2014 June

Write your name here
Surname Other names
Pearson Centre Number Candidate Number
Edexcel GCE
Biology
Advanced Subsidiary
Unit 1: Lifestyle, Transport, Genes and Health
Wednesday 21 May 2014 – Morning Paper Reference
Time: 1 hour 30 minutes 6BI01/01

You do not need any other materials. Total Marks
Instructions
Use black ink or ball-point pen.
Fill in the boxes at the top of this page with your name,
centre number and candidate number.
Answer all questions.
Answer the questions in the spaces provided
– there may be more space than you need.
Information
The total mark for this paper is 80.
The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
Questions labelled with an asterisk (*) are ones where the quality of your
written communication will be assessed
– you should take particular care with your spelling, punctuation and grammar, as
well as the clarity of expression, on these questions.
Candidates may use a calculator.
Advice
Read each question carefully before you start to answer it.
Keep an eye on the time.
Try to answer every question.
Check your answers if you have time at the end.
Turn over
P44486A
©2014 Pearson Education Ltd.
*P44486A0124*
1/1/1/1/
Answer ALL questions.
Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
1 Transcription and translation are processes involved in the synthesis of proteins.

(a) Put a cross in the box to complete each of the following statements.
(i) Individual mononucleotides in a molecule of mRNA are joined together by
(1)
A glycosidic bonds
B hydrogen bonds
C peptide bonds
D phosphodiester bonds
(ii) The maximum number of amino acids coded for by a molecule of mRNA that
is 600 mononucleotides long is
(1)
A 100
B 200
C 300
D 600
(iii) When a gene that contains 22% adenine is transcribed, the mRNA produced
will have
(1)
A 22% adenine
B 0% cytosine
C 0% thymine
D 28% uracil
2
*P44486A0224*
(b) Describe the structure of a mononucleotide found in RNA.
(2)
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*(c) Describe the process of protein synthesis that occurs in the cytoplasm.
(5)
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(Total for Question 1 = 10 marks)
3
*P44486A0324* Turn over
2 The cell vacuoles of beetroot (Beta vulgaris) contain the red pigment betalain.
A student investigated the effect of ethanol on the permeability of beetroot cell membranes.
In this investigation, 10 identical pieces were cut from one beetroot. One piece of beetroot
was left in 10 cm3 of 30% ethanol for 20 minutes at 20 °C.
After 20 minutes, the piece of beetroot was removed and the intensity of the colour of the
ethanol solution was measured using a colorimeter.
This was repeated with other pieces of beetroot that were left in ethanol concentrations of
0%, 50%, 70% and 100%, at 20 °C.
The student repeated this investigation with the other five pieces of beetroot at the same
temperature of 20 °C. The graph below shows the results of these investigations.
0.8 –
0.7 –
Intensity of colour in ethanol
0.6 –
solution / AU
0.5 –
Test 1
0.4 –
Test 2
0.3 –
0.2 –
0.1 –
0–
0 10 20 30 40 50 60 70 80 90 100
Ethanol concentration (%)
(a) Using the information in the graph, describe the effect of ethanol concentration
on the intensity of colour.
(3)
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4
*P44486A0424*
(b) Using the information in the graph and your knowledge of membrane structure,
explain the effect of ethanol on the permeability of beetroot cell membranes.
(4)
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(c) Suggest why the results for these two investigations are different.
(2)
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5
BLANK PAGE
6
*P44486A0624*
3 Metachromatic leukodystrophy (MLD) is an inherited disorder. This disorder, due to brain
damage during the first two years of life, can prevent a child learning how to walk and talk.
In one of the first gene therapy treatments approved in Europe, one child from each of three
families with a history of MLD, was treated.
As a result of this treatment the children were able to talk at an age when some of their
untreated brothers and sisters were unable to talk.
MLD is associated with a recessive allele.
(a) Two parents, who are physically unaffected by the disorder, have already had one child
with the disorder.
Using a suitable genetic diagram, calculate the probability that the next child of these
parents will also be affected by this disorder.
(4)
probability ............... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7
(b) Suggest how a newborn baby could be tested for MLD before brain damage develops.
(2)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) The gene therapy involved taking bone marrow stem cells from the child to be
treated. A virus was then used to transfer DNA with the dominant allele into the
stem cells. These modified stem cells were then injected into this child.
(i) Suggest how these modified stem cells can result in the prevention of MLD.
(3)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
*P44486A0824*
(ii) Suggest why the development of the treated children was compared with the
development of their untreated brothers and sisters.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(d) There are some risks associated with somatic gene therapy.
Suggest why the parents of these children gave consent for their children to be
involved in the gene therapy treatment for MLD.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9
BLANK PAGE
10
*P44486A01024*
4 All mammals, such as harp seals, feed their young on milk produced by mammary glands.
This continues until the young are old enough to eat the same diet as their parents.
The photograph below shows a female harp seal feeding her pup.
magnification ×0.002
(a) The table below shows the composition of human milk and harp seal milk.
Milk Protein (%) Lipid (%) Lactose (%)

Human 1.4 3.8 7.0
Harp seal 13.8 36.5 0.0
(i) Suggest two substances (other than protein, lipid and lactose) that milk
should contain for the development of the harp seal pups.
(2)
1 ............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 ............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
(ii) Harp seal pups are born in the Arctic where it is extremely cold and there is little shelter.
After nine days of feeding, the mass of a harp seal pup can increase by about 300%.
Using information from the table, suggest why a harp seal pup increases in mass more
quickly than a human baby.
(4)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) The composition of human milk can be affected by the diet of the mother.
The table below shows the concentration of eight fatty acids found in milk from
two different groups of women.
One group of women were vegans who ate food obtained only from plants. The
other control group had a mixed diet of food from plants and animals.
Number of double Concentration of fatty acid

Fatty acid bonds in the / mg per g of milk
hydrocarbon chain Vegans Control group
lauric 0 39 33
myristic 0 68 80
palmitic 0 166 276
stearic 0 52 108
palmitoleic 1 12 36
oleic 1 313 353
linoleic 2 317 69
linolenic 3 15 8
12
*P44486A01224*
(i) State the difference between the structure of a saturated fatty acid and an
unsaturated fatty acid.
(1)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Complete the table below by calculating the total concentration of unsaturated
fatty acids in the milk from the women in the vegan and control groups.
(1)
Total concentration of Total concentration of

Group saturated fatty acids unsaturated fatty acids
/ mg per g milk / mg per g milk
Vegan 325
Control 497
(iii) Using the information given, suggest why there are differences in the concentrations
of saturated and unsaturated fatty acids in the milk from the women in the vegan and
control groups.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
13
5 (a) Read through the following passage about the structure of the heart. Write on the dotted
lines the most appropriate word or words to complete the passage.
(5)
The heart muscle in the walls of the heart is called ........................................................ muscle.
The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . valves control the flow of blood between the chambers of the heart.
The chamber of the heart that receives oxygenated blood from the lungs is named the
............ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Deoxygenated blood is transported back to the lungs in the ....................................................... .
Backflow of blood into the heart is prevented by ....................................................... valves.
(b) Arteries and capillaries are blood vessel adapted for specific roles in the
circulatory system.
Give two differences between the structure of an artery and a capillary.
(2)
1 ............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 ............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) Anticoagulants, such as warfarin, are used to treat cardiovascular disease (CVD).
(i) Explain how anticoagulants can help reduce the effects of CVD.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14
*P44486A01424*
(ii) State one risk associated with the use of anticoagulants.
(1)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
15
6 Scientists investigated the BMI (Body Mass Index) of male office workers aged 40 and
the type of breakfast they ate most regularly.
BMI is calculated using the formula below.
mass in kilograms
BMI =
(height in metres)2
BMI can be used to indicate the category, shown in the table below, to which a person
belongs.
Category BMI range

underweight less than 18.5
healthy weight from 18.5 to 25
overweight from 25 to 30
obese over 30
The graph below shows the results of their investigation.
28.0 –
27.5 –
27.0 –
26.5 –
Mean BMI
26.0 –
25.5 –
25.0 –
24.5 –
24.0 –
–
No Dairy Meat and Fruit and Ready-to- Cooked Bread

breakfast products eggs vegetables eat cereal cereal
Breakfast type
(a) Put a cross in the box to complete each of the following statements.
(i) The graph shows that people who ate
(1)
A dairy products have a lower mean BMI than those people who ate bread.
B fruit and vegetables have the lowest mean BMI
C no breakfast have a higher mean BMI than those people who ate meat and eggs
D ready-to-eat cereal have a higher mean BMI than those people who ate cooked
cereal
16
*P44486A01624*
(ii) The graph shows that the mean BMI for
(1)
A every group sampled in the investigation indicates that they were
overweight
B those who ate bread for breakfast indicates that they were a healthy weight
C those who ate cooked cereals for breakfast indicates that they were
underweight
D those who ate dairy products for breakfast indicates that they were obese
(iii) The units for mean BMI are

(1)
A kg m 2
B kg m–2
C m2 kg
D m kg–2
(iv) The scientists ensured that their data were reliable by repeating the
investigation with
(1)
A a larger sample size
B female office workers aged 40
C more types of breakfast
D male footballers
(b) Suggest how the scientists ensured that their investigation was valid.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
17
(c) Some people avoid eating breakfast in an attempt to lose weight.
Using information from the graph, suggest why eating no breakfast is unlikely to
lead to weight loss.
(2)
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(d) Cooked cereal, such as porridge, contain a high proportion of dietary fibre. This
helps to lower blood cholesterol levels.
Using the information in the graph and your knowledge of blood cholesterol,
suggest why a breakfast of cooked cereal could reduce the chances of developing
cardiovascular disease (CVD).
(3)
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
18
*P44486A01824*
BLANK PAGE
19
7 Triglycerides are lipids that are an important source of energy for the body. Triglycerides
are broken down and reassembled in the body.
(a) The diagram below shows the structure of a triglyceride.
H C O C Fatty acid chain
H O
In the space below, draw a diagram to show the molecules produced from the
complete hydrolysis of the triglyceride.
(3)
20
*P44486A02024*
(b) Suggest the possible consequence of a very low fat diet for someone who has a
very active lifestyle.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*(c) Groups of enzymes help the body to break down and process triglycerides.
Abnormalities in these enzymes can lead to the build-up of lipids that would have
been broken down.
Explain why a gene mutation can result in an enzyme that is unable to break down lipids.
(5)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
21
8 Artificial membranes have a variety of medical applications.
It is possible to make an artificial membrane consisting of a phospholipid bilayer only,
as shown in the diagram below.


Phospholipid 


The diagram below represents the relative permeability to oxygen, water and chloride ions
(Cl–) of a phospholipid bilayer and a cell surface membrane of an epithelial cell of the trachea.
Permeability Cell surface membrane

Phospholipid bilayer
of an epithelial cell
High
Oxygen Oxygen
Water
Water
Cl– ions
Cl– ions Zero
Permeability
Using the information in the diagram and your knowledge of membrane structure,
suggest an explanation for each of the following.
(a) The permeability to oxygen is the same for a phospholipid bilayer and a cell
surface membrane.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22
*P44486A02224*
(b) The permeability to chloride ions (Cl–) is different in the two membranes.
(3)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) The rates of osmosis will be different in the two membranes.

(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
TOTAL FOR PAPER = 80 MARKS
23
*P44486A02324*
BLANK PAGE
24
*P44486A02424*
Mark Scheme (Results)
Summer 2014
GCE Biology (6BI01)

Paper 01
Unit 1: Lifestyle, Transport, Genes and

Health
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Summer 2014
Publications Code US038121
All the material in this publication is copyright
© Pearson Education Ltd 2014
General Marking Guidance
• All candidates must receive the same treatment. Examiners must mark the
first candidate in exactly the same way as they mark the last.
• Mark schemes should be applied positively. Candidates must be rewarded for
what they have shown they can do rather than penalised for omissions.
• Examiners should mark according to the mark scheme not according to their
perception of where the grade boundaries may lie.
• There is no ceiling on achievement. All marks on the mark scheme should be
used appropriately.
• All the marks on the mark scheme are designed to be awarded. Examiners
should always award full marks if deserved, i.e. if the answer matches the
mark scheme. Examiners should also be prepared to award zero marks if the
candidate’s response is not worthy of credit according to the mark scheme.
• Where some judgement is required, mark schemes will provide the principles
by which marks will be awarded and exemplification may be limited.
• When examiners are in doubt regarding the application of the mark scheme
to a candidate’s response, the team leader must be consulted.
• Crossed out work should be marked UNLESS the candidate has replaced it
with an alternative response.
• Mark schemes will indicate within the table where, and which strands of
QWC, are being assessed. The strands are as follows:
i) ensure that text is legible and that spelling, punctuation and grammar are
accurate so that meaning is clear
ii) select and use a form and style of writing appropriate to purpose and to
complex subject matter
iii) organise information clearly and coherently, using specialist vocabulary
when appropriate
Using the Mark Scheme
Examiners should look for qualities to reward rather than faults to penalise. This does NOT mean giving credit for incorrect or
inadequate answers, but it does mean allowing candidates to be rewarded for answers showing correct application of principles and
knowledge. Examiners should therefore read carefully and consider every response: even if it is not what is expected it may be
worthy of credit.
The mark scheme gives examiners:

• an idea of the types of response expected
• how individual marks are to be awarded
• the total mark for each question
• examples of responses that should NOT receive credit.
/ means that the responses are alternatives and either answer should receive full credit.
( ) means that a phrase/word is not essential for the award of the mark, but helps the examiner to get the sense of the expected
answer.
Phrases/words in bold indicate that the meaning of the phrase or the actual word is essential to the answer.
ecf/TE/cq (error carried forward) means that a wrong answer given in an earlier part of a question is used correctly in answer to a
later part of the same question.
Candidates must make their meaning clear to the examiner to gain the mark. Make sure that the answer makes sense. Do not give
credit for correct words/phrases which are put together in a meaningless manner. Answers must be in the correct context.
Quality of Written Communication

Questions which involve the writing of continuous prose will expect candidates to:
• write legibly, with accurate use of spelling, grammar and punctuation in order to make the meaning clear
• select and use a form and style of writing appropriate to purpose and to complex subject matter
• organise information clearly and coherently, using specialist vocabulary when appropriate.
Full marks will be awarded if the candidate has demonstrated the above abilities.
Questions where QWC is likely to be particularly important are indicated (QWC) in the mark scheme, but this does not preclude
others.
Question
Answer Mark
Number
1(a)(i) D phosphodiester bonds ; (1)
Question
Answer Mark
Number
1(a)(ii) B 200 ; (1)
Question
Answer Mark
Number
1(a)(iii) C 0% thymine; (1)
Question
Answer Additional Guidance Mark
Number
IGNORE references to bonds
1(b) ACCEPT correctly labelled diagram
which might use Pi
1. contains {Ribose / 5C sugar / pentose} AND 1. both components needed for the
phosphate ; mark
NOT deoxyribose, sugar with no 5C,
phosphate head, P
2. reference to (nitrogenous) base / adenine / guanine / 2. NOT thymine,

cytosine / uracil / eq ; IGNORE A, G, C, U
NOT plural bases if only referring to
one mononucleotide (2)
Question
Number
(QWC – Spelling of technical terms must be correct and QWC emphasis answer must be in a logical
1(c) the answer must be organised in a logical sequence) sequence
*QWC Penalise once for point out of sequence / context
IGNORE descriptions of transcription
ACCEPT AA for amino acid
1. reference to ribosome (attaches to mRNA) ; 1. ACCEPT rough endoplasmic reticulum, RER
2. idea that tRNA carries an amino acid ; 2. NOT amino acids unless tRNA plural
3. idea of {anticodon codon interaction / complementary 3. ACCEPT description of complementary base

base pairing } between tRNA and mRNA ; pairing
4. formation of hydrogen bonds (between the tRNA and

mRNA) ;
5. reference to peptide bond (between amino acids) ; 5. ACCEPT peptide link
6. (peptide bond) formed by a condensation reaction ; 6. ACCEPT by an enzyme
7. idea that tRNA released from {mRNA / ribosome} ;
8. idea that ribosome {attaches to / detaches from / eq} 8. ACCEPT ribosome moves along mRNA, a
{sequence / eq} on mRNA ; start codon / AUG, stop codon / UAA / UAG
/ UGA (5)
Question
Number
2 (a) 1. increasing ethanol concentration increases the intensity (of 1. ACCEPT positive correlation
colour of the solution) / eq ; IGNORE descriptions of sequences of
changes
2. idea that increase in intensity is non-linear e.g. greatest 2. ACCEPT greatest increase between 50 and
increase between 30 and 70% ethanol / less increase above 70, no increase above 70 in test 2
70% / less increase below 30% ethanol ; ACCEPT comments on gradient
e.g. steeper
IGNORE rapid / faster / slower
3. intensity of colour higher in test 2 than test 1 (at all ethanol
concentrations) / eq ;
4. credit correct manipulation of figures e.g. 0.1 increase from 0 4. ACCEPT subtraction from identified test
to 30% in test 1 ; IGNORE quoted figures,
unidentified test (3)
Question
Number
2 (b) 1. idea that ethanol causes the membrane to be {disrupted / 1. IGNORE more permeable, more fluid
eq} ; ACCEPT gaps in the membrane
2. idea that this is due (phospho)lipids dissolve in ethanol ;
3. idea that (membrane) proteins denatured by ethanol ; 3. ACCEPT protein changes shape
4. comment on the disruption of the vacuole membrane / eq ; NB this also gains Mp1
5. idea that {betalain / pigment} can escape from the {cell / 5. ACCEPT dye
vacuole /eq } when the membrane is disrupted ;
(4)
Question
Number
2 (c)
1. beetroot cells may have been damaged when cutting / eq ;
2. idea that beetroot pieces not rinsed before being placed in 2. ACCEPT blotted
ethanol solution ; IGNORE dried
3. idea that colorimeter was not {calibrated / zeroed / eq}

(properly) ;
4. idea that test 2 is done some time after test 1

OR
beetroot left in solution longer than 20 minutes in test 2 ;
5. idea that different parts of the beetroot may have different 5. IGNORE different beetroot
pigment concentrations ;
6. smaller volume of ethanol used in test 2 ;

(2)
Question
Number
1. genotype AND gametes of parents shown ; 1. gametes can be shown on Punnett
3 (a) Square
2. genotypes of possible children correctly shown ;
3. genotypes clearly matched to phenotypes of possible 3. ACCEPT carrier as phenotype

children ;
4. (probability =) ¼ / 25% / 1 in 4 / 0.25 ; 4. ACCEPT incorrect probability but

based on their cross (4)
Question
Number
NOT Mp 1 and 2 if chorionic villus,
3 (b) amniocentesis, pre-implantation,
1. method for obtaining sample from baby described etc
e.g. cheek swab, blood sample, heel prick, biopsy} ;
2. idea of extracting DNA (from cells) ; 2. IGNORE testing DNA
3. test for presence of {normal / recessive / mutant / 3. ACCEPT even if method incorrect
defective / MLD / eq} {gene / allele} ; for Mp 1 (2)
Question
Number
3 (c)(i) 1. idea of copy of {normal / functioning / eq} {gene / 1. NOT replaces / repairs faulty gene
allele} now in cells ; IGNORE dominant
ACCEPT correct
2. reference to transcription or translation of the {gene /
allele} ;
3. idea that (normal) protein produced / cells function

normally / eq ;
4. idea that stem cells produce more cells ; 4. ACCEPT mitosis, cell division
(3)
Question
Number
3 (c) (ii) 1. idea of control (to see if the treatment made a 1. ACCEPT valid comparison
difference) ; IGNORE unqualified comparison
2. ACCEPT similar genes

