Mr Mistry’s AQA 6 mark question bank with answers

Q1. Stem cells can be used to treat some diseases. Stem cells can also be obtained from human
embryos.

Evaluate the use of stem cells from a patient’s own bone marrow instead of stem
cells from an embryo.

Give a conclusion to your answer.

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Q2.
In this question you will be assessed on using good English, organising
information clearly and using specialist terms where appropriate.

Diffusion is an important process in animals and plants.

The movement of many substances into and out of cells occurs by diffusion.

Describe why diffusion is important to animals and plants.

In your answer you should refer to:

•        animals

•        plants

•        examples of the diffusion of named substances.

Diffusion is important to plants and animals because it allows them to gain the usefull
substances and remove the waste products due to diffusion. Diffusion allows gas
exchange for respiration with oxygen entering and carbon dioxde exiting as a waste
product for animals and this is esstinal for animals to live. For plants, useful minerals and
ions need to be taken from the soil into the plants via root hair cells by diffusion. These
minerals and ions are very important for the growth and surivial for plants and this makes
diffusion important to plants and animals.
(Total 6 marks)

Q3. In the digestive system, digested food is absorbed into the blood stream in structures called
villi. In the breathing system, gases are absorbed into the blood stream in the alveoli.

The diagram below shows the structure of villi and alveoli.

Explain how the villi and the alveoli are adapted to absorb molecules into the

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 bloodstream.

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Q4.
Metabolism is the sum of all the chemical reactions in the cells of the body.

One metabolic reaction is the formation of lipids.

 A student made the following hypothesis about the heart rate of smokers and non-
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.

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Q5. Describe how a student could test cow’s milk to show whether it contains protein and different
types of carbohydrate.

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Q6.
In this question you will be assessed on using good English, organising
information clearly and using specialist terms where appropriate.

Plants transport many substances between their leaves and roots.

The diagram below shows the direction of movement of substances through a plant.

Describe how ions, water and sugar are obtained and transported through plants. In your
answer you should refer to materials moving upwards in a plant and to materials moving
downwards in a plant.

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Q7.     Explain how different types of organism defend themselves against microorganisms.

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Q8.     In 2014 the Ebola virus killed almost 8000 people in Africa.

Drug companies have developed a new drug to treat Ebola.

Explain what testing must be done before this new drug can be used to treat people.

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Q9.
In this question you will be assessed on using good English, organising
information clearly and using specialist terms where appropriate.

Light intensity, carbon dioxide concentration and temperature are three factors that affect
the rate of photosynthesis.

How would you investigate the effect of light intensity on the rate of photosynthesis?

The image below shows some of the apparatus you might use.

You should include details of:

•        how you would set up the apparatus and the materials you would use

•        the measurements you would make

•        how you could make this a fair test.

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Paper 2 6-mark questions start from Q10 onwards.
(Total 6 marks)

Q10.

 Figure 2 shows some structures involved in the coordination of a reflex action.

Figure 2

Describe how the structures shown in Figure 2 help to coordinate a reflex action.

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(Total 11 marks)

Q11.
In this question you will be assessed on using good English, organising information
clearly and using specialist terms where appropriate.

The diagram shows part of the carbon cycle.

Describe how living things are involved in the constant cycling of carbon.

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(Total 6 marks)

Q12.
Penicillin is an antibiotic which stops bacteria from reproducing. It was used a lot in the
past to treat bacterial infections in humans and other animals. In many hospitals there are
now strains of penicillin resistant bacteria.

         Explain how natural selection could have produced these strains of penicillin resistant
bacteria.

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(Total 5 marks)

Q13. It is suggested that the increased level of carbon dioxide in the air is causing the atmosphere
to warm up (the “Greenhouse Effect”).

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          Describe, as fully as you can, two major effects of global warming and how these
may affect the human population.

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Mark scheme FOR 6 mark question bank

Q1.    Level 3 (5-6 marks):

A judgement, strongly linked and logically supported by a sufficient range of correct reasons,
is given.

