118
and 128 to not be penalised. The most commonly incorrect plot was that at 78; with
plotting at 76 being outside the tolerance.

Axes were almost always scaled correctly, although labels were sometimes
incomplete; usually with the omission of a unit or an incorrect unit, such as ‘m’.

(f)  36% of students arrived at the correct answer, by one of the two methods shown in
the mark scheme.

A number of students, usually using the sequential deduction of 12 route, arrived at

an answer of 5, but could still gain the one mark for the method. These students had
 not recognised the need for the deduction of just 6, for the last portion. Lower-
attaining students gave a final answer of 11, which would take the resting heart rate
to zero.

(g)  The need to design an investigation that would give valid results was critical in
determining the level a student could reach.

Investigations that just used a single smoker and non-smoker did not satisfy this
requirement and could not get beyond level 1. To reach level 3 it was necessary to
use large numbers of (or at least 5) smokers and non-smokers and to control
appropriate variables while measuring heart rates.

There were some good answers by students who identified a wide range of control
variables, in investigations this would give valid results, but these answers were
relatively rare.

Higher

(a)  By far the most common correct responses referred to either respiration or protein
synthesis. Metabolic reactions in plants were rarely given. Students who did not gain
this mark often referred to digestion in the alimentary canal, which is extra-cellular,
or gave a description of metabolic rate.

(b)  Almost all students managed to identify at least one correct conclusion, from those
given in the question, with 85% of students identifying both correct conclusions.

(c)  62% of students achieved all three marks here, often rounding to three significant
figures directly from their calculator displays. Incorrect rounding at some point in the
calculation occasionally lost a mark. In addition, not recognising that the first 0 after
the decimal point counted as a significant figure (giving an answer of 32.08), also
cost some students a mark.

(d)  27% of students did not achieve marks because they either didn’t describe changes
in the heart rates in response to exercise or didn’t compare the two people, both of
which the question demands. Of these, some students simply compared resting
heart rates, or overall heart rates with no reference to the impact the exercise had
on the heart rate.

The most common answer given by students satisfied the first marking point. The
second marking point was rarely awarded as students did not make the comparison
between the two people. They were often able to correctly say that the heart rate for
person R levelled off, but did not go on to compare this to the continued increase for
person S.

If students calculated the overall increase the figures given were usually correct. A
few students calculated the percentage increase, also usually correctly.

A few students attempted to explain the differences in terms of fitness, rather than
simply describe the differences.

(e)  Completion of the graph was generally well done with 69% of students achieving all
four marks. Where marks were lost it was often due to incomplete labelling of the x-
axis, such as omission of part, or all, of the label, or giving the unit as ‘m’, rather
than an appropriate unit.

Incorrect plotting was rare; although some appeared to have plotted the values at 3
 and 4 minutes on 118 and 128 this was accepted as in tolerance.

A significant minority of students did not draw a graph at all and simply added a
scale and label, achieving only one mark.

(f)  This calculation was worked out either by subtracting the two heart rates and
dividing by 12 or by sequential deductions of 12 from the higher heart rate.

A substantial number of students arrived at the correct answer by one of these

methods, but the most common mistake was to arrive at 4 or 5 minutes (rather than
4.5) by the deductions method and not factor in the correct subtraction of half a
minute’s heart rate decrease. Some students rounded up to 5 minutes having
reached the correct answer initially despite not being told to give the answer as a
whole number.

Some students divided 132 by 12 without accounting for the fact that the heart rate
only had to fall to 78, not to 0..

(g)  It is important that students understand the need for investigation designs to provide
valid outcomes. In this case, the use of only one or two individuals of each type will
not do this and those students who went down this route could not reach level 3.
Furthermore, repetition with the same individuals is not equivalent to having large
numbers of participants.

There were many good answers with students identifying several control variables,
other than those involved directly with the exercise. Most students recognised the
need to measure heart rate before and after exercise (and often all the way through
as well) but then did not make it clear how they would use that data to calculate the
increase in the heart rate. Many simply suggested calculating a mean without
specifying what they would be taking a mean of.

Some suggested plotting the data on a graph and comparing the gradient from a
smoker with a non-smoker which is a valid way of comparing an increase without
subtracting starting rate from end rate.