2.idea that other variables controlled e.g. shared genes , NOT genetically identical
environment ;
(2)
Question
Number
3 (d) 1. idea that risk from gene therapy very small ;
2. idea that consequences of the disorder more certain 2. ACCEPT more benefits than risks
than risks of the therapy ; / idea that severity of the disorder
makes it worth the risk
3. idea that consequences of the disorder known while
risks of the therapy are not known ;
4. idea that parents do not want their child to suffer the 4. ACCEPT give the child a better
disorder e.g. will do anything to {treat / prevent / quality of life / the best possible
eq} the disorder, there is no other treatment chance of a normal life / eq
available ;
5. idea that trial may lead to effective treatment e.g.

could benefit others ;
(2)
Question
Number
Any two from: Allow two named minerals or vitamins

allow salt, potassium, sodium, etc
IGNORE nitrogen,
{mineral(s) / named mineral} ;; NB minerals AND named mineral = 1
mark
{vitamin(s) / named vitamin} ;; vitamins AND named vitamin = 1 mark
4 (a) (i)
{carbohydrate / named soluble carbohydrate}; NOT sugar, lactose, starch, fibre,

glycogen
water ;
IGNORE amino acids , fats, fatty acids,
antibodies ; glycerol, cholesterol
(2)
Question
Number
1. more protein AND more lipid ; 1. IGNORE simple quote of figures

ACCEPT as separate comments
2. idea that protein is needed for making more tissue ; 2. ACCEPT growth
3. idea that lipids are a source of energy ;

4 (a) (ii)
4. idea of greater energy imbalance (for seals) ;
5. idea that excess energy is needed for {weight gain / stored

as fat / eq} ;
6. Credit manipulation of figures e.g. calculation of difference 6. e.g. 12.4%, 9.9 / 9.86x more protein,
between human and seal milk ; 32.7%, 9.6 / 9.61x more lipid
IGNORE about 10x (4)
Question
Number
4 (b) (i) it contains no double bonds (in the hydrocarbon chain) / ACCEPT no carbon carbon double
eq ; bonds, no kinked chains
NOT carbon oxygen double bonds (1)
Question
Number
4 (b) (ii) Total concentration of Total concentration of

Group saturated fatty acids unsaturated fatty acids
/ mg per g milk / mg per g milk
Vegan 325 657
Control 497 466 ;
(1)
Question
Number
1. ACCEPT converse / saturated come
4 (b) 1. idea that animal products have a higher proportion of from {meat / dairy} / unsaturated
(iii) saturated fats than plant material ; from plants
2. credit correct manipulation of figures to illustrate

differences in milk content ; 2. e.g. 172 mg per g milk more
saturated in control, 191 mg per g
milk more unsaturated from vegans
ACCEPT ECF for figure use from 4bii
(2)
Question
Number
1. cardiac / myogenic ; 1. IGNORE smooth
5 (a)
2. atrioventricular ; 2. ACCEPT bicuspid, tricuspid, mitral
IGNORE cuspid, AV
3. left atrium ; 3. NOT atrium alone
ACCEPT left auricle, left atria
4. pulmonary artery ;
5. semilunar ;
(5)
Question
Number
Answers must be comparative for credit
5 (b) – i.e. 1 mark for each correct row on
the table.
IGNORE references to surface area,
Arteries Capillaries length
1. thick wall / multiple cell 1. {thin / thinner / one cell 1. ACCEPT thinner wall
layers thick} wall / eq ; NOT reference to cell wall
IGNORE capillaries are one cell thick if
2. (lots of) collagen 2. {little / no } collagen / eq ; not in clear context of 1. or 6.
3. (lots of) muscle 3. no muscle / eq ;

3. and 4. NOT more or less
4. (lots of) elastic tissue 4. no elastic tissue / eq ;
5. IGNORE porous , permeable

5. no pores 5. pores present / eq ;
6. ACCEPT artery lumen wider than the
6. narrow lumen 6. narrow(er) lumen / lumen capillary, artery lumen narrower in (2)
one cell wide / eq ; relation to diameter of vessel
Question
Number
5 (c) (i) 1. prevent the formation of a {blood clot / thrombus / 1. IGNORE ‘thin the blood’
embolism / eq} / eq ; ACCEPT prevents blood clotting
2. idea that it reduces ‘stickiness’ of platelets ; 2. ACCEPT effectiveness of platelets

reduced
3. idea that clotting factors {not synthesised / inhibited / 3. ACCEPT named clotting factor
eq} ; e.g. fibrinogen, thromboplastin,
prothrombin,
4. idea that (risk of) blood vessels becoming blocked is

reduced
OR
idea that blood can flow normally in arteries ; (2)
Question
Number
ACCEPT rashes, nausea, vomiting, hair
5 (c) (ii) (internal) bleeding / haemorrhage / stomach ulcers / eq ; loss, diarrhoea, irritation to stomach
lining (1)
Question
Answer Mark
Number
6(a) (i) D ready-to-eat cereal have a higher BMI than those people who ate cooked cereal; (1)
Question
Answer Mark
Number
6(a) (ii) A every group sampled in the investigation indicates that they were overweight; (1)
Question
Answer Mark
Number
-2
6(a) (iii) B kgm ; (1)
Question
Answer Mark
Number
6(a) (iv) A a larger sample size ;
(1)
Question
Number
6(b) 1.(Use subjects with) {same / similar / eq } {levels of activity IGNORE gender, age, office workers
/ exercise / eq } ; ACCEPT control of variable for same /
similar
2.{same / similar / eq }{volume / mass / energy content } of 2. IGNORE amount, quantity
breakfast ;
3.{same / similar / eq }{volume / mass / energy content } of

other {meals / drinks} during the day ;
4. same duration of trial / eq ;
5. control of other health factors e.g. smoking , fitness, 5. IGNORE pregnancy

stress.
6. same starting {mass / BMI} / eq ;
7. same type of breakfast (for each participant throughout the

Investigation) / eq ;
8. (body) mass measured at same time of day / eq ;

(2)
Question
Number
IGNORE units
6 (c) 1. those subjects who ate no breakfast had a higher mean BMI 1. ACCEPT 3rd highest BMI
than those who ate { fruit and vegetables / ready-to-eat
cereal / cooked cereal / breads / most breakfasts } ;
2. Reference to suitable calculated difference to illustrate point 2. e.g. 1.5 above cooked cereal, 0.5
1; above fruit and veg, 0.5 above
breads, 0.85 above ready-to-eat
cereal
3. idea that {metabolic rate / eq} may be lower for those who 3. ACCEPT converse
skip breakfast ;
4. appropriate comment on balance between intake and 4. ACCEPT may eat more during the
energy use ; day (due to more hunger) / eq (2)
Question
Number
IGNORE HDL/LDL references
6 (d) 1. People who eat cooked cereals have the lowest BMI of all groups
/ eq ;
2. credit correct manipulation of figures ; 2. e.g. 0.4 above healthy weight
3. idea that lower BMI helps to reduce blood pressure ;
4. idea that dietary fibre can’t be digested ;
5. idea that dietary fibre helps {lower absorption of cholesterol /

increase excretion of cholesterol / eq} ;
6. {lower cholesterol / eq} reduces risk of {atherosclerosis / eq } ; 6. ACCEPT converse (3)

Question
Number
Mp1 and 3 ACCEPT OH / HO
7(a) NOT double bond to OH
1. glycerol drawn correctly with three OH groups ;
2. 3 fatty acids ; 2. ACCEPT 3x one fatty acid stated

ACCEPT R or zig-zag chain for fatty
3. fatty acid(s) have COOH included at the end ; acid chain
(3)
Question
Number
7(b) 1. idea of energy imbalance ;
2. loss of weight / eq ; 2. ACCEPT lower BMI
3. reduced metabolic rate / eq ; 3. ACCEPT fatigue
4. lack of protein / reduced insulation / eq ; 4. ACCEPT muscle wastage,

Malnourishment, reduced immune
5. idea that they will need to eat more {carbohydrate / system
protein / eq} for energy balance ;
(2)
Question
Number
(QWC – Spelling of technical terms must be correct and QWC emphasis clarity of
7(c) the answer must be organised in a logical sequence) expression
*QWC
1. idea that there is a change in the {DNA sequence / base 1. IGNORE mRNA
sequence of a gene / eq } ;
2. change in amino acid / change in primary structure of

{ protein / enzyme } ;
3. reference to different R groups ;
4. leading to different {type / position / eq} bonding ; 4. ACCEPT named bond e.g. hydrogen,
ionic, disulphide
NOT peptide
5. idea of change in folding e.g. different 3D structure ; 5. ACCEPT change to tertiary structure
6. idea of change in {shape / properties} of the active site ;
7. idea of {lipid / substrate / eq} does not fit in the enzyme’s 7. ACCEPT no enzyme-substrate
active site ; complex made
(5)
Question
Number
8 (a) 1. (oxygen) is a {small / non polar} (molecule) ; 1. NOT if large or polar

ACCEPT uncharged
2. (oxygen) is able to diffuse (through phospholipid
bilayers) ;
3. cell surface membrane has a phospholipid bilayer ;

(2)
Question
Number
IGNORE chlorine
8 (b) 1. chloride ions are charged ; 1. IGNORE chloride ions are big / polar
2. idea that (chloride ions) are NOT able to diffuse through

{a phospholipid bilayer / artificial membrane} ;
3. idea that (chloride ions) need a {carrier / channel / 3. ACCEPT transmembrane

transport / eq } protein (to move across a membrane) ;
4. reference to {active transport / facilitated diffusion} ;
5. reference to CFTR channel protein (present in epithelial

cells) ;
(3)
Question
Number
IGNORE references to rates or
8 (c) concentration gradients
1. the cell membrane is more permeable to water (than the 1. NOT artificial membrane is
artificial membrane) ; impermeable to water
2. idea that water can move across the phospholipid bilayer ;
3. idea that water can also move through channel proteins ; 3. ACCEPT transmembrane proteins,
aquaporins
(2)
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Surname Other names
Edexcel GCE
Biology
Advanced Subsidiary
Unit 1: Lifestyle, Transport, Genes and Health
Wednesday 21 May 2014 – Morning Paper Reference
Time: 1 hour 30 minutes 6BI01/01R

Instructions
Information
Advice
Turn over
P44490A
*P44490A0128*
1/1/1/1/
1 The diagram below shows a section of a human heart and blood vessels P, Q, R and S.
Q R
P S
Y Y
(a) (i) Place a cross in the box next to the letter that shows the pulmonary artery.
(1)
A blood vessel P
B blood vessel Q
C blood vessel R
D blood vessel S
(ii) Place a cross in the box next to the letter that shows the sequence of blood
flow through these blood vessels.
(1)
A P→Q→S→R
B Q→P→R→S
C R→S→P→Q
D S→R→Q→P
2
*P44490A0228*
(b) Explain the difference in thickness of the wall of the right atrium and the wall of
the right ventricle.
(3)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) During the cardiac cycle, the valves labelled Y and Z on the diagram may be open
or closed.
For each stage of the cardiac cycle, if the valves are open, place a tick ( ) in the
appropriate box and if the valves are closed, place a cross ( ) in the appropriate
box.
(2)
Stage of cardiac cycle Y valves Z valves
Atrial systole
Diastole
3
(d) The diagram below shows a cross-section of an artery.
Wall
Lumen
}
(i) The diameter of the lumen of this artery is 1.9 mm.

Calculate the cross-sectional area of the lumen. Show your working.
The area of a circle is calculated using the formula πr2, where r is the radius of
the circle and π = 3.14.
(2)
Answer ........ . . . . . . . . . . . . . . . . . . . . . . . mm2
(ii) Explain how the structure of an artery is related to its functions.

(3)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
*P44490A0428*
BLANK PAGE
5
2 (a) The diagrams below show four different bonds, A, B, C, and D, found in biological
molecules.
Amino acid Amino acid

H H O H
C S S C C N
}
A B
H H
O HH H O
H C O C R
O
}
C



D
Place a cross in the box to complete each of the following statements.

(i) The bond which occurs in a triglyceride molecule is
(1)
A
B
C
D
(ii) The bond which may occur in the tertiary, but not the primary, structure of a
protein is
(1)
A
B
C
D
6
*P44490A0628*
(iii) The peptide bond is
(1)
A
B
C
D
(iv) The ester bond is

(1)
A
B
C
D
7
(b) Adult volunteers took part in an investigation to find out the effect of dietary
changes on their risk of developing coronary heart disease.
In this investigation, 5% of the volunteers’ energy intake was changed from one
food source to another. The volunteers’ total energy intake remained constant.
The graph below shows the results of this investigation.
Saturated lipids changed

to carbohydrates
Saturated lipids changed

to unsaturated lipids
–
–
0 20 40 60 80
Percentage decrease in risk of
developing coronary heart disease (%)
(i) Suggest why it was necessary to ensure that their total energy intake
remained constant.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
*P44490A0828*
(ii) Using the information in the graph and your own knowledge, suggest an
explanation for the results of this investigation.
(3)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9
3 The diagram below shows the sequence of bases in a short length of mRNA.
A U G G C C U C G A U A A C G G C C A C C A U C
(a) (i) Place a cross in the box next to the letter that shows the DNA sequence
which is complementary to the first four of these bases.
(1)
A T A C C
B T U C C
C U A C C
D U T C C
(ii) State the maximum number of amino acids coded for by this length of mRNA.
(1)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Name the process by which mRNA is formed in the nucleus.

(1)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
*P44490A01028*
(c) Phenylalanine is an amino acid found in many proteins in the human diet.
In most people it is converted to the amino acid tyrosine by an enzyme, as shown
in the diagram below.
Phenylalanine
hydroxylase
Phenylalanine Tyrosine
Phenylketonuria is the result of a gene mutation.

People with phenylketonuria cannot convert phenylalanine to tyrosine.
Explain why people with this gene mutation cannot convert phenylalanine to tyrosine.
(4)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
(d) Explain why a gene mutation involving the replacement of one base with another
has less effect than the loss of a base.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....................................................................................................................... ..................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
*P44490A01228*
4 The cell surface membrane is involved in the transport of materials into and out of
the cell.
The symbols below represent some of the components of a cell surface membrane.
(a) Using these three symbols and your own knowledge, in the space below draw a
diagram to show the structure of a cell surface membrane.
(3)
13
(b) The table below gives statements relating to the processes of diffusion, facilitated
diffusion and active transport.
For each process, place a tick ( ) in the box if the statement applies to that
process.
Place a cross ( ) in the box if the statement does not apply to the process.
(3)
Process
Statement Facilitated Active
Diffusion
diffusion Transport
ATP is required
Membrane proteins are

involved
Direction of transport
is always down a
concentration gradient
14
*P44490A01428*
(c) The graph below shows the rate of uptake of a substance by facilitated diffusion
into a cell.
Rate of uptake
External concentration of substance
Using the information in the graph, explain why the rate of uptake changes.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
15
5 (a) Some foods and drinks contain plant statins.
Explain the benefits of plant statins to human health.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....................................................................................................................... ..................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) In a three-year study, the percentage of patients with CVD (cardiovascular disease)
who were using different types of drugs was recorded.
The graph below shows the results of this study.
100 –
90 –
80 –
Percentage of patients with CVD (%)
70 –
60 –
Year 1
50 – Year 2
Year 3
40 –
30 –
20 –
10 –
0–
Statins Platelet Antihypertensives
inhibitory drugs
16
*P44490A01628*
(i) Suggest why there was an increase in the percentage of patients taking
statins over the three years of the study.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Using the information in the graph, compare the change in the use of platelet
inhibitory drugs with the change in the use of antihypertensives, over the
three years of this study.
(3)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....................................................................................................................... ..................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
17
(c) Explain why patients with CVD would take each of the following drugs.
(i) Platelet inhibitory drugs such as aspirin
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Antihypertensives such as beta-blockers

(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
18
*P44490A01828*
BLANK PAGE
19
6 The cell vacuoles of beetroot (Beta vulgaris) contain the red pigment betalain.
A student investigated the effect of temperature on the permeability of beetroot cell
membranes.
In this investigation, five pieces of beetroot were used. One piece of beetroot was left
in 10 cm3 of distilled water for 20 minutes at 20 °C.
After 20 minutes, the piece of beetroot was removed and the intensity of the colour
of the water was measured using a colorimeter.
This was repeated with the other pieces of beetroot using water temperatures of 40 °C,
60 °C, 80 °C and 90 °C.
(a) The student’s results are shown in the graph below.
10 –
9–
8–
7–
6–
Intensity of colour
5–
/ arbitrary units
4–
3–
2–
1–
0–
–
0 10 20 30 40 50 60 70 80 90 100
Temperature / °C
20
*P44490A02028*
(i) Using the information in the graph, describe the effect of temperature on the
permeability of the cell membranes.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Using the information in the graph and your knowledge of membrane
structure, explain the effect of temperature on the cell membranes.
(3)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....................................................................................................................... ..................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
21
*(b) Using all the information given in the question, describe how this investigation
could be carried out to provide valid and reliable results.
(5)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22
*P44490A02228*
7 Researchers collected data to study the relationship between the time spent
watching television and coronary heart disease (CHD).
A total of 12 608 men and women, aged between 45 and 79 years, took part. None of
them had previously had a stroke or heart attack.
(a) The table below shows the categories in the questionnaire that each person
completed.
Categories
smoking family history of CHD
alcohol intake sleep duration
total energy intake physical activity
medication time spent watching television
(i) Suggest why people who had not had strokes or heart attacks were selected
for this study.
(1)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....................................................................................................................... ..................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Suggest why people were asked to provide the researchers with information
based on the categories shown in the table.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
23
(b) The table below shows the types of data that were collected for each person by
health professionals.
height and body mass blood pressure HDL cholesterol

waist circumference plasma triglycerides LDL cholesterol
(i) Suggest why these data were collected.