Level 2 (3-4 marks):

Some logically linked reasons are given. There may also be a simple judgement.

Level 1 (1-2 marks):

Relevant points are made. They are not logically linked.

Level 0
No relevant content

Indicative content

embryos advantages
•   can create many embryos in a lab
•   painless technique
•   can treat many diseases / stem cells are pluripotent / can become any type of cell
(whereas bone marrow can treat a limited number)
embryos disadvantages
•    harm / death to embryo
•    embryo rights / embryo cannot consent
•    unreliable technique / may not work

bone marrow advantages

•   no ethical issues / patient can give permission
•   can treat some diseases
•   procedure is (relatively) safe / doesn’t kill donor
•   tried and tested / reliable technique
•   patients recover quickly from procedure
bone marrow disadvantages
•    risk of infection from procedure
•    can only treat a few diseases
•    procedure can be painful

both procedures advantage

can treat the disease / problem

both procedures disadvantages
•    risk of transfer of viral infection
•    some stem cells can grow out of control / become cancerous

Q2.
 Marks awarded for this answer will be determined by the Quality of Written Communication (QWC)
as well as the standard of the scientific response. Examiners should also apply a ‘best-fit’ approach
to the marking.

0 marks
No relevant content.

Level 1 (1 – 2 marks)
An example is given of a named substance
or
a process
or
there is an idea of why diffusion is important eg definition.

Level 2 (3 – 4 marks)
At least one example of a substance is given
and
correctly linked to a process in either animals or plants.

Level 3 (5 – 6 marks)
There is a description of a process occurring in either animals or plants that is correctly
linked to a substance
and
a process occurring in the other type of organism that is correctly linked to a substance.

examples of points made in the response

Importance of diffusion:

•        to take in substances for use in cell processes

•        products from cell processes removed

Examples of processes and substances:

•        for gas exchange / respiration: O2 in / CO2 out

•        for gas exchange / photosynthesis: CO2 in / O2 out
•        food molecules absorbed: glucose, amino acids, etc
•        water absorption in the large intestine
•        water lost from leaves / transpiration
•        water absorption by roots
•        mineral ions absorbed by roots
extra information
Description of processes might include:
•            movement of particles / molecules / ions
•            through a partially permeable membrane
•            (movement of substance) down a concentration gradient
•            osmosis: turgor / support / stomatal movements
[6]

Q3.     Level 3 (5-6 marks):

Relevant points (reasons / causes) are identified, given in detail and logically linked to form a
 clear account.

Level 2 (3-4 marks):

Relevant points (reasons/causes) are identified, and there are attempts at logical linking. The
resulting account is not fully clear.

Level 1 (1-2 marks):

Points are identified and stated simply, but their relevance is not clear and there is no
attempt at logical linking.

No relevant content (0 marks)

Indicative content

S = structural F = functional

•   (S) both have a large surface area

•   (S) villi have many microvilli
•   (S) alveolar walls are not flat / are folded

•   (F) to maximise diffusion (of gases) / absorption of (food) molecules

•   (S) both have many capillaries / good blood supply / capillaries near the surface
•   (F) to maintain concentration / diffusion gradient

•   (S) both have thin walls / walls that are one cell thick / one cell thick surface
•   (F) to provide a short diffusion distance (for molecules to travel)

•   (S) villi have many mitochondria

•   (F) to provide energy for active transport (of food molecules)

•   (S) cells of the villi have microvilli / more projections

•   (F) to further increase the surface area / increase the number of proteins in the
membrane / to allow more active transport to take place
[6]

Q4. 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
[6]

Q5.   Level 2: Scientifically relevant facts, events or processes are identified and given in detail to form an
accurate account.
4−6

Level 1: Facts, events or processes are identified and simply stated but their
relevance is not clear.
1−3

No relevant content
0

Indicative content

•   Biuret reagent (allow CuSO4 and NaOH) tests for protein

•   add Biuret reagent to milk
•   solution will turn (from blue) to lilac if positive

•   iodine solution tests for starch (ignore iodine unqualified)

•   add iodine solution to milk
•   solution will turn (from orange / brown) to blue / black if positive

•   Benedict’s reagent tests for sugars

•   add Benedict’s reagent to milk and boil / heat (allow any temperature above 60 °C)
•   solution will turn (from blue) to (brick) red / brown / orange / yellow / green if positive

for level 2, reference to all three food tests is required

Q6.
Marks awarded for this answer will be determined by the Quality of Written Communication (QWC)
as well as the standard of the scientific response.