Q2.
(a)     The vast majority of students had no problem with completion of the word equation
for photosynthesis by naming the three missing substances. Students were at liberty
to use chemical formulae if they wished, but only correct formulae were credited –
e.g. for oxygen, O2 is correct, but ‘O’ and ‘O2’ are not.

(b)     In this section, students had to describe and explain the effects of two factors, apart
from light intensity and the availability of water, that affect the rate of photosynthesis.
Most students correctly selected temperature and carbon dioxide, but a minority
included one of the factors that were excluded by the question, usually light intensity
– no marks were available for this. Students were informed that they were at liberty
to include one or more sketch graphs in their answers. However, many did not
include any graphs and had the much harder task of describing the effects of their
chosen factors in a prose account. Those that did include simple, correct graphs
often scored 4 out of the 5 marks available just from their graphs. Students found
explanations of their described effects to be more challenging. For example, simply
to state that carbon dioxide was ‘needed for’ photosynthesis was regarded as
inadequate, but if it was used as a raw material or converted into some organic
substance, this was considered to be satisfactory. The explanation for the effect of
 temperature usually centred on the denaturation of enzymes at higher temperatures.
Relatively few students mentioned the effect of speeding up chemical reactions at
more moderate temperatures. A few students chose other factors, such as the pH of
the soil, the availability of nutrients / ions, the wavelength of the light, the amount of
chlorophyll in the leaves and the size of the leaves. These were given credit, but
students often found description of the effect and its explanation rather more
challenging for these factors.

Q3.
This question was about the production of glucose by green plants and its possible
subsequent use by the plants.

(a)     More than three quarters of students were able to make at least one point about
how plants obtained the energy required for the production of glucose. This was
generally for stating that light was the source or that photosynthesis was the
process. Fewer mentioned the need for chlorophyll or chloroplasts to trap the light
energy.

(b)     This question differentiated well across the ability range. It required specific
knowledge of sections 2.3.1 e and f in the Specification. Most knew that glucose
could be converted to starch, but few could mention amino acids / protein, fats / oils,
or cellulose / cell walls in addition. Many mentioned ‘respiration’, despite this being
precluded by the wording of the question. Many wrote at length although a simple
list of four points would have sufficed − time would have been better spent on
thinking than on writing, especially if the writing simply made vague reference to
‘growth’, ‘repair’ and ‘reproduction’ with no specific mention of how glucose could
contribute to these processes.

Q4.
Foundation

(a)     (i)      Only a third of students were able to explain that anaerobic meant without
oxygen.

(ii)      Around two thirds were able to state that the production of lactic acid, as
shown in the graph in Figure 1, gave evidence that the athlete respired
anaerobically during his run.

(b)     (i)      Since the graph of changes in the rate of blood flow through the muscles in
Figure 2 showed the rate rising from 0.5 minutes, levelling off at about 1.5
minutes and then falling between 2.0 and 3.0 minutes, many students were
confused when trying to decide the duration of the actual run. Fewer than a
quarter gave the correct answer of 1.5 minutes.

(ii)     Few students were able to give a thorough description of the changes in blood
flow during the run, including appropriate data from the graph. Many included
irrelevant details of what happened before and / or after the run.

(iii)     Students had to explain how the change in blood flow helped the athlete to
run. Just over half of the students scored marks – usually just the one for
stating that there was a greater need for oxygen. Other relevant details, such
as the use of this oxygen in respiration in order to release energy needed for
running, and the supply of extra glucose as a source of energy, were generally
 omitted, with very few students able to include full details.

Higher

(a)     (i)      Just over three quarters of students were able to explain that anaerobic meant
without oxygen.

(ii)     The majority of students were able to state that the production of lactic acid, as
shown in the graph in Figure 1, gave evidence that the athlete respired
anaerobically during his run.

(b)     (i)      Since the graph of changes in the rate of blood flow through the muscles in
Figure 2 showed the rate rising from 0.5 minutes, levelling off at about 1.5
minutes and then falling between 2.0 and 3.0 minutes, many students were
confused when trying to decide the duration of the actual run. Just over half
gave the correct answer of 1.5 minutes.