(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Suggest why these data might be considered to be more accurate than the
information in the questionnaire.
(3)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....................................................................................................................... ..................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
24
*P44490A02428*
(c) This study was funded by the government and charities supporting research into
heart diseases and strokes.
Suggest why it was important that none of the funding came from drug
companies or television manufacturers.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....................................................................................................................... ..................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(d) The researchers carried out the study over a period of 10 years.
They found that there was a positive correlation between the number of hours
spent watching television and the risk of developing coronary heart disease.
A journalist wrote an article about the results of this study with the title ‘Watching
television causes heart disease’.
Is this statement valid? Give an explanation for your answer.
(3)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....................................................................................................................... ..................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
25
8 *(a) Explain how the expression of a gene mutation in a person with cystic fibrosis
causes a build-up of mucus in their respiratory system.
(5)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
26
*P44490A02628*
(b) Describe one way in which gene therapy could be used to treat cystic fibrosis.
(3)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....................................................................................................................... ..................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
27
*P44490A02728*
BLANK PAGE
28
*P44490A02828*
Mark Scheme (Final)
Summer 2014
GCE Biology (6BI01)

Paper 01R
Unit 1: Lifestyle, Transport, Genes and

Health
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Publications Code
• All candidates must receive the same treatment. Examiners must mark the
first candidate in exactly the same way as they mark the last.
• Mark schemes should be applied positively. Candidates must be rewarded for
what they have shown they can do rather than penalised for omissions.
• Examiners should mark according to the mark scheme not according to their
perception of where the grade boundaries may lie.
• There is no ceiling on achievement. All marks on the mark scheme should be
used appropriately.
• All the marks on the mark scheme are designed to be awarded. Examiners
should always award full marks if deserved, i.e. if the answer matches the
mark scheme. Examiners should also be prepared to award zero marks if the
candidate’s response is not worthy of credit according to the mark scheme.
• Where some judgement is required, mark schemes will provide the principles
by which marks will be awarded and exemplification may be limited.
• When examiners are in doubt regarding the application of the mark scheme
to a candidate’s response, the team leader must be consulted.
• Crossed out work should be marked UNLESS the candidate has replaced it
with an alternative response.
• Mark schemes will indicate within the table where, and which strands of
QWC, are being assessed. The strands are as follows:
i) ensure that text is legible and that spelling, punctuation and grammar are
accurate so that meaning is clear
ii) select and use a form and style of writing appropriate to purpose and to
iii) organise information clearly and coherently, using specialist vocabulary when
appropriate
Examiners should look for qualities to reward rather than faults to penalise. This
does NOT mean giving credit for incorrect or inadequate answers, but it does
mean allowing candidates to be rewarded for answers showing correct application
of principles and knowledge. Examiners should therefore read carefully and
consider every response: even if it is not what is expected it may be worthy of
credit.

/ means that the responses are alternatives and either answer should receive full
credit.
( ) means that a phrase/word is not essential for the award of the mark, but
helps the examiner to get the sense of the expected answer.
Phrases/words in bold indicate that the meaning of the phrase or the actual word
is essential to the answer.
ecf/TE/cq (error carried forward) means that a wrong answer given in an earlier
part of a question is used correctly in answer to a later part of the same
question.
Candidates must make their meaning clear to the examiner to gain the mark.
Make sure that the answer makes sense. Do not give credit for correct
words/phrases which are put together in a meaningless manner. Answers must
be in the correct context.

• write legibly, with accurate use of spelling, grammar and punctuation in order
to make the meaning clear
• select and use a form and style of writing appropriate to purpose and to
• organise information clearly and coherently, using specialist vocabulary when
appropriate.
Questions where QWC is likely to be particularly important are indicated (QWC) in
the mark scheme, but this does not preclude others.
Question
Answer Mark
Number
1(a)(i) B; (1)
Question
Answer Mark
Number
1(a)(ii) A; (1)
Question
Answer Additional guidance Mark
Number
1(b)
1. (right) atrium has less muscle / eq ;
2. idea that thickness is related to blood pressure required ; 2. ACCEPT reference to distance blood
is pumped or strength of contraction
3. right atrium pumps blood to (right) ventricle / eq ; required.
4. right ventricle pumps blood to lungs / eq ; 4. ACCEPT into pulmonary artery

(3)
Question
Number
1(c)
Stage of cardiac Valves Valves
cycle X Y
Atrial systole ×;
Diastole ×;
(2)
Question
Number
1(d)(i) Correct answer = 2 marks
0.952 / 0.90 ;
X 3.14 = 2.83 ; ACCEPT 2.8 / 2.834

(2)
Question
Number
1(d)(ii) Linked points – Maximum of 2 marks
1. reference to elastic fibres; for structures. Function must be
2. allow stretching to accommodate higher pressure / allow linked to relevant structure.
recoil to maintain pressure / eq ;
3. reference to folded endothelium ;

4. allow stretching to accommodate higher pressure / eq ;
5. reference to (smooth) muscle ;

6. idea that muscle can {contract / exert pressure / eq} ;
7. reference to smooth {lining / endothelium / eq} ;

8. reduce {friction / resistance to blood flow / eq} ;
9. reference to narrow lumen ;

10. to maintain (high) blood pressure ;
11. reference to collagen ;

12. idea that it avoids {rupture / damage / eq} ;
(3)
Question
Answer Mark
Number
2(a)(i) D; (1)
Question
Answer Mark
Number
2(a)(ii) A; (1)
Question
Answer Mark
Number
2(a)(iii) B; (1)
Question
Answer Mark
Number
2(a)(iv) D; (1)
Question
Number
2(b)(i) 1. idea that only one factor has changed ; 1. ACCEPT Less valid investigation /
method , to allow comparison,
variables need to be controlled
IGNORE reliability, fair test
2. if intake went up, increase risk / obesity a risk factor / if
intake went down could decrease CHD risk / eq ;
(2)
Question
Number
2(b)(ii) 1. both diets decrease the risk / eq ;
2. both diets have less saturated fats / eq ;
3. saturated fat associated with heart disease / eq ;
4. idea that changing to unsaturated lipids has the greater 4. 30% more decrease
effect ;
5. idea that excess carbohydrates may be stored as saturated

lipids ;
6. idea that unsaturated lipids change HDL/LDL ratio ; (3)

Question
Answer Mark
Number
3(a)(i) A; (1)
Question
Answer Mark
Number
3(a)(ii) 8; (1)
Question
Number
3(b) Transcription ; (1)
Question
Number
3(c) 1. idea that there is a change in the {DNA sequence / base 1. IGNORE mRNA
sequence of a gene / eq } ;
2. change in amino acid / change in primary structure of {

protein / enzyme } ;
3. reference to different R groups ;
4. leading to different {type / position / eq} bonding ; 4. ACCEPT named bond e.g.
hydrogen, ionic, disulphide
NOT peptide
5. idea of change in {shape / properties} of the active site ; 5. ACCEPT enzyme is not made
6. idea of {phenylalanine / substrate / eq} does not fit in the 6. ACCEPT no enzyme-substrate
enzyme’s active site ; complex made
(4)
Question
Number
3(d)
1. loss causes whole amino acid sequence (beyond mutation)
to change / causes frame shift / eq ;
2. replacement only changes one {codon / amino acid / may

not change the amino acid if third base / eq } eq ;
3. idea that the number of amino acids remains the same with
replacement ;
(2)
Question
Number
4(a) IGNORE labels
1. phospholipid bilayer – correct orientation ; 1. NOT if gap between layers bigger
than one phospholipid
2. glycosidic protein – in outer layer only ; 2. NOT if floating above layer
3. intrinsic protein – spanning both layers ; 3 ACCEPT in one layer only (3)
Question
Number
4(b)
Process
Description Simple Facilitated Active
diffusion diffusion Transport
ATP required × ×
Membrane protein ×
molecules involved
Direction of transport ; ; ×;
is always down a
concentration gradient
(3)
Question
Number
4(c)
1. idea that the rate increases when the concentration
increases / eq ;
2. this increases the concentration gradient / eq ;
3. idea that {plateau / levelling off} of curve due to channel

proteins being saturated with molecules (of the substance)
/ eq ;
4. idea that no more can be carried (per unit time) / max rate
of entry reached /eq ;
(2)
Question
Number
5(a)
1. lower blood cholesterol / eq ;
2. idea of inhibition of cholesterol synthesis in liver ;
3. reduce risk of CVD / eq ; 3. ACCEPT atherosclerosis, fatty

plaques, atheroma
(2)
Question
Number
5(b)(i)
1. idea that statins seen as more effective / more aware of the
benefits / eq ;
2. may be prescribed (more frequently) as a preventative

measure to reduce risk of further CVD / eq ;
3. specific reference to cheaper / off-patent statins available /

eq ;
4. perception of lower risks / more awareness of the risks / eq

;
(2)
Question
Number
5(b)(ii)
1. use of both increased over three years / eq ;
2. greater increase in use of antihypertensives than in platelet

inhibitory drugs / eq ;
3. the use of platelet inhibitory drugs is (always) greater than

antihypertensives / eq ;
4. comparative manipulation of data ;

(3)
Question
Number
5(c)(i)
1. prevents platelets becoming {activated / sticky} / eq ; 1. ACCEPT effectiveness of platelets
reduced / idea that clotting factors
{not synthesised / inhibited / eq}
2. prevent the formation of a {blood clot / thrombus / 2. IGNORE ‘thin the blood’
embolism / eq} / eq ; ACCEPT prevents blood clotting
3. specific example e.g. stroke ; 3. IGNORE CVD

ACCEPT idea that (risk of) blood
vessels becoming blocked is
reduced
(2)
Question
Number
5(c)(ii)
1. reduce blood pressure / eq ;
2. reduces heart rate / eq ;
3. prevent muscles in vessel walls contracting / eq ;
4. by acting on (sympathetic) nervous system / eq ;
(2)
Question
Number
6(a)(i)
1. an increase in temperature increases the permeability / eq
;
2. idea that increase in permeability is non-linear e.g. 2. NOT faster, slower, etc
greatest increase between 40 and 60 oC, less change up to
40oC ;
3. credit correct manipulation of figures e.g. 4.9 increase

between 40 and 60 oC ;
(2)
Question
Number
6(a)(ii)
1. idea that increased kinetic energy increases movement of
molecules ;
2. reference to phospholipids moving / eq ;
3. idea that (membrane) proteins denatured ;
4. idea that there is more {denaturation / disruption / eq} at

{higher temperatures / above 40 oC } ;
5. idea that {betalain / pigment} can escape from the {cell /

vacuole /eq } when the membrane is disrupted ;
6. comment on the disruption of the vacuole membrane / eq ;

(3)
Question
Number
*6(b) (QWC – Spelling of technical terms must be correct and the QWC emphasis clarity of expression
answer must be organised in a logical sequence)
1. appropriate standardisation of source of beetroot tissue ;
2. standardisation of size of beetroot pieces / eq ;
3. need for {washing / rinsing / eq} {beetroot / eq}

(thoroughly) ;
4. use of waterbath (to maintain / change temperature) ;
5. reference to repeats at each temperature / replicates / eq ;
6. use of temperatures {below 20 / above 90 0C / smaller

intervals / eq };
7. reference to one other suitable variable e.g. time beetroot

pieces left between cutting and use ;
8. reference to {calibration / zeroing / eq} of colorimeter ;

(5)
Question
Number
7(a)(i) ACCEPT to keep variables constant
to (help) standardise health of sample group / eq
OR
to (help) standardise risk of {CVD / stroke / heart attack /
eq} in sample group / eq
OR
idea that it increases confidence that any CVD developed
during the period of the investigation ;
(1)
Question
Number
7(a)(ii)
1. (to allow researchers to) select people with similar levels of 1. ACCEPT take into account /
{activity / lifestyle / risk factors /eq} ; eliminate other factors that cause
CVD
2. (to allow researchers to) select people with similar medical
history ;
3. (to allow researchers to) [idea of] collecting information

about television viewing without singling that out ;
(2)
Question
Number
7(b)(i)
1. idea that some are indicators of obesity e.g. BMI ;
2. (most are) risk factors for CVD / eq ;
3. HDL cholesterol lowers (CVD) risk / eq ;
4. reference to ratio of LDL:HDL ;
5. idea that this is data that can be measured during the

investigation to show increased risk of CVD ;
(2)
Question
Number
7(b)(ii)
1. data is quantitative ;
2. health professionals trained ;
3. health professionals less biased ;
4. (idea that) participants may over or underestimate ;
5. questionnaire data relies on remembering events / medical 5. ACCEPT idea of inaccurate

history etc accurately ; untruthful answers to questionnaire
(3)
Question
Number
7(c)
1. reference to bias ;
2. drug company may have an interest in showing a strong link

;
3. TV manufacturer may have an interest in showing a weak

link ;
(2)
Question
Number
7(d) [No]
1. correlation does not show causation / eq ; 1. ACCEPT not a causal relationship
2. some other (risk) factor may be involved / eq ;
3. example of risk factor e.g. diet, smoking ;
4. idea that sitting watching television is lack of exercise /

sitting reading a book would be similar risk ;
(3)
Question
Number
*8(a) (QWC – Spelling of technical terms must be correct and the QWC –answer must be organised in a
answer must be organised in a logical sequence) logical sequence)
1. reference to CFTR {protein / channel} / eq ;
2. idea of a different {amino acid / sequence of amino acids /

primary structure / eq} ;
3. {shape / function} of {CFTR / protein/ channel / eq}

changed / eq ;
4. role of protein in transporting chloride ions / eq ;
5. (chloride) ions not {moving out of cells / going into

mucus} / eq ;
6. water does not move out (of cells) / water moves in (to
cells) / eq ;
7. reference to osmosis ;
8. mucus (on cell surface) {is not diluted / becomes thicker /

becomes stickier} / eq ;
9. (thickened mucus) cannot be moved by {cilia / coughing} ;

(5)
Question
Number
8(b)
1. reference to using {alleles / genes / eq} coding for the
CFTR {protein / channel} ;
2. reference to introducing the {alleles / genes / eq} into the 2. NOT replaces/ repairs
cells of the {lungs / pancreas / reproductive tracts / that
produce mucus / eq} ;
3. using a {vector / named vector} ;
4. credit suitable delivery mechanism e.g. nebuliser, injection

;
5. idea that treatment needs to be repeated (due to cell

replacement) ;
6. idea that {transcription / translation} of the gene produces

the {normal/ functioning / CFTR / eq} protein ; (3)

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Edexcel GCE
Biology
Advanced Subsidiary
Unit 2: Development, Plants and the Environment
Monday 2 June 2014 – Afternoon Paper Reference

Instructions
Information
Advice
Turn over
P44487A
*P44487A0128*
1/1/1/1/
1 The photograph below shows pollen germinating on the stigma of a tomato flower.
Magnification ×100
(a) Explain how the pollen tubes grow through the style of the flower.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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(b) Place a cross in the box next to the correct word or words to complete each of
the following statements.
(i) The tip of the pollen tube breaks through the micropyle to enter the
(1)
A egg cell
B embryo sac
C ovary
D style
2
*P44487A0228*
(ii) During fertilisation, nuclei from the pollen tube fuse with
(1)
A the antipodal cells
B the egg cell and the antipodal cells
C the egg cell and the polar nuclei
D the polar nuclei and the antipodal cells
(iii) During fertilisation, the following structures are produced

(1)
A diploid zygote and diploid endosperm
B diploid zygote and triploid endosperm
C triploid zygote and diploid endosperm
D triploid zygote and triploid endosperm
(c) Describe how the structure of a pollen grain differs from that of a sperm cell.
(2)
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3
BLANK PAGE
4
*P44487A0428*
2 In 1886, Sir Francis Galton claimed that the height of a child could be predicted by
working out the mean height of its parents.
Scientists have since discovered that the inheritance of height is an example of
polygenic inheritance.
(a) Explain what is meant by the term polygenic inheritance.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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(b) Some scientists have suggested that diet may affect the growth of a child.
Explain how the height of an adult human demonstrates how environmental
factors interact with genotype.
(3)
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5
(c) The graph below shows the mean height of populations of adult males in
Northern and Southern Europe from 1955 to 1980.
181 –
180 –
179 –
Mean height of adult males / cm
178 –
177 –
Northern European
176 –
Southern European
175 –
174 –
173 –
172 –
171 –
–
1955 1960 1965 1970 1975 1980

Year
(i) Using the information in the graph, describe the changes in mean height for
adult European males from 1955 to 1980.
(3)
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6
*P44487A0628*
(ii) Suggest an explanation for the changes in mean height of these two groups
of adult males.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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7
BLANK PAGE
8
*P44487A0828*
3 Prokaryotic and eukaryotic organisms can be classified depending on their cellular
structure.
(a) Describe three structural differences between prokaryotic and eukaryotic cells.
(3)
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(b) In 1977, Carl Woese suggested that there are three domains of living organisms:
the Archaea, the Bacteria and the Eukaryota.
He used molecular phylogeny to classify organisms into different domains.
Explain what is meant by the term molecular phylogeny.
(3)
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9
(c) The table below shows some of the cellular features of organisms belonging to
the three different domains.
Feature Archaea Bacteria Eukaryota

Branched hydrocarbon Unbranched fatty acid Unbranched fatty
chains attached to chains attached to acid chains attached
Cell membrane
glycerol by ether glycerol by ester to glycerol by ester
bonds bonds bonds
Ribosome size 70S 70S 80S
Number of protein
molecules in RNA 10 5 12
polymerase
Peptidoglycan in
No Yes No
cell wall
Type of
Circular Circular Linear
chromosome
(i) Using information from this table, give evidence that supports Woese’s
conclusion that the Archaea are distinct from both the Bacteria and the
Eukaryota.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
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10
*P44487A01028*
(ii) Using information from the table, explain why the Archaea are thought to be
more closely related to Eukaryota than to Bacteria.
(2)
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11
4 The root tip squash procedure can be used to observe cells undergoing mitosis.
(a) Explain the role of mitosis in the development of roots.
(2)
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(b) (i) The flow chart below describes the stages involved in staining a root tip
squash to show mitosis.
Complete the flow chart by writing the most appropriate word or words on
the dotted lines.
(3)
Stage 1
Carefully remove the root tip from an onion that has
been grown in water
Stage 2
Place the root tip in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . acid,
which will ........... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the tissue
Stage 3
Rinse in distilled water and then add a few drops
of a stain such as . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Stage 4
Place the stained root tip on a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
and then place a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . on top
12
*P44487A01228*
(ii) Describe one safety precaution that should be taken when carrying out this
procedure.
(1)
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*(c) Following mitosis, some cells undergo differentiation to become specialised tissues,
such as xylem.
Explain how cells differentiate to become specialised tissues.
(4)
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13
(d) Similar staining techniques can be used to observe cells undergoing meiosis.
(i) Name a process that may be observed in cells undergoing meiosis but not
mitosis.
(1)
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(ii) Explain how meiosis can give rise to genetic variation in the gametes
produced.
(2)
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14
*P44487A01428*
5 The photograph below shows seed pods of a Canola plant (Brassica napus). Canola is
a plant grown as a crop because the seeds are rich in oil. The extracted oil is used in
cooking and as a sustainable fuel.
Magnification ×0.1
(a) Suggest why the production of oil from Canola seeds can be described as
sustainable.
(2)
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......................................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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(b) Farmers provide the plants with fertiliser containing nitrate ions.
Explain the importance of nitrate ions for the growth of plants.
(2)
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......................................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......................................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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15
(c) Scientists carried out an investigation into the effect of nitrate fertiliser on the yield.
The graph below shows the results of this investigation.
3.50 – – 47
seed yield
3.00 – – 46
Seed yield / tonnes ha–1
2.50 – – 45
Percentage of oil (%)