Level 3 (5–6 marks):

 Processes used for obtaining specified materials are given.
and
correctly linked to the vessels that the materials are transported in
or
correctly linked to a description of the direction of movement of the materials.
For full credit, in addition to the above descriptors at least one of the processes must be linked to
the vessel that the material is transported in and the direction of the movement of the material.

Level 2 (3–4 marks):

At least one process for obtaining a specified material is given
and
is correctly linked to the vessel that the material is transported in
or
correctly linked to a description of the direction of movement of the material

Level 1 (1–2 marks):

At least one process (P) for obtaining a material is given
or
at least one vessel (V) and the material it carries is given
or
there is a description of the direction of movement (M) for at least one material

0 marks:
No relevant points are made

examples of points made in the response Ions:

(P) taken up by diffusion or active transport
•        from an area of high to low concentration (diffusion) or an area of low to high concentration
(active transport)
(V) travels in the xylem
(M) to the leaves or from the roots / soil

Water:
(P) taken up by osmosis
•        from an area of low to high concentration
allow high concentration of water to low concentration of water
allow from high water potential to low water potential
ignore along a concentration gradient
(V) travels in the xylem
(M) to the leaves or from the roots / soil
(P) transpiration stream
•        movement replaces water as it evaporates from leaves
(V) in the xylem

Sugar:
(P) made during photosynthesis
(V) travels in the phloem
(M) to other parts of the plant or to storage organs or travels up and down
[6]

Q7.     Level 3 (5-6 marks):

Relevant points (reasons / causes) are identified, given in detail and logically linked to form a
clear account.

Level 2 (3-4 marks):

 Relevant points (reasons / causes) are identified, and there are attempts at logical linking.
The resulting account is not fully clear.

Level 1 (1-2 marks):

Points are identified and stated simply, but their relevance is not clear and there is no
attempt at logical linking.

Level 0
No relevant content

Indicative content
 
  defence description of defence

animals skin sebum / oils to kill microbes

dead layer difficult to penetrate

  nose hairs keep out dust and

microbes

  trachea / bronchi mucus traps microbes

cilia moves mucus

  stomach (hydrochloric) acid kills bacteria

  white blood cells produces antibodies

produces antitoxins
engulf microbes / phagocytosis

plants cell wall tough / difficult to penetrate

  waxy cuticle tough / difficult to penetrate

  dead cells / bark fall off, taking pathogens with

them

  production of kill bacteria

antibacterial
chemicals

fungi antibiotic kill bacteria

production
6

Q8.     Level 3 (5–6 marks):

A clear, logical and coherent answer, with no significant redundancy. The student
understands the process and links this to reasons for clinical trials.
 Level 2 (3–4 marks):
A partial answer with errors and ineffective reasoning or linkage.

Level 1 (1–2 marks):

One or two relevant points but little linkage of points or logical reasoning.

0 marks:
No relevant content.

Indicative content
•        pre-clinical trials of the new drug on cells / tissues / live animals
•        to test toxicity, dosage and efficacy
•        clinical trials / test on healthy volunteers and Ebola patients at very low doses
•        so that you can monitor for safety / side effects
•        and only then do trials to find the optimum dosage and test for efficacy
•        double blind trial / use of placebo
•        which does not contain the new drug
•        random allocation of Ebola patients to groups
•        so no one knows who has placebo / the new drug
•        peer review of data
•        to help prevent false claims
6
[8]

Q9.
Marks awarded for this answer will be determined by the Quality of Written Communication (QWC)
as well as the standard of the scientific response. Examiners should also apply a ‘best-fit’ approach
to the marking.