(ii)     Only a quarter of students were able to give a thorough description of the

changes in blood flow during the run, including appropriate data from the
graph. Many included irrelevant details of what happened before and / or after
the run.

(iii)     Students had to explain how the change in blood flow helped the athlete to
run. This section differentiated very well between students of different abilities.
Most mentioned the need for more oxygen, but other relevant details, such as
the use of this oxygen in respiration in order to release energy needed for
running, and the supply of extra glucose as a source of energy, were
frequently omitted, with few able to include full details.

Q6.
(a)  Many students recognised the relevance of the phloem, although some of these
simply stated that the phloem carries sugars, without linking this to feeding by the
aphid.

Some students continued the theme from the previous question and linked ‘high
concentration’ in the question to diffusion, osmosis or active transport.

(b)  Although many students showed some understanding of the reason for stunted
growth, most did not go on to achieve three or four marks.

The lack of magnesium was often linked to chlorophyll deficiency, causing yellow
leaves, although chloroplasts were sometimes confused with chlorophyll. The fact
that reduced chlorophyll would lead to a reduction in light absorption was frequently
omitted as students moved directly to a reduction in photosynthesis and in turn,
reduced glucose production.

However a lack of glucose was only rarely linked to a shortage of protein or

cellulose, but more commonly to a lack of energy which was insufficient. Many
students were able to describe much of the process that happens when magnesium
is not deficient but did not answer the question by stating that none of this would
happen in the case of magnesium deficiency.

(c)  This was a new area of the specification and although many students knew that
something had to be injected, most were confused either as to the organism
receiving the injection or to the contents of the syringe.
 At the next step the need for lymphocytes, cancer cells and the production of a
hybridoma was not understood by many. Although many knew the term ‘hybridoma’
most answers described the wrong components. Specificity was only mentioned on
very rare occasions, as was the need for the scientists to clone the hybridoma.
Many students did know some details, but clarity of detail and explanation was
frequently lacking.

Q7.
(a)  Students were required to draw a pyramid of biomass on the graph paper, to scale,
using figures given in the food chain. 32% of students were completely successful,
but the following errors were common among the remainder:
•   Forgetting to label the x-axis as ‘Biomass in g/m2’.
•   A scale ranging from 0 to 900 in both directions from the mid-point.
Consequently, the plotted bars that were twice the width they should have
been (e.g. 840 units for the algae was plotted as 1680). Thus all the plotted
bars were incorrect as none of them matched the student’s chosen scale.

(b)  There were two possible routes for the calculation of the percentage of biomass lost
between the algae and the large fish, given that their biomasses were 840 and 10
g/m2 respectively.

Allowance was made for arithmetic errors in that one mark was available for an
answer given to two significant figures, correctly derived from an incorrect answer to
the calculation. Many students did not give their answer correct to two significant
figures e.g. ‘98.8’ was a common answer. This scored two of the three marks
available, provided it was evident that an appropriate method had been used to
produce this figure. 51% of students achieved full marks, with a further 13%
achieving two marks.

(c)  63% of students knew a method by which biomass could be lost between trophic
levels in a food chain, such as inedible or indigestible material, or by the process of
respiration. Many students suggested ‘movement’ but this was ignored unless
respiration was also mentioned.

(d)  Students had to be able to link concepts from various sections of the specification:
4.7.3.2 (pollution of water by sewage), 4.7.2.3 (the decay of biological material,
including the use of oxygen), 4.2.2.1 (digestion) and 4.4.2.1 (aerobic respiration).
Students were also prompted by the sentence in the stem of the question:
‘Untreated sewage contains organic matter and bacteria.’

Most students did not link the decay of organic matter by bacteria, involving
digestion and aerobic respiration, to depletion of oxygen dissolved in the river water,
leaving insufficient oxygen for the fish to respire, and hence the fish being deprived
of the energy necessary to sustain life.

The vast majority of students associated bacteria with disease in the fish which was
insufficient at this level and for which no marks were awarded. Some suggested
toxins in the sewage might kill the fish, which was allowed as an alternative to lack
of energy as a cause of the fishes’ death.

42% of students achieved any marks and 0.2% students achieved full marks in this
high demand question.