2.00 – – 44
1.50 – – 43
1.00 – percentage – 42
oil
0.50 – – 41
0.00 – – 40
–
–
0 20 40 60 80 100 120 140 160 180
Nitrate fertiliser / kg ha–1
(i) Place a cross in the box next to the correct word or words to complete the
following statement.
The mass of nitrate fertiliser added and the percentage of oil produced show
(1)
A a negative correlation
B no relationship
C a positive correlation
D a proportional relationship
16
*P44487A01628*
(ii) Using information in the graph, calculate the percentage change in seed yield
when the level of nitrate fertiliser is increased from 0 to 160 kg ha–1.
Show your working.
(3)
.................................................. . . . . . . . . . . . (%)
(iii) Suggest how the scientist could have ensured that this investigation was
valid.
(4)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
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17
6 The photograph below shows an X-ray of a dachshund. The dachshund is a breed of
dog that is at higher risk of paralysis due to spinal injury.
Scientists have successfully used stem cells to reverse this paralysis.
Magnification ×0.02
(a) Suggest why stem cells can be used to reverse this paralysis.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
(b) The trial experiment was carried out on a dog that was paralysed due to a spinal
injury and was unable to use its back legs.
The scientists extracted stem cells from the lining of the dog’s nose. These cells
were cultured for one month to increase their numbers. The stem cells were then
injected into the injury site of this dog.
Suggest why stem cells were taken from this dog and not from another dog.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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18
*P44487A01828*
(c) A further investigation was carried out on 34 dogs with spinal injuries. Some had
stem cells injected into the site of the spinal injury. The others were injected with
a fluid containing no stem cells. This fluid is called a neutral fluid.
Neither the scientists nor the owners knew which dogs had been given stem cells
and which had been given the neutral fluid.
The dogs that were given stem cells recovered the use of their back legs.
(i) Explain the reason for giving some of the dogs a neutral fluid instead of stem
cells.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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(ii) Suggest why neither the scientists nor the owners knew which dogs had been
given stem cells and which had been given the neutral fluid.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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19
BLANK PAGE
20
*P44487A02028*
7 The photograph below shows a coconut palm tree. These trees often grow on
beaches near the sea. They can grow to a height of 25 metres.
The seedpod produced by the coconut tree has a thick fibrous husk that protects
the seed from damage when it falls. This husk contains two types of fibre, white coir
fibres and brown coir fibres.
(a) A student determined the mean tensile strength of white and brown coir fibres.
The table below shows the mean tensile strength for the fibres and the ranges of
the data.
Length of fibre Tensile strength

Type of fibre
/ mm / MPa
White coir 5 192 ± 37
White coir 35 162 ± 32
Brown coir 5 343 ± 36
Brown coir 35 186 ± 55
21
(i) Using the data in the table, identify which type of fibre shows the lowest
percentage variability in tensile strength.
Place a cross in the box next to the correct conclusion that can be drawn
from the results shown in this table
(1)
A long brown fibre
B long white fibre
C short brown fibre
D short white fibre
(ii) The student concluded that brown coir fibres are stronger than white coir fibres.
Use the information in the table to comment on the validity of her conclusion.
(4)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
22
*P44487A02228*
(b) Fibre cells in coir have a similar structure to sclerenchyma fibres.
(i) Suggest how the structure of the coir fibres makes them light, waterproof and
strong.
(3)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
(ii) White coir fibres are more flexible than brown coir fibres. Suggest how their
structure may account for this difference in flexibility.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
23
BLANK PAGE
24
*P44487A02428*
8 The photograph below shows Ethiopian wolves (Canis simensis). They live on isolated
mountains at altitudes above 3000 metres. They are one of 19 endemic animal species
living in the mountains of Ethiopia.
(a) Explain what is meant by the term endemic species.

(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
(b) There are estimated to be only 500 Ethiopian wolves left in the wild, living in six
separate populations. There are high levels of genetic diversity between these six
populations.
The separate populations are geographically isolated. This prevents interbreeding
between populations.
Suggest how this may affect the genetic diversity of each individual population.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
25
(c) Ethiopian wolves are endangered in the wild.
Some scientists have suggested that moving male wolves from one population to
another may help the species survive.
Suggest how this strategy of transferring individuals from one population to
another could help the species survive.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
26
*P44487A02628*
(d) (i) The table below shows adaptations of the Ethiopian wolf that enable it to
survive in its mountain habitat. Place a cross ( ) in the table that correctly
describes whether the adaptation is behavioural, anatomical or physiological.
(3)
Adaptation Behavioural Anatomical Physiological

Small sharp teeth widely-spaced to cope
with small prey
Narrow snout to fit into small gaps when
hunting small prey
Hunting alone, as prey are too small to
share with other wolves
*(ii) Suggest how natural selection has led to the evolution of this species of wolf,
adapted for life in the mountains of Ethiopia.
(4)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
27
*P44487A02728*
BLANK PAGE
28
*P44487A02828*
Summer 2014
GCE Biology (6BI02)

Paper 01
Unit 2: Development, Plants and

Environment
Version Final
information visit our qualifications websites at www.edexcel.com or
www.btec.co.uk for our BTEC qualifications.
If you have any subject specific questions about this specification that require the
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Pearson.

education. Find out more about how we can help you and your students at:
www.pearson.com/uk
Summer 2014
1406_6BI02_01 Pre-Stand Version 1.3

All candidates must receive the same treatment. Examiners must

mark the first candidate in exactly the same way as they mark the
last.
Mark schemes should be applied positively. Candidates must be
rewarded for what they have shown they can do rather than
penalised for omissions.
Examiners should mark according to the mark scheme NOT
according to their perception of where the grade boundaries may lie.
There is no ceiling on achievement. All marks on the mark scheme
should be used appropriately.
All the marks on the mark scheme are designed to be awarded.
Examiners should always award full marks if deserved, i.e. if the
answer matches the mark scheme. Examiners should also be
prepared to award zero marks if the candidate’s response is NOT
worthy of credit according to the mark scheme.
Where some judgement is required, mark schemes will provide the
principles by which marks will be awarded and exemplification may
be limited.
When examiners are in doubt regarding the application of the mark
scheme to a candidate’s response, the team leader must be
consulted.
Crossed out work should be marked UNLESS the candidate has
replaced it with an alternative response.

does NOT mean giving credit for incorrect or inadequate answers, but it does mean
allowing candidates to be rewarded for answers showing correct application of
principles and knowledge. Examiners should therefore read carefully and consider
every response: even if it is NOT what is expected it may be worthy of credit.

an idea of the types of response expected
how individual marks are to be awarded
the total mark for each question
examples of responses that should NOT receive credit.
credit.
( ) means that a phrase/word is NOT essential for the award of the mark, but helps
the examiner to get the sense of the expected answer.
Phrases/words in bold indicate that the meaning of the phrase or the actual word is
essential to the answer.
part of a question is used correctly in answer to a later part of the same question.
Candidates must make their meaning clear to the examiner to gain the mark. Make
sure that the answer makes sense. Do NOT give credit for correct words/phrases
which are put together in a meaningless manner. Answers must be in the correct
context.
write legibly, with accurate use of spelling, grammar and punctuation in order to
make the meaning clear
select and use a form and style of writing appropriate to purpose and to complex
subject matter
organise information clearly and coherently, using specialist vocabulary when
appropriate.
the mark scheme, but this does NOT preclude others.

Question
Number
1(a) 1. idea of enzymes being {produced / released / secreted /

eq} ;
2. idea of these enzymes being used to {digest / break down / 2. ACCEPT digest it
eq} (tissues of style) ;
3. idea of forming a pathway ;

(2)
Question
Answer Mark
Number
(1)
1(b) (i) B embryo sac ;
Question
Answer Mark
Number
(1)
1(b) (ii) C the egg cell and the polar nuclei ;
Question
Answer Mark
Number
(1)
1(b) (iii) B diploid zygote and triploid endosperm ;

Question
Number
ALLOW converse points
1(c)
1. pollen grain does not possess flagellum / eq ; 1. ACCEPT tail or undulipodium
2. pollen grain does not have an acrosome ; 2. IGNORE lysosome
3. idea of {more / 2 / 3} nuclei in pollen grain ;
4. idea of difference in outer boundary e.g. exine in pollen 4. ACCEPT cell wall
grains ; (2)

Question
Number
2(a) 1. idea of more than one gene for a single characteristic ; 1. IGNORE alleles
ACCEPT ‘a phenotype’ if
specific
2. at different loci / eq ;
3. idea of giving rise to continuous variation ; (2)
Question
Number
2(b) 1. malnutrition / lack of { nutrients / a named nutrient e.g. 1. ACCEPT deficiency

protein, calcium / eq } ;
2. idea of nutrient required for specified growth e.g.

muscle, bone ;
3. idea of other relevant environmental factor that affects 3. ACCEPT disease

expression of genotype for height e.g. health ;
4. idea of an environmental factor determining

achievement of (genetic) potential ; (3)

Question
Number
2(c)(i) 1. increased for { all / both Northern and Southern } 1. ACCEPT separate comments for
Europeans / eq ; North and South
2. greater increase for Southern Europeans than Northern 2. ACCEPT converse

Europeans / faster rate of increase for Southern
Europeans ; Mp2 can also gain Mp1 if height
referred to
3. idea of greatest increase for Southern Europeans from
1970 to 1975 ;
4. idea of fall in height for Northern Europeans between

1970 and 1975 ;
5. manipulation of data to either show the increase of both

or to show that the increase was greater for Southern
Europeans than Northern Europeans ; 5. ACCEPT as mm
Increase increase
as %
Southern 4.3 - 4.4 2.5-
cm 2.6%
Northern 2.3cm 1.29 or

1.3%
Difference 2 / 2.1
between cm more
N and S for SE
Europeans
(3)

Question
Number
2(c)(ii) 1. idea of change in diet or differences in diets between

Northern and Southern Europeans ;
2. difference in diet described, eg more protein ;
3. idea of improved health care or better sanitation ;
4. less effects of disease on growth / eq ; 4. ACCEPT idea of vaccinations
5. differences due to migration / eq ;
6. idea of changes to gene pool as a result of migration ;
(2)

Question
Number
ACCEPT converse where
3(a) appropriate
1. presence of { membrane bound / named membrane 1. ACCEPT reference to a named

bound } organelle in eukaryotic cells / eq ; organelle such as
mitochondria or nucleus
present in eukaryotic cells and
NOT in prokaryotic cells
2. presence of { plasmids / slime capsule / pili / eq} in 2. ACCEPT reference to

prokaryotic cells ; mesosomes
3. size of ribosomes i.e. larger in eukaryotic cells / 70S in

prokaryotes and 80S in eukaryotes / eq ;
4. DNA in a nucleus in eukaryotic cells /eq ;
5. { DNA / chromosome } linear in eukaryotic cells and

circular in prokaryotic cells / eq ;
6. relevant comment regarding cell walls e.g. cell walls 6. cell walls in prokaryotic cells
always present in prokaryotic cells, only in some contain{ peptidoglycan /
eukaryotic cells; murein} and in eukaryotic
cells they contain {cellulose
/chitin } (3)

Question
Number
3(b ) 1. idea of molecular { differences / similarities } ;
2. in { DNA / RNA } ; 2. ACCEPT base sequences
3. in proteins / proteomics ; 3. ACCEPT amino acid sequences
4. idea of (evolutionary) relationships between organisms ; 4. ACCEPT idea of closely related

species
(3)
Question
Number
3(c)(i) 1. idea of cell membrane being different ; 1. ACCEPT description of

difference e.g. ether bonds,
branched hydrocarbons
2. idea of different number of protein molecules ; 2. ACCEPT NOT same number,

they have 10 protein
molecules
(2)
Question
Number
3(c)(ii) 1. number of protein molecules is closer to Eukaryota than

to Bacteria / eq ;
(2)
2. no peptidoglycan in cell wall ;

Question
Number
4(a) 1. idea of increasing cell number ; 1. ACCEPT ‘production of new

cells’ and cells divide multiply
or replicate
2. idea of replacing {damaged / dead } cells
2. NOT growth or repair of cells
OR
idea of repairing (damaged) tissue ;
3. to produce genetically identical cells ; (2)
Question
Number
4(b)(i) Stage 2. { hydrochloric / acetic / ethanoic } Stage 2. ACCEPT HCl,

AND { macerate / soften / separate / ACCEPT break down
break up / eq } ;
Stage 3. Toluidine (blue) / orcein / Feulgen Stage 3. ACCEPT ethanoic /acetic

/ Schiff's (reagent) ; / proprionic orcein.
ACCEPT unambiguous spellings
that couldn’t be anything other
than the name of a stain
Stage 4. Slide AND { coverslip / cover slide } ;
(3)

Question
Number
4(b)(ii) IGNORE lab coats protecting
1. { safety goggles / safety glasses / gloves } when clothes
handling { acid / stain }
2. care (with scalpel) when cutting root tip
3. care with slide when squashing root tip ; (1)
Question
Number
4(c) (QWC– Spelling of technical terms must be correct QWC emphasis is logical
and the answer must be organised in a logical sequence
sequence)
1. idea of chemical stimulus e.g. signal protein, growth 1. ACCEPT hormone

substance ;
2. idea of some genes {active / inactive / eq} ; 2. ACCEPT genes switched on /

off
3. idea of transcription of active genes ; 3. ACCEPT mRNA synthesised
4. mRNA translated / { polypeptide / protein } made / eq ;
5. idea of cell {structure / function} determined / cell

modified e.g. lignin synthesised ;
(4)

Question
Number
IGNORE non-observable
4(d)(i) chiasmata processes that are different
/ pairing of homologous chromosomes ACCEPT crossing over
/ synapsis ACCEPT spelling of chiasmata
/ formation of bivalents ; as chaismata or phonetically (1)
correct
Question
Number
4(d)(ii) 1. crossing over and { independent/ random} assortment ; 1. this mark can be awarded if
there are no correct details
provided for either process
2. description of crossing over as swapping over sections of
{ chromatid / DNA } ;
3. description of independent assortment of maternal and

paternal chromosomes ;
4. consequence described e.g. produces recombinants or

new combinations of alleles ;
(2)

Question
Number
5(a) 1. renewable / eq ;
2. resources can be made available for future generations / 2. ACCEPT not finite
will not run out / eq ; ACCEPT references to either
oil or plants not running out
3. more (Canola) plants can be grown / eq ; (2)
Question
Number
5(b)
1. amino acids OR proteins ;
2. idea of used in synthesis of { nucleic acids / DNA / ATP} ; 2. ACCEPT RNA, NAD, NADP,
ADP, chlorophyll
3. idea of how this organic compound is used in growth; 3. (amino acids) for the synthesis
of proteins, (proteins) as
enzymes, (nucleic acids) for
cell division, (ATP) as an (2)
energy source
Question
Answer Mark
Number
5(c) (i) A a negative correlation ; (1)

Question
Number
Correct answer gains 3 marks
5(c)(ii) 1. correct values from graph, i.e. 2.40 and 3.30 ; 1. 2.4 and 3.3
2. difference divided by 2.4, e.g. (0.9 ÷ 2.4)x 100 ; 2. (3.30-2.40)x100/2.40

ACCEPT
(difference ÷ original value)x 100
if incorrect values selected from
graph
3. 37.5 (%) ; (3)
Question
Number
5(c)(iii) IGNORE reference to time as the
investigation is measuring seed
production
1. idea of using genetically similar plants e.g. raised from seeds 1. ACCEPT cuttings
from same plant, clones ;
2. idea of repeats {at each level of nitrate fertiliser / used to

produce mean data / to identify outliers or anomalies} ;
3. environmental variable related to soil controlled e.g. soil pH, 3. ACCEPT same area, location
concentration of other mineral ions ;
4. another environmental variable controlled e.g. temperature,

light (intensity), water ;
5. idea of control described, e.g. no nitrate/ soil with no extra

nitrate ;
6. idea of same method of extraction of oil used ; (4)

Question
Number
6(a) 1. reference to stem cells being {totipotent / pluripotent} ; 1. IGNORE unspecialised
2. can specialise or differentiate / can give rise to 2. IGNORE stem cells ‘turn into’
{differentiated / specialised} cells ; or ‘become’
3. idea that these can replace damaged cells (in spinal cord 3. ACCEPT new nerve cells
of Dachshund) / new nervous tissue can be formed / eq ;
4. capable of continuous division / no Hayflick limit ; (2)
Question
Number
IGNORE tumours, cancer
6(b) 1. cells genetically identical / same genotype / eq ; 1. ACCEPT reference to same
tissue type or same antigens –
NOT the same DNA
2. no rejection / avoids immune response / eq ; 2. NOT reduced risk of rejection

ACCEPT idea of no need for
immunosuppressant drugs
3. idea of no disease transmission ; 3. ACCEPT – reduced risk of (2)

infection

Question
Number
6(c)(i) 1. reference to placebo 1. IGNORE placebo effect

OR
idea of being used as a control ; (2)
2. to compare with stem cell treatment / eq ;
Question
Number
6(c)(ii)
1. to remove bias / eq
2. idea of making it a double blind trial ;

(1)
Question
Answer Mark
Number
7(a)(i) C short brown fibre (1)

Question
Number
7(a)(ii) 1. conclusion {valid / eq} for 5mm coir fibres / eq ; ACCEPT reference to short for
5mm and long for 35 mm fibres.
2. (valid) because {ranges/ data} do not overlap (for 5mm
fibres) eq ;
3. not valid for 35mm coir fibres / eq ;
4. (not valid) because {no significant difference / there is

overlap of data / eq} ( for 35mm fibres) ;
5. (not valid) because 5mm white fibres are stronger than

35mm brown fibres / eq ;
6. manipulation of data to support {overlap / no overlap / 6.

difference} ;
5mm 35mm
white white
coir coir
5mm
brown 151 181 MPa
coir MPa
35mm white brown
brown fibres fibres
coir 6 MPa 24 MPa
more more
(4)

Question
Number
7(b)(i) 1. they are light because of {lack of cytoplasm / hollow / no

cell contents / eq} ;
2. strong due to presence of {lignin / thickened cell walls} ;
3. waterproof due to lignin ; (3)
Question
Number
(1)
7(b)(ii) less { lignin / lignified} / thinner cell walls ; IGNORE no lignin

Question
Number
8(a)
idea of found in only one specific geographical location ; ACCEPT reference to {one / the}
area / place
IGNORE habitat or environment
(1)
Question
Number
8(b)
1. idea that genetic diversity {will be low / decreases /
stays the same }
OR
idea of smaller gene pool ;
2. closely related wolves mating / inbreeding / eq ; 2. NOT inTERbreeding

Do not give this mark for
“inbreeding depression”
3. risk of inbreeding depression / more chance of 3. ACCEPT greater risk of genetic

homozygous recessive genotypes / eq ; disorders
4. risk of genetic drift / eq ; 4. ACCEPT reference to loss of

alleles (2)

Question
Number
8(c)
1. idea that this increases the gene pool ; 1. ACCEPT introduction of
genetically different individuals,
{ new / different } alleles
introduced into population
2. idea that this increases potential for the 2. ACCEPT population but not
species to { adapt / survive } ; individuals
3. description of how this will increase survival

e.g. better hunters, disease resistance ; (2)
Question
Number
8(d)(i)
ACCEPT in the cells
Adaptation for the indicated
Behavioural Anatomical Physiological
Ethiopian wolf
a cross or tick
Small sharp teeth widely
spaced to cope with x
small prey
Narrow snout to fit into
small gaps when hunting x
small prey
Hunting alone, as prey
too small to share with
other wolves
x (3)

Question
Number
8(d)(ii)
(QWC– Spelling of technical terms must be correct QWC emphasis is clarity of
and the answer must be organised in a logical expression
sequence)
1. genetic variation in population / variation due to mutation /

eq ;
2. description of selection pressure ; 2. ACCEPT small prey
3. idea that some individuals possessed { advantageous /

beneficial / eq } characteristics ;
4. (therefore) survived to adulthood / survived to breed ;
5. passing on {advantageous alleles / eq} (to offspring) / eq ; 5. NOT just passing on a

characteristic or genes
6. change in allele frequency (over generations) / eq ;
7. idea of {geographical / reproductive} isolation ;

(4)

Edexcel Publications, Adamsway, Mansfield, NOTts, NG18 4FN

Fax 01623 450481
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Edexcel GCE
Biology
Advanced Subsidiary
Unit 2: Development, Plants and the Environment
Monday 2 June 2014 – Afternoon Paper Reference

Instructions
Information
Advice
Turn over
P44491A
*P44491A0128*
1/1/1/1/
1 Mammalian gametes have specialised structures related to their function.
(a) The table below lists features found in egg cells and sperm cells. Complete the
table by placing a cross ( ) in the appropriate box.
(4)
Both egg Neither

Egg cell Sperm cell
Feature cell and egg cell nor
only only
sperm cell sperm cell
Acrosome
Cortical granules
Flagellum
Haploid nucleus
(b) Gametes contain mitochondria. Describe the function of mitochondria in sperm

cells.
(2)
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2
*P44491A0228*
(c) Explain the importance of meiosis in the production of gametes.
(4)
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3
2 The photograph below shows the shiny nematolepis plant (Nematolepis wilsonii),
which became extinct in the wild. This plant was thought to be extinct as a result of
bush fires in South East Australia during 2009.
It had been found in only one site in the wild and this site was burnt to a depth of
over one metre. This destroyed seeds that were in the soil.
Magnification ×1
(a) (i) State what is meant by the term species richness.