Level 3 (5–6 marks):

A description of how the apparatus is used to measure the rate of photosynthesis at different light
intensities is given.

For full marks reference must be made to a control variable

or
repeats

Level 2 (3–4 marks):

A description of how the apparatus is set up
and
a description of how photosynthesis can be measured.
or
a description of how light intensity is varied
or
a control variable or any other relevant point

Level 1 (1–2 marks):

A partial description of how the apparatus is set up
or
a description of how light is supplied
or
a simple description of how photosynthesis can be measured.
or
a control variable

0 marks:
No relevant content.

examples of the points made in the response:

•        apparatus set up:
– weed in water in beaker
– light shining on beaker
•        method of varying the light intensity–eg changing distance of lamp from plant
 •        method of controlling other variables
– use same pond weed or same length of pond weed
– temperature: water bath or heat screen
– CO2
•        leave sufficient time at each new light intensity before measurements taken
•        method of measuring photosynthesis – eg counting bubbles of gas released or collecting gas and
measuring volume in a syringe
•        measuring rate of photosynthesis by counting bubbles for set period of time
•        repetitions

extra information:
allow information in the form of a diagram
[6]

Q10.  Level 2: Scientifically relevant facts, events or processes are identified and given in detail to form an accurate
account. 4−6

Level 1: Facts, events or processes are identified and simply stated but their relevance is not clear.
1−3

No relevant content 0

Indicative content

•   receptor detects stimulus

•   e.g. receptor detects pressure
•   receptor generates impulses / electrical signals

•   neurones conduct impulses / electrical signals

•   neurone A conducts impulses to spinal cord
•   neurone A = sensory neurone
•   synapse between neurones
•   chemical (/ neurotransmitter) crosses synapse
•   chemical stimulates impulse(s) in neurone B
•   neurone B = relay neurone
•   neurone C = motor neurone

•   effector carries out response

•   e.g. muscles of the arm / leg contract
•   muscles contract or gland secretes chemicals

to access level 2, candidates need to consider, in terms of the indicative content, the receptor,
the neurones and the effector in the correct sequence

Q11. 0 marks No relevant content.

Level 1 (1-2 marks)

For at least one process either the organism that carries it out or the carbon compound used or the carbon
compound produced is described or for at least one organism either the carbon compound it uses or the
carbon compound it produces is described or at least one process is named

Level 2 (3-4 marks)

For some processes (at least one of which is named) either the organisms involved or the carbon compounds
used or the carbon compounds produced are described

Level 3 (5-6 marks)

For at least one named process an organism and either the carbon compound used for the process or the
carbon compound produced by the process are described and for other processes (at least one of which is
named) either the organism or the carbon compounds used or the carbon compounds produced are
described (as in Level 2)

Examples of Biology points made in the response:

•        (green) plants photosynthesise

 •        photosynthesis takes in carbon dioxide

•        (green) plants use carbon to make carbohydrate / protein / fat / organic compounds / named (e.g.
enzymes / cellulose)

•        animals eat (green) plants (and other animals)

•        (green) plants respire

•        animals respire

•        respiration releases carbon dioxide

•        (green) plants and animals die

•        microorganisms decay / decompose / rot / break down / feed on dead organisms

•        microorganisms respire [6]

Q12.
mutation or description of mutation (gives resistance to penicillin)
1

some survive (penicillin)

1

(survivors) reproduce or multiply

1

          asexual reproduction or binary fission or cloning

accept mitosis
1

          gene for resistance or the mutation is passed on (to offspring)

allow reference to bacteria being immune
ignore reference to survival of fittest
1
[5]

Q13.    idea: climate change for 1 mark

              warmer/colder/drier/wetter
food production affected/starvation
mayor ecosystems destroyed/damaged
any two for 1 mark each
6

              sea level rise

for 1 mark

              low land flooded

less food grown/starvation
homes/factories flooded
any two for 1 mark each          Allow polar ice caps melt or sea water
expands