(1)
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(ii) Suggest what effect the extinction of the shiny nematolepis plant would have
on species richness in South East Australia.
(1)
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(b) Suggest why the shiny nematolepis plant was considered to be an endemic
species before the bush fires of 2009.
(1)
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4
*P44491A0428*
(c) Shiny nematolepis seeds had already been stored at the Millennium Seed Bank
at Kew. These seeds were used to restore this plant species and to ensure its
survival.
(i) Explain how these seeds were selected for storage in the seed bank.
(3)
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(ii) Describe the conditions used for the storage of seeds in seed banks.
Explain why seeds are stored in these conditions.
(3)
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5
3 Scientists have used stem cells collected from a patient’s own heart tissue to heal
tissue damaged by heart attacks.
The photograph below shows a stem cell extracted from heart tissue.
Magnification ×200
After collection, the stem cells were grown in a laboratory to increase their numbers.
These stem cells were then put into the coronary arteries surrounding the heart of
the patient.
The stem cells developed into heart muscle cells, which repaired the damaged heart
tissue.
(a) (i) Place a cross ( ) in the box that best identifies the name of the property that
would enable these stem cells to give rise to heart muscle cells.
(1)
A cardiopotency
B omnipotency
C pluripotency
D totipotency
6
*P44491A0628*
(ii) Explain how these stem cells become specialised and develop into heart
muscle cells.
(4)
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(b) Explain the advantages of using stem cells from the patient instead of using stem
cells from a donor.
(2)
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7
(c) Suggest why this form of stem cell therapy is less controversial than embryonic
stem cell therapy.
(2)
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8
*P44491A0828*
BLANK PAGE
9
4 Organisms can be classified into three domains: Archaea, Bacteria and Eukaryota.
Fungi belong to the domain Eukaryota.
(a) (i) State two differences between the structure of cells of organisms belonging
to the Eukaryota domain and those belonging to the Bacteria domain.
(2)
1 . . . . . . ......................................................................................................... . . . . . . . . . . . . . . .............................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............... ............................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
(ii) Name an organelle found in the cells of both eukaryotic and prokaryotic
organisms.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
(b) Fungi have structures called hyphae that secrete enzymes used for the
extracellular digestion of food.
The diagram below shows a growing tip of one fungal hypha containing vesicles,
labelled Z. These vesicles contain digestive enzymes.

X 


Y 

10
*P44491A01028*
(i) Name the organelle labelled X on the diagram.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
(ii) Place a cross ( ) in the box next to the correct name of the organelle labelled Y
on the diagram.
(1)
A Golgi apparatus
B mitochondrion
C rough endoplasmic reticulum
D smooth endoplasmic reticulum
*(iii) The organelles labelled X, Y and Z on the diagram are involved in the synthesis
and secretion of digestive enzymes.
Describe the roles of these organelles in the synthesis and secretion of
digestive enzymes.
(4)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
11
(c) Fungi produce different enzymes that can digest starch or cellulose.
Using your knowledge of the structure of starch and cellulose, suggest why it is
necessary for fungi to produce different enzymes to digest these two substances.
(4)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
12
*P44491A01228*
5 The photograph below shows a sisal plant. Fibres from its leaves are used to make
rope.
Tensile strength is the force required to break a fibre when it is placed under stress.
The units used to measure this force are megapascals (MPa).
The graph below shows the mean tensile strength of sisal fibres of different
diameters.
1000 –
900 –
800 –
Mean tensile strength /MPa
700 –
600 –
500 –
400 –
300 –
200 –
100 –
0–
0.05–0.08 0.09–0.12 0.13–0.16 0.17–0.20 0.21–0.24 0.25–0.28 0.29–0.32 0.33–0.36 0.37–0.40
Fibre diameter / mm
13
(a) (i) Using information in the graph, describe the relationship between the
diameter and the mean tensile strength of the fibres.
(3)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
(ii) Suggest which variables should be controlled when investigating the tensile
strength of fibres of different diameters.
(3)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
(b) Suggest two advantages of making rope from a sustainable resource, such as
sisal, instead of oil-based plastics.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
14
*P44491A01428*
(c) The fibres used from sisal are mainly sclerenchyma tissue. The photograph below
shows a group of sclerenchyma fibres labelled S.
Magnification ×100
Using information in the photograph and your own knowledge, suggest how the
structure of sclerenchyma fibres makes them useful for making rope.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
15
6 The photograph below shows a waxy leaf frog (Phyllomedusa sauvagii). This species
of frog is found in hot, dry areas of South America.
It has glands that produce waxy lipids to spread over its skin. This reduces water loss.
The waxy leaf frog is active only at night, when it hunts for insects in the trees.
Magnification ×0.5
(a) (i) Describe how the waxy leaf frog is physiologically adapted to its environment.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
(ii) Describe a behavioural adaptation of the waxy leaf frog to its environment.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
(iii) Suggest how the behavioural adaptation described enables the waxy leaf frog
to survive in this habitat.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
16
*P44491A01628*
(b) With reference to the waxy leaf frog, explain what is meant by the term niche.
(2)
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*(c) Suggest how natural selection could have given rise to the adaptations shown by
the waxy leaf frog.
(5)
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17
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*P44491A01828*
7 The photograph below shows hydrangea flowers. These flowers are white or
coloured.
The allele for producing coloured flowers is dominant. If no pigment is produced, the
flowers will be white.
(a) Suggest the genotype for white hydrangea flowers.

(1)
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19
(b) The different colours are caused by a pigment. The pigment appears blue when
the concentration of aluminium ions in the soil is high. The pigment appears pink
when the concentration of aluminium ions in the soil is low.
Scientists investigated the effect of soil pH on the colour of hydrangea flowers.
The table below shows their results.
pH of soil Flower colour

4.5 Deep vivid blue
5.0 Medium blue
5.5 Lavender purple
6.0 Purplish pink
6.5 Mauve pink
6.8 Medium pink
7.0 Deep vivid pink
(i) Name the phenotype being investigated.

(1)
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(ii) Using information from the table, explain the effect pH has on the aluminium
ions in the soil.
(3)
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20
*P44491A02028*
(iii) Explain why changing the pH of the soil would have no effect on the colour of
white hydrangeas.
(2)
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(c) Flowers of other plants show continuous variation in colour due to polygenic
inheritance rather than environmental factors.
Explain what is meant by the term polygenic inheritance.
(2)
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21
8 The photograph below shows apples on a tree. The mass of apples produced by an
apple tree depends on the type of fertiliser used. Fertilisers provide inorganic ions
required by plants.
Magnification ×0.5
(a) Plants use inorganic ions. Place a cross ( ) in the box that identifies the correct
response.
(i) Plants require the following inorganic ion to make the amino acids required
for growth
(1)
A calcium
B nitrate
C phosphate
D sulfate
(ii) Plants require magnesium ions as a component of

(1)
A cellulose
B chlorophyll
C phytochrome
D protein
22
*P44491A02228*
(b) The graph below shows the effect of different nitrate fertilisers on the mean mass
of apples produced by Golden Delicious and Red Delicious apple trees.
45 –
40 –
Mean mass of apples / kg per tree
35 –
30 –
25 – Golden Delicious
Red Delicious
20 –
15 –
10 –
5–
0–
Ammonium nitrate Calcium nitrate
Type of nitrate fertiliser
(i) Using the information in the graph, describe the effects of the fertilisers on
the mean mass of Golden Delicious apples produced.
(2)
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23
(ii) A farmer has decided to plant apple trees.
Suggest how the farmer could use the information given in the graph.
(2)
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24
*P44491A02428*
(c) Apples with a high proportion of calcium stay firmer and can be stored for longer.
Scientists examined cells from Golden Delicious apples stored for seven months.
They compared the cell structure of apples from trees given ammonium nitrate
with those given calcium nitrate.
cells cells
Cells from apples Cells from apples grown

grown on trees given on trees given calcium
ammonium nitrate nitrate
Golden Delicious apples from trees given calcium nitrate were firmer than those
from trees given ammonium nitrate.
Using information from the diagrams and your knowledge of the structure of
plant cell walls, suggest an explanation for this difference.
(4)
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25
*P44491A02528*
BLANK PAGE
26
*P44491A02628*
BLANK PAGE
27
*P44491A02728*
BLANK PAGE
28
*P44491A02828*
Summer 2014
GCE Biology (6BI02)

Paper 01R
Unit 2: Development, Plants and

Environment


Summer 2014
• All candidates must receive the same treatment. Examiners must

last.
• Mark schemes should be applied positively. Candidates must be

• Examiners should mark according to the mark scheme not according

to their perception of where the grade boundaries may lie.
• There is no ceiling on achievement. All marks on the mark scheme

• All the marks on the mark scheme are designed to be awarded.

prepared to award zero marks if the candidate’s response is not
• Where some judgement is required, mark schemes will provide the

principles by which marks will be awarded and exemplification may be
limited.
• When examiners are in doubt regarding the application of the mark

consulted.
• Crossed out work should be marked UNLESS the candidate has

• Mark schemes will indicate within the table where, and which strands
of QWC, are being assessed. The strands are as follows:
i) ensure that text is legible and that spelling, punctuation and

grammar are accurate so that meaning is clear
ii) select and use a form and style of writing appropriate to purpose
and to complex subject matter
iii) organise information clearly and coherently, using specialist
vocabulary when appropriate
Examiners should look for qualities to reward rather than faults to penalise. This does NOT mean giving credit for
incorrect or inadequate answers, but it does mean allowing candidates to be rewarded for answers showing correct
application of principles and knowledge. Examiners should therefore read carefully and consider every response: even if it
is not what is expected it may be worthy of credit.

( ) means that a phrase/word is not essential for the award of the mark, but helps the examiner to get the sense of the
expected answer.
ecf/TE/cq (error carried forward) means that a wrong answer given in an earlier part of a question is used correctly in
answer to a later part of the same question.
Candidates must make their meaning clear to the examiner to gain the mark. Make sure that the answer makes sense.
Do not give credit for correct words/phrases which are put together in a meaningless manner. Answers must be in the
correct context.
Questions where QWC is likely to be particularly important are indicated (QWC) in the mark scheme, but this does not
preclude others.
Question Answer Additional guidance Mark
Number
1(a)
Feature Egg cell Sper Bot Neither

only m h
cell
only
Acrosome
Cortical (4)
granules
Flagellu
m
Haploid
nucleus

Number
1(b)
1. (they carry out) (aerobic) respiration
;
2. provide {ATP / energy / eq} ;
3. to { move / drive the / eq } (2)

{ flagellum / tail } / eq ;
Number
1(c)
1. halves the chromosome number / eq ;
2. to produce a haploid nucleus / eq ;
3. so that at fertilisation the {full

complement / diploid number / eq} of
chromosomes is restored / eq ;
4. allows genetic variation (in gametes) / eq

;
5. through independent assortment / eq ;

(4)
6. through crossing over / eq ;
Number
2(a)(i)
the number of species in { an area /
habitat / eq } ; (1)

Number
2(a)(ii)
idea of reduction in species richness ; (1)

Number
2(b)
idea that the plant was found in only one site
(in the wild) ; (1)
Question Answer Mark

Number
2(c)(i)
1. from different plants / eq ; 1. ACCEPT large size of seed
2. to provide genetic variation / eq ;
3. X-rayed ;
(3)
4. to check for { viability / viable embryos
/ eq } ;
Number
2(c)(ii) IGNORE references to light and low oxygen,
1. dry and cold ; ACCEPT low humidity
AND any two of the following:
2. to {prevent/reduce} enzyme
activity ;
3. to prevent germination of seeds ;
4. to prevent microbial growth / (3)

decay/decomposition of seeds ;
Number
3(a)(i) (1)
C – pluripotency ;

Number
3(a)(ii)
1. idea of appropriate stimulus e.g. chemical, hormone
;
2. idea of activation of some genes ;
3. only the activated genes are transcribed / mRNA

made only at active genes / eq ;
4. mRNA translated (on ribosomes) ;
5. protein made / eq ;
6. which {determines / eq} cell {structure / function}

/ permanently modifies cell / eq ;
(4)
7. reference to cell differentiation ;
Number
3(b)
1. idea of genetically identical cells (to patient) ;
2. no risk of rejection / eq ; 2. NOT less likely
3. no need to take immunosuppressant drugs / eq ;
4. less risk of infection / eq ;
(2)

Number
3(c )
1. no destruction of embryos / eq ;
2. embryo has potential to become a human life / eq ;
3. {religious / ethical } objections / eq ;

(2)
Number
4(a)(i)
1. eukaryote cells have { membrane bound organelles 1. e.g. nucleus
/ examples of membrane bound organelle } and
prokaryotes do not ;
2. DNA within a nucleus in Eukaryota but not in Bacteria / linear

chromosomes in Eukaryota circular in Bacteria ;
3. larger ribosomes in Eukaryota / 80S ribosomes in

Eukaryota and 70S in Bacteria / eq ;
4. Bacteria contain { plasmids / pili / peptidoglycan

cell wall /eq } and Eukaryota do not ; 4. ACCEPT mesosomes
(2)

Number
4(a)(ii) ribosomes ; (1)

Number
4(b)(i) (1)
rough endoplasmic reticulum / rER / RER ;

Number
4(b)(ii) (1)
A – Golgi apparatus ;
Number
4(b)(iii) *QWC – Spelling of technical terms must be correct *QWC - Emphasis is spelling
and the answer must be organised in a logical
sequence. ACCEPT X, Y, Z where
appropriate.
1. reference to involvement of ribosomes on the { rER /

rough endoplasmic reticulum } ;
2. amino acids {being joined by peptide bonds /

forming polypeptide chains / forming primary structure
of protein } ;
OR
{folded into 3-D shape / secondary or tertiary

structure} in rER ;
3. packaged into vesicles at the end of the rER / vesicles

{move to / transported to / fuse with / eq} the Golgi
apparatus ;
4. idea that { protein/ enzyme } modified in Golgi

apparatus ;
5. (modified protein / enzyme / eq) packaged into

(secretory) vesicles (by Golgi apparatus) / eq ;
6. exocytosis by secretory vesicles / fusion of vesicles with (4)

cell (surface) membrane / eq ;
Number
4(c)
1. different shape molecule requires different enzymes
/ reference to active site having to have different
shape ;
2. cellulose is made of β glucose and starch is made of

α glucose / eq ;
3. 1,6 glycosidic bonds only in starch ;
4. starch made of amylose and amylopectin ;
5. cellulose is linear / starch is {branched / helical /

eq} / eq ;
(4)
Number
5(a)(i)
1. the larger the diameter the less tensile strength /
negative correlation / eq ;
2. greatest decrease 0.05-0.08 to 0.09-0.12 (mm) ;
3. idea of little change between 0.13-0.16 and 0.33- 0.36

(mm) / no difference between 0.21-0.24 and 0.29 -0.36
(mm) ;
4. slight increase 0.21-0.24 to 0.25-0.28 (mm) ; (3)
5. appropriate manipulation of data ;

Number
5(a)(ii) IGNORE discussion of retting or
1. {length / mass / eq} of fibre ; extraction method
2. age of fibre ;
3. source of fibre / eq ; 3. ACCEPT part of leaf fibre taken

from, same leaf / same plant
4. temperature ;
(3)
5. humidity ; 5. ACCEPT water content of fibre
Number
5(b) IGNORE biodegradable
1. idea of renewable e.g. more sisal plants can be grown ;
2. resources can be made available for future generations

/ eq ;
(2)

Number
5(c)
1. idea of { thick walls / lignin } for strength ; 1. ACCEPT tough
2. idea of lignin making fibres waterproof ;
3. flexible therefore do not break easily / eq ;
4. light because they are { hollow / not solid } / eq ; 4. IGNORE dead

(2)
Number
6(a)(i)
idea of secretion of waxy substance ; ACCEPT presence of oil / lipid (1)

Number
6(a)(ii)
1. active at night / inactive in day
OR
2. idea of spreading wax over skin
OR
3. idea of hunting in trees rather than on the ground ;

(1)

Number
6(a)(iii) The answer to 6(a)(iii)
must be awarded related to
1. idea of avoiding predation 6(a)(ii)
2. idea of conserving water in dry habitat 2. ACCEPT reduce dehydration
3. avoiding high temperatures during the day

(1)
4. idea of finding prey more easily at night ;
Number
6(b)
1. idea that it eats insects {at night / in trees} ;
2. {within the community / ecosystem /habitat /

environment / eq } / hot, dry areas with trees ; (2)

Number
6(c) *QWC – Spelling of technical terms must be correct *QWC - Emphasis is
and the answer must be organised in a logical logical sequence
sequence.
1. idea of selection pressure / change in environment /

hot and dry habitat ;
2. reference to { competition / predation } ;
3. mutation (in frog) ;
4. idea of advantageous allele e.g. allele for waxy

secretions ;
5. idea that individuals with advantageous

{ alleles / characteristics / eq } survive and
breed ;
6. idea of (advantageous) { allele / mutation }

being passed on (to future generations) ;
7. ACCEPT more individuals with
7. idea of increased frequency of advantageous alleles this adaptation in the population / (5)
in the population ;
Number
7(a)
two recessive alleles / homozygous ACCEPT two lower case letters
recessive / no allele for pigment ; NOT homologous (1)

Number
7(b)(i) NOT white hydrangeas
colour of flowers ; (1)

Number
7(b)(ii)
1. idea that at { low / acidic } pH more 1 ACCEPT converse for high pH
aluminium ions available ;
2. because the flowers are blue at low pH
3. the plant has taken up more aluminium ; (3)

Number
7(b)(iii)
1. no pigment allele present / does not 1. ACCEPT is homozygous recessive
have the genotype for coloured flowers ;
2. idea that no pigment is present ;
3. idea that aluminium ions have no effect (2)

;

Number
7(c)
1. multiple { alleles / genes } for a (single )
characteristic ;
2. on more than one locus ;

(2)
3. idea of genes interacting ;
Number
8(a)(i) (1)
B – nitrate ;

Number
8(a)(ii) B – chlorophyll ; (1)

Number
8(b)(i)
1. idea of greater mass with calcium
nitrate ;
2. difference is significant / error bars

do not overlap / eq ;
3. manipulation of data ; (2)

Number
8(b)(ii)
1. idea of choosing Red Delicious 1. ACCEPT converse argument e.g. not
because of greater mass of apples ; Golden Delicious as lower mass of apples
2. idea of choosing Red Delicious

because fertiliser has less effect on
mass of apples ;
3. idea of data overlap for Red Delicious

and Golden Delicious when using
calcium nitrate ;
4. idea of choosing calcium nitrate

because of {greater mass of apples /
has equal effect on both trees} ; (2)
5. manipulation of data ;
Number
8(c)
1. idea that there is more contact between 1. ACCEPT smaller cells, closer packing
cells e.g. fewer spaces, cell shape ;
2. reference to calcium pectate ;
3. middle lamellae holding cells together ;
4. idea that more calcium resulting in more

{ pectate / middle lamellae } ;
5. idea of { stronger cell structure / less 5. ACCEPT reference to cells being packed (4)
spaces between cells / thicker cell walls } closer together
resulting in firmer fruit ;

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Edexcel GCE
Biology
Advanced
Unit 4: The Natural Environment and Species
Survival
Friday 13 June 2014 – Afternoon Paper Reference

You must have: Total Marks
Ruler
Instructions
Information
Advice
Turn over
P42922A
*P42922A0124*
1/1/1/1/c1/
BLANK PAGE
2
*P42922A0224*
1 (a) The diagram below shows some of the steps in the process of photosynthesis.
molecule P light-dependent reactions molecule Q
molecules R and S
light-independent reactions
(i) Name molecules P and Q in the diagram.

(1)
molecule P . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................
molecule Q ................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Place a cross in the box next to the names of molecules R and S in the diagram.
(1)
A ADP and oxidised NADP
B ADP and reduced NADP
C ATP and oxidised NADP
D ATP and reduced NADP
3
(iii) Describe the role of RUBISCO in the production of GALP in the light-independent
reaction.
(4)
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(b) The electronmicrograph below shows a chloroplast.
Magnification ×7500
(i) Place a cross in the box next to the name of the part labelled Z.
(1)
A cytoplasm
B matrix
C stroma
D thylakoid
4
*P42922A0424*
(ii) The equation below can be used to calculate the magnification of this chloroplast.
magnification = image length ÷ actual length

Use this equation to calculate the actual length of this chloroplast, between
the lines labelled W and Y.
Show your working.
(3)
length of chloroplast = .................................... . . . . . . . . . . . . . . . .

(iii) Describe how the membranes inside the chloroplast are involved in
photosynthesis.
(3)
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5
2 Anti-viral drugs have been developed to treat patients infected with Human
Immunodeficiency Virus (HIV).
The diagram below shows the structure of HIV.
structure G
enzymes
(a) Explain how structure G enables HIV to infect human cells.

(3)
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6
*P42922A0624*
(b) Some anti-viral drugs used to treat patients infected with HIV are inhibitors of
enzymes found within HIV.
(i) Describe the structure of an enzyme.
(3)
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*(ii) Suggest how these anti-viral drugs would work in the treatment of patients
infected with HIV.
(5)
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7
3 Grey tree frogs are found in the USA.
The photograph below shows a grey tree frog.
Magnification ×1
Cope’s grey tree frog and the eastern grey tree frog are both found in the USA.
These species of grey tree frog are very similar in appearance, but have different
mating calls.
A number of scientists believe that the eastern grey tree frog evolved from Cope’s
grey tree frog during the last ice age.
These species have different numbers of chromosomes in their nuclei. Cope’s grey
tree frog has two copies of each chromosome. The eastern grey tree frog has four
copies of each chromosome. As a result, the cells of the eastern grey tree frog are
larger.
8
*P42922A0824*
(a) The genetic relationship between these two species of grey tree frog has been
studied using DNA profiling (DNA fingerprinting).
A small sample of DNA was taken from each species of grey tree frog. This DNA
was amplified, fragmented and used to produce a DNA profile (DNA fingerprint)
for each species.
*(i) Describe how a DNA profile was produced from this small sample of DNA.
(6)
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9
(ii) Suggest how these DNA profiles were compared.
(3)
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(b) Scientists in different parts of the USA are investigating the possibility that
the difference in cell size is responsible for the different mating calls. This is
contributing to an understanding of the evolution of grey tree frogs.
Suggest two ways in which the results of their investigations can be shared.
(2)
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10
*P42922A01024*
BLANK PAGE
11
4 The human body responds to infection by bacteria in a number of ways.
The non-specific response includes phagocytosis and lysozyme action, which can be
followed by the specific immune response. The specific immune response requires antigen
presentation by macrophages.
(a) Explain how phagocytosis and lysozyme action lead to antigen presentation by macrophages.
(4)
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(b) Explain how macrophages present antigens to T helper cells.

(2)
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12
*P42922A01224*
(c) There is an ‘evolutionary race’ between some bacteria, such as
Mycobacterium tuberculosis (TB), and their hosts.
Suggest how this could affect antigen presentation to T helper cells.
Give an explanation for your answer.
(3)
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13
5 First generation biofuels are made from sugars and vegetable oils found in food crops.
(a) Some countries are replacing small percentages of petrol and diesel with first
generation biofuels to reduce the effect of greenhouse gases on global warming.
(i) Place a cross in the box next to a pair of greenhouse gases.
(1)
A carbon dioxide and methane
B carbon dioxide and carbon monoxide
C carbon monoxide and nitrogen
D methane and nitrogen
(ii) Suggest why using first generation biofuels instead of petrol and diesel could
reduce global warming.
(3)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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(b) Second generation biofuels are now being developed. These will use non-food
parts of crops that contain the polymers cellulose and lignin.
Bacteria can be used to synthesise ethanol from these polymers. However,
enzyme treatment is necessary before the bacteria can use these polymers.
(i) Name a part of a plant stem that would contain these polymers.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
(ii) Suggest why cellulose has to be treated with enzymes before the bacteria can
use it as an energy source.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
14
*P42922A01424*
(c) The graph below shows how the global production of first generation and second
generation biofuels could change in the future.
30 – Second generation
biofuel
produced / arbitrary units
Volume of biofuel
20 –
First generation
biofuel
10 –
0–
2014 2016 2018 2020 2022
Year
Using the information in the graph, describe the expected changes in the
production of first generation and second generation biofuels. Suggest reasons
for these changes.
(4)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
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15
6 Glaciers are long, large masses of ice that formed thousands of years ago. As a result
of warmer climates, more ice is melting. This is reducing the length of the glaciers.
As a result, bare rock that was once covered by the glacier becomes exposed.
The diagram below shows the length of a glacier 100 years ago and the glacier at
present. It also shows what is now found in a transect taken from where the front
edge of the glacier is at present.
End of
glacier
Length of glacier 100 years ago
Length of glacier Algae and

Bare rock Mosses Grasses Shrubs and trees
at present lichens
End of glacier
at present
(a) Using the information in the diagram, describe and explain the changes in the
distribution of organisms with distance from the front edge of this glacier.
(3)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
16
*P42922A01624*
(b) Epilobium latifolium is a plant that occupies a niche in an area once covered by
this glacier. It is a short flowering plant that grows in clumps.
The photograph below shows three clumps of Epilobium latifolium.

 Clump of Epilobium
 latifolium


Magnification ×0.2
(i) Explain what is meant by the term niche, using the plant Epilobium latifolium
as an example.
(3)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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17
(ii) Describe how to carry out a study of the distribution of Epilobium latifolium
from the front edge of this glacier.
(4)
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. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
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(iii) Suggest one abiotic factor that might affect the abundance of Epilobium
latifolium and describe how this factor could be measured.
(3)
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. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
18
*P42922A01824*
7 Whooping cough is a disease that is particularly serious in young children. Whooping
cough is caused by the bacterium Bordetella pertussis. Children may be vaccinated
against whooping cough.
In an investigation, a group of rats was vaccinated. Sixty days later these rats were
infected with Bordetella pertussis. In this investigation, the levels of two antibodies in
the blood of the rats were measured.
The graph below shows the mean levels of antibody A and antibody B.
30 –
Mean level of antibody in blood
/arbitrary units
20 –
10 –
antibody A
antibody B
0–
0 10 20 30 40 50 60 70 80 90 100
Time after
vaccination / days
vaccination infection with

Bordetella pertussis
(a) (i) For antibody A, compare the increase in mean level after the vaccination with
the increase in mean level after infection with Bordetella pertussis.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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19
(ii) Explain the changes in mean level of antibody A after infection with Bordetella
pertussis.
(3)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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(b) (i) Suggest why antibody B was not present in the blood of these rats until after
infection with Bordetella pertussis.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
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(ii) Place a cross in the box next to the term that describes the type of
immunity that results in the production of antibody B.
(1)
A artificial active
B artificial passive
C natural active
D natural passive
20
*P42922A02024*
(c) Comment on the reliability of the data shown in the graph.
(3)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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21
8 Bacteria are involved in the decomposition of organic matter.
(a) Place a cross in the box next to the type of chemical reaction that takes place in
decomposition.
(1)
A condensation
B esterification
C hydrolysis
D polymerisation
(b) An investigation was carried out to study the rate of decomposition of leaves
from ash trees and beech trees.
Five piles of each type of leaf were placed outside on the ground and each pile
was covered with a heavy bucket. Each pile of leaves had a mass of 10 grams.
Every few weeks, one pile of each type of leaf was removed and weighed.
The table below shows the results of this investigation.
Time after falling Mass of pile of ash Mass of pile of beech

from the tree leaves leaves
/ weeks /g /g
0 10.0 10.0
4 4.9 9.1
8 2.0 8.4
16 1.1 6.0
32 1.2 2.8
64 0.8 2.4
22
*P42922A02224*
(i) Place a cross in the box next to the reason for using five piles of ash leaves
in this investigation.
(1)
A to calculate a mean
B to give a range of values for the independent variable
C to make the investigation valid
D to produce reliable data
(ii) A student made the following conclusions from these results.
Decomposition of beech leaves is faster than ash leaves.
Bacteria are needed for the decomposition of beech and ash leaves.
There is a correlation between decomposition and time.
Place a cross in the box next to the number of correct conclusions made by
this student.
(1)
A none
B one
C two
D three
(iii) Explain why there is a decrease in mass of the leaves.
(4)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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23
(iv) Suggest what effect an increase in temperature would have on the rate of
decomposition of these leaves. Give an explanation for your answer.
(4)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
24
*P42922A02424*
Summer 2014
GCE Biology (6BI04)

Paper 01
Unit 4: Natural Environment


Summer 2014
Publications Code UA038134

last.





limited.

consulted.



expected answer.
correct context.
preclude others.
Question
Number
1(a)(i)
1. Molecule P - water / H 2 O ;
2. Molecule Q - oxygen / O 2 ; (1)
Question
Answer Mark
Number
1(a)(ii)
D ATP and reduced NADP ; (1)
Question
Number
1(a)(iii)
1. reference to RUBISCO as an {enzyme / catalyst} ; 1. ACCEPT catalyses
2. in the Calvin cycle ;
3. involved in {carbon fixation / bonding of CO 2 to RuBP / 3. ACCEPT formation of 6C

reaction between CO 2 and RuBP / eq} ; intermediate from RuBP
4. to form GP / eq ;
5. GP converted to GALP / eq ; 5. ACCEPT reduced to

NB Award formation of GALP
from reaction between CO 2 and
RuBP if mp 4 not awarded
6. using ATP and {reduced NADP / NADPH} (CO 2 to
GALP / GP to GALP) ; (4)
Number
1(b)(i) C stroma (1) COMP
Question
Number
1(b)(ii) Correct answer with
1. (image length) 76 / 76.5 / 77 (mm) ; units = 3 marks
2. (correct calculation = length /7500) / eq ;

2. CE applies
3. (correct units for given answer) µm / eq ;
3. CE applies
ACCEPT as standard
length answer answer answer answer form
in µm in mm in cm in m
7.6 (cm) 10 0.01 0.001 0.00001
76 (mm) 10.1 0.0101 0.00101 0.0000101
76000 (µm) 10.13 0.01013 0.001013 0.00001013
7.65 10 0.01 0.001 0.00001
76.5 10.2 0.0102 0.00102 0.0000102
76500
7.7 10 0.01 0.001 0.00001
77 10.3 0.0103 0.00103 0.0000103
77000 10.27 0.01027 0.001027 0.00001027 (3) EP
Question
Number
1(b)(iii)
1. idea of compartmentalisation (from stroma) ; 1. ACCEPT description of
separation
2. site of light-dependent reaction ;
3. credit named molecules {within / on / eq} membrane ; 3. e.g. photosynthetic pigments /

chlorophyll / carotenoids /
photosystems / electron carrier
proteins
IGNORE electron acceptors
4. idea of {ATPase / eq } in (thylakoid) membranes ; 4. ACCEPT {ATP synthase /
synthetase}, NADP reductase
5. idea that (thylakoid) membranes provide a space for
accumulation of H+ ;
6. reference to photophosphorylation ; 6. ACCEPT chemiosmosis (3)

Question
Number
2(a)
1. (structure G is {glycoprotein / gp120} ; 1. IGNORE gp 41 and gp 160 and
other wrong numbers
2. used for {attachment / eq} to CD4 (molecules /
receptors /antigens) ;
3. on T helper {cells / lymphocytes} ;

3. ACCEPT macrophages / (3)
dendritic cells / CD4 cells
Question
Number
2(b)(i)
1. they are globular proteins ;
2. it has an active site ; 2. idea of active site R groups

enable binding of substrate
3. idea of {charged R groups on outside of molecules / 3. idea of hydrophilic on the

composed of many small R groups} ; outside
(3)
Question
Number
*2(b)(ii) (QWC – spelling of technical terms must be correct and the QWC emphasis on clarity of
answer must be organised in a logical sequence) expression
1. idea that drugs would prevent viral replication ; 1. ACCEPT description of

virus formation
2. idea that T (helper) {cells / lymphocytes} will not be
{ killed / burst / destroyed}(by virus particles leaving
cell) ;
3. idea of {inhibition / eq} of reverse transcriptase ; 3. ACCEPT drugs prevent action of

reverse transcriptase
4. idea that (viral) DNA could not be made; 4. reject idea that RNA is
{turned into / converted
into} DNA
5. from the (viral) RNA ;
6. idea of {inhibition / eq} of integrase ; 6. ACCEPT drugs prevent action of

integrase
7. idea that (viral) DNA cannot integrate into (host) 7. ACCEPT idea that drugs would
{DNA / genome} / eq ; prevent {latency / formation of (5)
provirus / eq} ;
Question
Number
*3(a)(i) (QWC – spelling of technical terms must be correct and the QWC emphasis on spelling
1. IGNORE refs to amplification,
1. multiple copies of DNA made / eq ; large amounts
2. using {PCR / polymerase chain reaction} ;
3. credit any correct detail of PCR ; 3. e.g. step 1: 90 to 95 oC,

step 2: 50 to 65 oC,
step 3: 70 to 80 oC,
use of {primers / DNA
polymerase / nucleotides},
many repetitions
4. reference to restriction {enzymes / endonucleases}

to produce DNA {fragments / eq} ;
5. reference to (gel) electrophoresis ;
6. idea of {loading / eq} the DNA onto the {gel / named 6. e.g. agarose, agar
gel} ;
7. idea that an {electric current / charge} is applied ; 7. ACCEPT apply potential

difference
8. reference to use of {dye / fluorescent tag / UV light /
Southern blotting / gene probes / radioactive
labelling / eq}; (6)
Question
Number
3(a)(ii) ACCEPT idea of comparing bands
for 1 mark if mps 1, 2 or 3 cannot
be awarded
ACCEPT bars / blocks
1. idea of comparing total number of {bands / eq} ;
2. idea of comparing position of {bands / eq} ;

(3)
3. idea of comparing {size / width} of {bands / eq} ;
Question
Number
3(b)
1. {scientific / peer reviewed} {papers / journals /
magazines / article} ;
2. (scientific) {conferences / lecture / forums} ;
3. media reports ; 3. e.g. TV, radio, newspaper,

internet
(2)
Question
Number
4(a)
1. idea that {bacteria / pathogen / virus / eq} have to 1. IGNORE phagocytosis

be taken into macrophage / eq ; unqualified
2. idea of fusion of {phagosome / eq} with lysosome ;

2. ACCEPT phagocytic vesicle
3. idea that {bacteria/ pathogen / virus / eq} are
{digested / broken down / eq} (by enzyme) ; 3. IGNORE destroy / killed
4. credit named enzyme other than lysozyme ; 4. e.g. protease.
5. idea that part of the {bacteria/ pathogen / virus / 5. ACCEPT antigen / protein
eq} has to be on {membrane / (outer) surface} (of
the macrophage) ; (4)
Question
Number
4(b)
1. idea of macrophage {binding/ eq} to T (helper) {cell /
lymphocyte} ;
2. reference to {MHC / major histocompatibility complex }

(on macrophage) ;
3. reference to CD4 (receptor on T cell) ; (2)

Question
Number
4(c)
1. idea that a mutation has occurred (in the DNA) ; 1. NOT a mutation of the antigen
2. idea that there is a change in {antigen /outer surface

/ cell wall / slime layer} (of bacteria) ;
3. idea that memory (T) cells will not recognise the

(new) antigen ;
4. idea that another (primary) immune response needed

e.g. (new) antigen needs to be presented (to the T
helper cell) ;
5. to activate (another) population of T (helper) cells / eq ;
6. idea that {phagocytes / macrophages} unable to

{recognise / engulf / phagocytose / digest / destroy /
eq} the {Mycobacterium tuberculosis / bacteria} ;
(3)
7. idea that antigen presentation is not possible ;
Question
Answer Mark
Number
5(a)(i)
A carbon dioxide and methane (1)
Question
Number
5(a)(ii)
1. idea that {using / burning} {fossil fuels / petrol / diesel} 1. NOT methane
releases carbon dioxide ; Ignore burning biofuels
releases carbon dioxide
2. reference to {carbon dioxide / CO 2 } as a greenhouse gas ;
3. idea that carbon dioxide is taken in for {photosynthesis /

light-independent reaction / carbon fixation / eq} (during
production of plants for biofuels) ;
4. idea of no net change of carbon dioxide in the atmosphere

when biofuels are burnt / eq ;
4. ACCEPT biofuels are carbon
neutral (3)
Question
Number
5(b)(i)
(plant) fibres / woody parts / xylem (vessels / tissue) / ACCEPT vascular bundles / tissue
sclerenchyma (fibres / tissue) / lignified tissue / eq ; (1)
Question
Number
5(b)(ii)
1. idea that bacteria cannot breakdown cellulose fast
enough ;
2. idea that {enzymes / cellulase} needed to break down 2. NOT hydrogen bonds
cellulose into (β) glucose ;
3. by hydrolysing (1,4) glycosidic bonds / eq ; 3. ACCEPT breaking
4. idea of {respiration / fermentation} of {glucose / eq} (by

bacteria) ; (2)
Question
Number
5(c) Piece mp 1 and2 together
1. idea that production of first generation biofuel
increases until 2016 and then level off ;
2. idea that production of second generation biofuel will

continue to increase ;
For second generation biofuels: ACCEPT the converse of mps 3, 4

and 5 in context of first
3. idea that second generation biofuels do not affect food generation biofuel production
supply ;
4. idea that made using the non-edible components ; 4. ACCEPT (cellulose and) lignin
idea of less waste
5. cheaper ;
6. idea that people are becoming more responsible for

their environment ;
(4)
Question
Number
6(a)
1. idea that as the {distance from the front edge of the glacier 1. ACCEPT idea that climax
/ time} increases, the {complexity / biodiversity / size / eq } community only reached at
of the organisms increases ; distance from glacier edge
2. reference to (primary) succession ; 2. NOT secondary succession
3. idea that {algae / lichens / pioneer species} are (the first)

organisms to colonise bare rock / eq;
4. idea that {algae / lichen / pioneer species} improve 4. including e.g. change rock
conditions for plants ; into soil / increase humus
content of soil / increase water
content
5. idea of competition (limiting species present) ; 5. e.g. newer species
outcompete previous species (3)
Question
Number
6(b)(i)
1. the {role / interaction / eq} of an { Epilobium 1. IGNORE community
latifolium / organism / species} within its
{ ecosystem / habitat / environment } ;
2. (Epilobium latifolium) is a producer ;
3. idea that Epilobium latifolium provides {food / energy} 3. NOT prey

for other organisms (herbivores / primary consumers /
decomposers) ;
4. idea that Epilobium latifolium improves soil e.g. holds 4. IGNORE food in soil
soil structure together, increases nutrients ; ACCEPT adds organic matter,
humus
5. idea that Epilobium latifolium provides {shelter / 5. ACCEPT named organism
(micro) habitat} for organisms ; e.g. insects (3)
Question
Number
6(b)(ii)
1. idea of using a transect (from front edge of glacier);
2. credit method of sampling (along transect) ; 2. e.g. clumps touching transect,

quadrat (on transect),
number of plants along
perpendicular
3. credit appropriate method of selecting sample sites 3. e.g. set distance, regular,
(along transect) ; systematic, flip-flop quadrats
NOT random
4. description of estimate of abundance e.g. number of

plants, percentage cover
5. idea of using more than one transect ; 5. IGNORE references to

repeating investigation
6. credit appropriate method of recording quantitative 6. e.g. tally chart, table, graph
data ; (4)
Question
Number
6(b)(iii)
1. credit appropriate named abiotic factor; 1. e.g. light, soil pH, water content,
mineral content, temperature, salinity,
wind
IGNORE CO 2 , O 2, rainfall, humidity
2. credit appropriate method of measurement 2.CE applied

of factor ; e.g. light {probe / sensor / meter / data
logger}, {water gauge / drying out soil
samples}
3. credit appropriate description of where 3. CE applied

reading should be taken ; e.g. reading taken at height of plant, soil
sample around roots, quadrat
4. idea of taking several readings and getting (3)
an average / eq ;
Question
Number
7(a)(i) do not piece together
ACCEPT converse for mps 1, 2
and 3 in context of vaccination
1. levels of antibody rise sooner after infection / eq ;
2. levels of antibody rise faster after infection / eq ;
3. levels of antibody rise higher after infection / eq ;
4. credit comparative manipulation of data ; 4. e.g. increase after infection is

{10 (au) more / 1.83 times more}
peak after infection is 13
(au) higher
rate of increase after
infection is 1.27 au day-1 faster (2)
Question
Number
7(a)(ii)
1. secondary (immune) response ; 1. ACCEPT secondary immunity
2. reference to memory cells ;
3. idea that (on infection / second exposure) memory cells 3. ACCEPT B memory cells
are {activated / cloned / stimulated / eq}; differentiate into plasma cells
4. idea that (in secondary response) antibodies are released (3)

from plasma cells ;
Question Answer Additional Guidance Mark
Number
7(b)(i) 1. idea that antibodies will only be present if antigen present ;
2. idea that antigen B is not present in vaccine ;
3. vaccination failed to stimulate immune response / eq ; (2)

Number
7(b)(ii)
C natural active (1)
Question
Number
7(c) 1. idea that {a comment cannot be made / caution in 1. IGNORE not reliable or is reliable
interpreting results should be taken / eq} ;
2. no indication of number of rats used / eq ; 2. IGNORE no repeats / sample was

small
ACCEPT number of repeats not
known / sample size not known
3. no data points / eq ;
4. no error bars (on graph) / no indication of variability / eq ;
5. no statistical evidence / eq ;
6. idea that no indication of {experimental details /

control variables / control group / eq} ;
7. idea that mean has been used therefore there must (3)
have been some repeats / eq ;
Number
8(a) C hydrolysis (1)

Number
8(b)(i) B to give a range of values for the independent variable (1)

Number
8(b)(ii) B one (1)
Question
Number
8(b)(iii)
1. idea that {bacteria / fungi / decomposers / eq} release 1. ACCEPT external digestion /
enzymes (for decomposition) ; extracellular digestion
2. idea of the formation of {monomers / glucose / amino

acids / small molecules} / eq ;
3. that {are soluble / dissolve} ;
4. idea that some (soluble) molecules {soak into the ground

/ taken up (by organisms) ;
5. idea of {respiration / fermentation} of {glucose / eq} (by

decomposers);
6. carbon dioxide released / eq ;
7. idea of water loss ; 7. e.g. evaporation of water / leaves

drying out
8. idea of {worm / appropriate named organism} activity; 8. e.g. animals eat the leaves, leaves
pulled into soil (4)
Question
Number
8(b)(iv)
1. idea that an increase in temperature would increase the
rate of decomposition (up to an optimum temperature) ;
2. reference to enzymes (in decomposition) ;
3. idea that increased {heat / kinetic} energy results

increase in {number of collisions / energy of collisions
(between enzymes and substrate) / enzyme-substrate
complexes} ;
4. idea that increased temperature increases rate at which

bacteria increase ;
5. idea that above a certain temperature rate of

decomposition would {decrease / stop} ;
6. idea that at higher temperatures enzymes become 6. NOT enzymes start to denature
denatured OR bacteria killed ; NB need the term 'denaturing' or its
derivative (4)

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Edexcel GCE
Biology
Advanced
Unit 4: The Natural Environment and Species
Survival
Friday 13 June 2014 – Afternoon Paper Reference

Ruler
Instructions
Information
Advice
Turn over
P44492A
*P44492A0128*
1/1/1/1/1/c1/
BLANK PAGE
2
*P44492A0228*
1 (a) The diagram below shows some of the steps in the process of photosynthesis.
water light-dependent reactions molecule Q
molecule P ATP molecules R and S
light-independent reactions
(i) Place a cross in the box next to the name of molecule P in the diagram.
(1)
A carbon dioxide
B oxidised NADP
C reduced NADP
D RUBISCO
(ii) Name the molecules R and S in the diagram.
(1)
molecule R . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................
molecule S .................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
(iii) Describe how molecule Q is produced.
(4)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) The electronmicrograph below shows an image of a chloroplast.
Z



(i) Place a cross in the box next to the name of the part labelled Z.
(1)
A granum
B ribosome
C starch grain
D stroma
4
*P44492A0428*
(ii) The equation below can be used to calculate the magnification of this chloroplast.
image length = actual length × magnification

The actual length of this chloroplast is 0.007 mm.
Measure the image length between lines W and Y. Use this equation to
calculate the magnification of the image.
(3)
magnification = ...................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(iii) Describe the structure of chloroplasts in relation to their roles in photosynthesis.
(3)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
2 Anti-viral drugs have been developed to treat patients infected with Human
Immunodeficiency Virus (HIV).
The diagram below shows the structure of HIV.
enzyme A
glycoproteins
enzyme B
(a) A glycoprotein has a carbohydrate attached to a protein molecule.

Describe the three-dimensional structure of a glycoprotein.
(3)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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6
*P44492A0628*
(b) Some anti-viral drugs prevent HIV entering the host cells.
Suggest how these anti-viral drugs could prevent HIV entering the host cells.
(3)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*(c) Describe how the enzymes shown in the diagram are involved in HIV infection.
(5)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7
BLANK PAGE
8
*P44492A0828*
3 The Atlantic tomcod is a fish found in the rivers of North America.
The photograph below shows an Atlantic tomcod.
Magnification ×1
Atlantic tomcod in the Hudson River are able to survive high levels of polychlorinated
biphenyls (PCBs). PCBs enter the water from industrial processes.
One group of scientists identified a mutation in the DNA of these fish. They found
that the AHR2 gene had six bases missing. This mutation was rarely found in Atlantic
tomcod in the unpolluted St. Lawrence River.
(a) Suggest how scientists in other countries learnt of these findings.
(2)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9
*(b) (i) Describe how the DNA and protein of Atlantic tomcod from the Hudson River
could be compared with the DNA and protein of Atlantic tomcod from the
St. Lawrence River.
(6)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Suggest one similarity in the DNA of the Atlantic tomcod from these two rivers.
(2)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
*P44492A01028*
(iii) Suggest one difference in the protein of the Atlantic tomcod from these two rivers.
(2)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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11
4 The human body responds to infection by viruses in a number of ways.
The non-specific response involves interferon. The specific immune response requires
antigen presentation to the cells of the immune system.
(a) Explain the importance of interferon in the body’s response to infection by viruses.
(2)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Describe the role of antigen presentation in the body’s specific immune response
to infection by viruses.
(4)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
*P44492A01228*
(c) There is an ‘evolutionary race’ between some viruses, such as HIV, and their host.
Suggest how this could affect the body’s specific immune response to infection
by viruses. Give an explanation for your answer.
(3)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
13
BLANK PAGE
14
*P44492A01428*
5 Biofuels are being developed to reduce the effect of greenhouse gases on global
warming.
(a) The list below shows some of the gases found in the atmosphere:
• carbon dioxide
• helium
• methane
• nitrogen
• oxygen
Place a cross in the box next to the number of greenhouse gases in this list.
(1)
A 1
B 2
C 3
D 4
(b) Biofuels are produced from crop plants.
Bioethanols are produced from carbohydrates, such as corn starch and sugar.
Biodiesels are produced from lipids, such as soybean oil and rapeseed oil.
(i) Describe the structure of lipids.
(2)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
15
(ii) The table below gives some information about the production of biofuels
from four different crop plants.
Level of resources used in production of

Carbon dioxide emissions from the
biofuels
Crop plant production of biofuels / kg per MJ
of energy produced water fertilisers pesticides
Corn 81 to 85 High High High
Sugar cane 4 to 12 Medium to low High Medium

Low to
Soy 49 High Medium
medium
Rape 37 High Medium Medium
Using the information in the table, discuss the advantages of producing

biodiesels instead of bioethanols.
(3)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
16
*P44492A01628*
(iii) Fertilisers contain inorganic ions. Name three inorganic ions that could be
contained in the fertilisers and explain how these would improve the yield of
the crop plants.
(4)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
17
6 Surtsey is a newly-formed volcanic island. The volcanic eruption finished in 1967.
The island is protected so that it can be used to study succession on volcanic islands.
The photograph below shows the plants on part of the island about 10 years after the
island was formed.
Bare rock
Low-growing plants
such as Honckenya
pebloides
(a) State what is meant by the term succession.

(1)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
18
*P44492A01828*
(b) Suggest how this part of the island may have appeared five years before and five
years after this photograph was taken. Give reasons for your answer.
(4)
Five years before . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................... ................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Five years after . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................... ...................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) (i) Describe how to carry out a study to compare the distribution of
Honckenya pebloides on two different parts of the island.
(4)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19
(ii) Water availability affects the distribution of Honckenya pebloides.
Describe how water availability could be investigated in these two parts of the island.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(d) In 1985, the lesser black-backed gull colonised this island.

A large increase in the number of species of plants was recorded after these birds
colonised the island.
Suggest an explanation for this increase in the number of species of plants.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
20
*P44492A02028*
7 Yellow fever is caused by a virus. Infection with this virus causes thousands of deaths
every year in people who have not been vaccinated.
The graph below shows the mean levels of antibodies in the blood of two groups of
people, group A and group B, after being vaccinated. The same vaccine was used
each time.
Group A consisted of eight people. They were given a vaccination against yellow
fever and their blood was analysed.
Group B consisted of nine people who had already been vaccinated against yellow
fever. They were given a second vaccination and their blood was analysed.
35 –
Mean level of antibodies in blood
30 – Group A
Group B
25 –
/ arbitrary units
20 –
15 –
10 –
5–
0–
0 2 4 7 10 15 30 60
Time after vaccination /days
(a) Place a cross in the box next to the term that describes the type of immunity
that results from this vaccination against yellow fever.
(1)
A artificial active
B artificial passive
C natural active
D natural passive
21
(b) (i) Compare the changes in the mean levels of antibodies in these two groups of
people in the first fifteen days after vaccination.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Explain why the mean levels of antibody in group B are different from group A
in the first fifteen days.
(3)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22
*P44492A02228*
(c) Using the information in the graph, explain the advantage of vaccinating people
twice against yellow fever.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(d) Comment on the reliability of the data shown in the graph.

(3)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
23
8 The decomposition of leaves depends on the content of the leaves, the presence of
certain microorganisms and a number of abiotic factors.
Leaves consist of a number of organic molecules, including lignin and cellulose.
(a) Place a cross in the box next to the groups of microorganisms that all cause
decomposition.
(1)
A bacteria and fungi
B bacteria and viruses
C fungi and viruses
D bacteria, fungi and viruses
(b) An investigation was carried out into the effect of lignin content on the
decomposition of leaves from different types of tree.
The lignin content of leaves from an ash tree was determined. A pile of ash leaves
was collected and weighed. The leaves were left for 40 days and reweighed. The
mean daily loss in mass was calculated.
This was repeated for leaves from five other species of tree. All six piles of leaves
had the same starting mass.
The results of this investigation are shown in the graph below.
8–
Ash
Mean daily loss in mass / g day–1
6– Cherry
Alder
4–
Hazel
2–
Oak Beech
0–
–
0 5 10 15 20 25 30 35
Percentage of lignin in leaves (%)
24
*P44492A02428*
(i) A student made the following conclusions from the data.
Beech leaves decompose faster than cherry leaves.

Microorganisms are needed for the decomposition of these leaves.
There is a causal relationship between lignin content and decomposition.
Place a cross in the box next to the number of correct conclusions made by
the student.
(1)
A none
B one
C two
D three
(ii) Place a cross in the box next to the term that completes the following
statement.
Each pile of leaves had the same mass to ensure the investigation was
(1)
A accurate
B precise
C reliable
D valid
25
(iii) Suggest what happens to the cellulose in these leaves during decomposition.
(4)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(iv) The student repeated this investigation on sycamore leaves.

Explain why it would be necessary to keep the temperature of this
investigation the same as the original.
(4)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
26
*P44492A02628*
BLANK PAGE
27
*P44492A02728*
BLANK PAGE
28
*P44492A02828*
Summer 2014
GCE Biology (6BI04)

Paper 01R
Unit 4: Natural environment



Summer 2014

last.





limited.

consulted.


application of principles and knowledge. Examiners should therefore read carefully and consider every response: even if
it is not what is expected it may be worthy of credit.

expected answer.
correct context.
preclude others.
Number
1(a)(i) C reduced NADP (1) COMP
Question
Number
1(a)(ii) ACCEPT either way round
1. ADP / adenosine diphosphate ;
2. PO 4 3- / phosphate ; 2. ACCEPT Pi / inorganic P (2) GRAD
Question
Number
1(a)(iii)
1. molecule Q is {oxygen / O 2 }; 1. reject O , 1/2 O 2
2. made from water / H 2 O;
3. idea of {photolysis / light splitting the water molecule

/ eq} ;
4. into {O / (atom of) oxygen} (and H+ and electrons) ; 4. ACCEPT H 2 O 1/2 O 2 + 2H+
5. idea that two water molecules are needed to form

one molecule of oxygen ;
6. in chloroplast ; (4) EXP

Number
1(b)(i) A granum (1) COMP
Question
Number
1(b)(ii)
1. (image length) 76 / 76.5 / 77 (mm) / eq ;
2. image length / 0.007 ; 2. CE applies
3. (76) 10857.14286 / eq 3. CE applies

(76.5) 10928.57143 / eq
(77) 11000 / eq (3) EXP
Question
Number
1(b)(iii)
1. idea of compartmentalisation (from cytoplasm); 1. ACCEPT description of
separation
2. thylakoid (membranes) are site of {light-dependent
reaction / photophosphorylation / chemiosmosis} ;
3. credit named molecules {within / on / eq} membrane ; 3. e.g. chlorophyll / carotenoids

of idea of { / eq } in (thylakoid) membranes ; / photosystems / electron carrier
proteins / ATP synthetase /
NADP reductase
4. idea that (thylakoid) membranes provide a space for
accumulation of H+ ;
5. stroma is site of {light-independent reaction / Calvin

cycle / carcon fixation} ;
6. reference to {RuBP / RUBISCO / eq} ; (3) EXP

Question
Number
2(a)
1. proteins consist of amino acids joined together by
peptide bonds;
2. credit reference to named bonds (between R groups)

involved in holding {3D structure / eq} ;
3. carbohydrates consist of {monsaccharides / glucoses /

eq} ;
4. reference to glycosidic {bonds / eq} between (adjacent)

{glucose / eq} molecules ; (3) EXP
Question
Number
2(b)
1. idea that the drugs could {bind to / alter shape of}
{glycoproteins / gp120} ;
2. idea that drugs bind to {receptors / antigens} on

membrane / eq ;
3. called CD4 (antigen / molecules) ;
4. preventing virus attaching to T (helper / CD4+) cells / eq ; (3) EXP

Question
Number
*2(c) QWC focussing on clarity of
expression
1. reference to reverse transcriptase ;
2. idea of formation of (viral) DNA ; 2. reject idea that RNA is

{turned into / converted
into} DNA
3. from (viral) RNA ;
4. reference to integrase ;
5. idea of integration of (viral) DNA into (host) DNA ; 5. ACCEPT idea of {latency /
formation of provirus / eq}
6. idea that {T helper cells / eq} would be {destroyed /

killed / burst / eq} (by virus particles leaving cell) ;
7. idea that more T (helper) cells would become infected ; (5) EXP

Number
3(a)
1. {scientific / peer reviewed} {papers / journals /
magazines / article} ;
2. (scientific) {conferences / lecture / forums} ;
3. media reports ; 3. e.g. TV, radio. newspaper '

internet (2) GRAD
Question
Number
*3(b)(i) QWC focussing on spelling
1. idea of using proteomics (to study protein);
Any 5 from :
2. idea of using DNA {profiling / fingerprinting} (to

study DNA) ;
3. idea of obtaining {tissue / cell} sample from tomcod ;
4. multiple copies of DNA made / eq ; 4. IGNORE refs to

amplification, large amounts
5. using {PCR / polymerase chain reaction} ;
6. ref to restriction {enzymes / endonucleases} to

produce DNA {fragments / eq} ;
7. reference to (gel) electrophoresis ;
8. idea of {loading / eq} the DNA onto the { / named 8. e.g. agarose, agar
gel};
9. idea that an {electric current / charge} is applied ; 9. ACCEPT apply potential

difference
10. reference to use of {dye / fluorescent staining / UV
light /Southern blotting / gene probes / radioactive
labelling / eq}; (6) EXP
Question
Number
3(b)(ii) 1. same number of chromosomes ; 1. ACCEPT both contain AHR2
gene
2. idea that the mutation affected the sequence of DNA ;
OR
3. idea that (all / most of) the {bands / eq} are the same
(size / position / width) ;
4. idea that only {a small region of DNA / the AHR2 gene}

is affected ; (2) EXP
Question
Number
3(b)(iii)
1. a protein with a different {structure / amino acids / 1. ACCEPT two AAs missing
function} / eq ;
2. idea that the mutation will affect the DNA ; 2. e.g. two codons missing (2) EXP
Question
Number
4(a) 1. prevents viruses attaching to {uninfected / eq} host
cells / eq ;
2. by binding to receptors / eq ;
3. (therefore) preventing virus from entering cell / eq ;
4. (therefore) viruses cannot replicate and infect more

cells / eq ; (2) EXP
Question
Number
4(b)
1. idea that macrophages present antigen to T {helper / 1. ACCEPT dendritic cells /
CD4} cells ; Langerhans cells
IGNORE Phagocytes
2. idea that T helper cells are needed to activate {T
killer / B} cells ;
3. idea of B cell acting as an antigen-presenting cell (to

self) ;
4. idea that B cells {result in / eq} plasma cells that

{produce / eq} antibody ;
5. idea of infected (host) cell presenting antigen to T killer

cells ;
6. idea that T killer cells destroy infected host cells / eq ; 6. ACCEPT APC if referring to
infected host cell (4) EXP
Question
Number
4(c)
1. idea that a mutation has occurred (in the nucleic
acid) ;
2. idea of a change in {antigens / protein} (on the

virus surface) ;
3. idea that a secondary immune response will not be

possible ;
4. idea that memory cells will not recognise the (new)

antigen ;
5. idea that another (primary) immune response needed

e.g. (new) antigen needs to be presented ; (3) EXP

Number
5(a)
B 2 (1) COMP
Question
Number
5(b)(i)
1. (only) contain hydrogen, carbon and oxygen ;
2. reference to fatty acids and glycerol {joined by / eq}

ester{bonds / eq} ;
3. idea of saturated and unsaturated (fatty acids / (2) GRAD

lipids);
Question
Number
5(b)(ii) 1. & 2. IGNORE comparisons
between the different crops
1. uses less fertiliser / eq ;
2. idea of not using more pesticides / eq ;
3. idea that greenhouse gas emissions are not that 3. ACCEPT less than corn but
different ; more than sugar cane
4. credit manipulation of figures to support marking

point 3 ; (3)EXP
Question
Number
5(b)(iii)
1. credit three correctly named ions ; 1. e.g. nitrates, calcium ions,

magnesium ions, sulphates,
2. nitrates for {protein / amino acids / nucleic acids / potassium ions, phosphates
named nucleic acid} ;
ACCEPT
3. proteins used for growth ;
Sulphates for amino acids
4. calcium ions for {other nutrients uptake / promotes cell
elongation / strengthen cell walls / enzyme function / Potassium ions for stomata
protection against heat stress / protection against function
diseases / eq} ;
5. magnesium ions for chlorophyll production ;
6. for photosynthesis ; (4)EXP

Question
Number
6(a)
idea of a series of changes (that occur to the composition
of species in the community) of organisms ( present in an
area) over a period of time ; (1) GRAD
Question
Number
6(b) Five years before: 1. ACCEPT no large plants
1. idea that there are more { algae / lichens / mosses }
present ;
2. because these are {simpler organisms / early colonisers / 2. ACCEPT because only bare
pioneer species / eq} ; rock / don’t need soil?
3. less H. pebloides present / eq ;
4. because recently colonised area / eq ;

max 3 marks
Five years after:

5. more H. pebloides present / eq ;
6. because had a longer period of time to become established /

eq ;
7. idea that {grasses / ferns / small shrubs / eq} present ; 7. ACCEPT large plants
8. because these are {higher organisms / next group of

colonisers} / eq
OR
idea of improvement in soil structure ;
max 3 marks (4) EXP
Number
6(c)(i)
1. idea of measuring off two areas of the same size ;
2. use of a {quadrat / eq} ;
3. use of random {coordinates / sampling / eq} ;
4. method of generating random coordinates ;
5. description of estimate of abundance e.g. number of

plants, percentage cover
6. indication that several sample sites used ;
7. appropriate method of recording quantitative data ; 7. e.g. tally chart, table, graph (4)EXP

Number
6(c)(ii) 1. idea of {using a moisture probe / drying out soil
samples / eq} ;
2. idea of testing soil around plants ;
OR
3. idea of using rain gauge / eq ;
4. idea of collecting water over a period of time ; (2)GRAD

Question
Number
6(d)
1. idea that birds brought seeds with them ;
2. idea of bird droppings ;
3. adding nutrients to soil / eq ;
4. (therefore) supporting growth of {more / different}

plants ;
5. idea that faeces will help maintain soil structure ; (2)EXP

Number
7(a)
A active artificial (1)COMP
Question
Number
7(b)(i)
1. antibodies appear (in blood) {immediately / on day 0 /
eq} in group B but {on day 4 / after 3 days} in group A ;
2. antibodies reach higher levels in group B / eq ;
3. credit comparative manipulated data ; (2)EXP
Question
Number
7(b)(ii)
1. antibodies present from the first vaccination / eq ;
2. idea of a secondary immune response ;
3. memory cells already present / eq ;
4. due to first vaccination / eq ;
5. memory cells mean that {antibodies produced

immediately} / eq ;
6. on exposure to (same) antigen / eq ; (3)EXP

Question
Number
7(c) 1. idea that the virus will be destroyed quicker ;
2. {more / wider range of} memory cells present ;
3. so {higher levels / faster production} of antibodies ; (2)EXP
Question
Number
7(d)
Comparisons of groups A and B
1. not very reliable as sample size is small / eq ;
2. data for first 15 days after vaccination are reliable as

error bars do not overlap ;
3. data for 30 and 60 days not reliable as error bars

overlap ;
Comparisons within either of the groups
4. there may be no change in the first fifteen days ; (3)EXP

Number
8(a) A bacteria and fungi (1)COMP

Number
8(b)(i) A none (1)COMP

Number
8(b)(ii) D validity (1)COMP
Question
Number
8(b)(iii)
1. ref to hydrolysis ;
2. by {enzymes / cellulase} / eq ;
3. produced by microorganisms / eq ;
4. into(β) glucose ;
5. uptake of glucose into microorganisms / eq ;
6. idea that glucose is used in {respiration / fermentation} ;
7. releasing carbon dioxide into the atmosphere / eq ;
8. idea that some of glucose (solution) soaks into ground ; (4)EXP

Number
8(b)(iv) 1. to make investigation valid ;
2. idea that {temperature / heat energy} affects {rate of

enzyme reactions / enzyme activity / rate of
decomposition} ;
3. increase in {heat / kinetic} energy results in more

{collisions / energetic collision / enzyme-substrate
complexes / eq} ;
4. idea that high temperature results in enzyme 4. ACCEPT bacteria killed / eq

{denaturing / becoming denatured} ;
5. (so) decomposition would stop / eq ; (4)EXP


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Edexcel GCE
Biology
Advanced
Unit 5: Energy, Exercise and Coordination
Friday 20 June 2014 – Morning Paper Reference

A copy of the scientific article adapted from The Immortal Life of
Henrietta Lacks (enclosed)
Instructions
Information
Advice
Turn over
P44489A
*P44489A0124*
1/1/1/1/1/
1 (a) The knee and the elbow are both hinge joints.
The diagram below shows an elbow joint.
B
C
Bones of the
lower arm
For each of the following questions, place a cross in the box that identifies the
structure.
(i) The tendon attached to the flexor muscle is

(1)
A
B
C
D
(ii) A ligament is attached to

(1)
A
B
C
D
2
*P44489A0224*
(iii) The structure with cells containing many nuclei is
(1)
A
B
C
D
(b) Moderate exercise is good for the health of a person.

(i) Give two reasons why too little exercise may not be good for the health of a
person.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
(ii) Give two reasons why too much exercise may not be good for the health of a
person.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
3
2 Scientists have investigated the influence of both nature and nurture on brain
development. They used several pairs of identical twins and several pairs of
non-identical twins.
(a) In one investigation, each twin was shown a number of human faces and then
asked to identify them amongst a group of unfamiliar faces.
The agreement in face identification between each pair of twins was recorded.
The results were used to calculate the mean percentage agreement in face
identification for the two types of twin. This is shown in the table below.
Mean percentage agreement in face

identification (%)
identical twins non-identical twins
70 29
(i) From these results, the scientists concluded that face identification has a
genetic component.
Explain how these results support this conclusion.
(4)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
4
*P44489A0424*
(ii) This investigation was repeated using written words rather than faces. The
mean percentage agreement in word identification for the two types of twin
suggested that this involved an environmental component.
Suggest how the results of this investigation might differ from the results
shown in the table.
(1)
. . . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . .................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... ............................................................................................................................... ... . . . . . . . . . . . . . . . . . . . .
(b) Functional magnetic resonance imaging (fMRI) was used in another investigation.
Brain activity was recorded whilst carrying out face identification.
Suggest why fMRI was used in this investigation.
(4)
. . . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . .................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... ............................................................................................................................... ... . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . .................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... ............................................................................................................................... ... . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . .................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... ............................................................................................................................... ... . . . . . . . . . . . . . . . . . . . .
5
3 The photograph below shows Usain Bolt, an elite sprinter. He won a gold medal in
the 100 metre final at the 2012 Olympic Games in a time of 9.63 seconds.
(a) The skeletal muscles of elite sprinters are likely to have many fast twitch muscle
fibres. Suggest why these muscles are less red in colour than muscles with many
slow twitch muscle fibres.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
(b) The pH of the blood of a sprinter falls during a race and returns to its original level
after the race.
(i) State the homeostatic control mechanism that returns the pH of blood to its
original level.
(1)
. . . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . . .
6
*P44489A0624*
*(ii) Explain how the pH of the blood of a sprinter is returned to its original level
after a race.
(5)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
7
(iii) During the race, heat is generated and is lost from the body through the skin.
Describe how muscle, present in blood vessels in the skin, helps to increase
heat loss from the body.
(4)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
8
*P44489A0824*
4 Dark chocolate contains a chemical called epicatechin.
An investigation was carried out to study the effect of epicatechin on mice.
Two groups of one-year-old male mice, group A and group B, were used in this
investigation.
The mice in group A were given water containing epicatechin at a concentration of
1 mg per kg of their body mass, twice a day for 15 days. The mice in group B were
given water without epicatechin added.
All other variables were kept constant.
(a) Suggest why the mice in group A were given water containing epicatechin at a
concentration of 1 mg per kg of their body mass rather than at a concentration of
1 mg per mouse.
(3)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
9
(b) After 15 days, skeletal muscle from the mice in the groups was compared.
(i) Skeletal muscle cells contain mitochondria. The surface areas of the inner and
outer membranes of the mitochondria were compared.
The surface area of the inner membrane was divided by the surface area of
the outer membrane to obtain a ratio.
The bar chart below shows the ratios for the two groups of mice.
2.0 –
1.9 –
Ratio 1.8 –
1.7 –
1.6 –
A B
Mouse group
Use the information in the bar chart to describe the effect of epicatechin on
the mitochondria.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
10
*P44489A01024*
(ii) The ability of the skeletal muscle to contract was compared. The time taken
for the muscle to start to fatigue (fail to contract) was recorded.
The results are shown in the table below.
Mean time taken for skeletal muscle to

Group
start to fatigue / seconds
A 164
B 130
Using information from the bar chart and your knowledge of respiration,
suggest an explanation for the results shown in the table.
(5)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
11
5 Both plants and animals are able to respond to stimuli using photosensitive
pigments.
(a) The photosensitive pigment in plants can be involved in a range of responses to
environmental cues. This includes flower production in response to day length.
The diagram below shows the results of a study on the effect of day length on
flowering in one species of plant.
0 hr 6 hr 12 hr 18 hr 24 hr Flowers are
produced
Light Dark Yes
0 hr 6 hr 12 hr 18 hr 24 hr
Light Dark Yes
0 hr 6 hr 12 hr 18 hr 24 hr
Light Dark No
0 hr 6 hr 12 hr 18 hr 24 hr
Light Dark No
(i) Place a cross in the box to complete the conclusion made using these
results.
The critical amount of daylight needed for the production of flowers is
(1)
A between 15 and 18 hours
B between 12 and 15 hours
C between 9 and 12 hours
D between 6 and 9 hours
12
*P44489A01224*
(ii) The photosensitive pigment involved in making this plant species produce
flowers is likely to be
(1)
A IAA
B chlorophyll
C FAD
D phytochrome
(iii) Suggest how the plants were grown to ensure this study was valid.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
(iv) Suggest how this study could be changed to produce a more accurate
conclusion.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
(b) For some plant species, day length is not an environmental cue for the production
of flowers.
Suggest one environmental cue, other than day length, that could stimulate
plants of these species to produce flowers.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
13
(c) Rhodospin is found in rod cells in the retina of mammalian eyes.
(i) State the location of rhodopsin within a rod cell.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
(ii) In the table below, place a tick ( ) in the box if the statement applies to the
description and place a cross ( ) in the box if the statement does not apply.
(3)
Statement
Description Opsin binds to the Rhodopsin bleaches ATP used
rod cell membrane
Rhodopsin responding
to light
Rhodopsin being
reformed
14
*P44489A01424*
6 The central nervous system (CNS) is made up of the brain and the spinal cord.
(a) The image below of a human head and neck shows part of the CNS.
E
B
Using the image and your knowledge, complete the table below.
(4)
Labelled structure Name of structure One function
Feel emotions
15
(b) Some of the drugs used to treat human disorders are proteins. Some of these
proteins can be synthesised by genetically modified bacteria.
The diagram below shows some stages in the production of one of these drugs.
Stage 1
A human gene isolated and added
to a plasmid and plasmid then
placed into a bacterial cell
Stage 2
After bacterial cell has multiplied
many times, chemical added to
switch on human gene
Stage 3
Human protein synthesised from
the gene and protein collected and
purified
Stage 4
Purified protein used as a
treatment by injecting into a vein
of a patient
(i) A restriction enzyme is used in Stage 1.
Explain why only one restriction enzyme is used in stage 1.

(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
16
*P44489A01624*
(ii) Suggest how the addition of a chemical causes the human gene to be
switched on in stage 2.
(3)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
(iii) Describe the structure of an organelle found in a bacterial cell that is involved
in synthesising human protein in stage 3.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
(iv) Suggest two advantages of injecting the protein into a vein rather than an
artery in stage 4.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
17
7 The scientific article you have studied is adapted from the book called The Immortal
Life of Henrietta Lacks by Rebecca Skloot. Published by Pan Books in 2011.
(a) Explain what is meant by the term mitosis (paragraph 7).
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
(b) The genome makes sure that cells ‘do their jobs, whether that’s controlling your
heartbeat or helping your brain understand the words on this page’ (paragraph 10).
Describe how cells in the sino-atrial node (SAN) are involved in controlling heart
rate.
(3)
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18
*P44489A01824*
(c) Henrietta’s cells have ‘been used to study lactose digestion’ (paragraph 16).
Suggest how her cells may have digested lactose.
(3)
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(d) ‘Like guinea pigs and mice, Henrietta’s cells have become the standard laboratory
workhorse’ (paragraph 16).
Suggest two reasons why it is preferable to use Henrietta’s cells in medical
research, rather than using guinea pigs and mice.
(2)
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19
*(e) ‘By the end of 1951, the world was in the midst of the biggest polio epidemic in
history’ (paragraph 19). This was caused by poliovirus which can lead to paralysis
(paragraph 20).
The virus infects motor neurones which can stop skeletal muscles from working.
Suggest how an infection of motor neurones by the virus can stop the
transmission of nerve impulses and lead to muscle paralysis.
(6)
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20
*P44489A02024*
(f ) Poliovirus, like Human Immunodeficiency Virus, is a retrovirus. Poliovirus was able
to infect HeLa cells (paragraph 25).
Give three similarities between the structure of the genetic material in poliovirus
and the genetic material in HeLa cells.
(3)
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21
(g) Scientists had studied genes by breeding plants ‘then breeding their offspring to
see how genetic traits are passed from one generation to the next’ (paragraph 33).
When this was done using a smooth pea and a wrinkled pea, it was found that in
the F2 generation (second generation of offspring), 75% were smooth.
In the space below, draw genetic diagrams to describe and explain the genotypes
of the parents and their offspring in the previous two generations.
(4)
22
*P44489A02224*
(h) Explain what is meant by the term human genome map (paragraph 37).
(2)
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(i) Suggest how the ‘p53 tumor suppressor gene’ (paragraph 43) could stop a
potential tumour cell forming.
(2)
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(j) Using paragraph 46, suggest what the ‘specific DNA sequence from a blood cell’
coded for.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
23
(k) A human telomere (paragraph 60) contains 10 000 nucleotides. Using
information from paragraph 58, state the number of telomere nucleotides lost per
cell division.
(1)
Answer ............................... nucleotides
24
*P44489A02424*
Summer 2014
GCE Biology (6BI05)

Paper 05
Unit 5: Energy, exercise and

coordination
information visit our qualifications websites at www.edexcel.com
If you have any subject specific questions about this specification that require the
help of a subject specialist, you can speak directly to the subject team at
Pearson.
education. Find out more about how we can help you and your students
at: www.pearson.com/uk
Summer 2014

last.
principles by which marks will be awarded and exemplification may
be limited.
consulted.
does NOT mean giving credit for incorrect or inadequate answers, but it does mean
allowing candidates to be rewarded for answers showing correct application of
principles and knowledge. Examiners should therefore read carefully and consider
every response: even if it is not what is expected it may be worthy of credit.

credit.
( ) means that a phrase/word is not essential for the award of the mark, but helps
the examiner to get the sense of the expected answer.
Phrases/words in bold indicate that the meaning of the phrase or the actual word is
essential to the answer.
part of a question is used correctly in answer to a later part of the same question.
Candidates must make their meaning clear to the examiner to gain the mark. Make
sure that the answer makes sense. Do not give credit for correct words/phrases
which are put together in a meaningless manner. Answers must be in the correct
context.
• write legibly, with accurate use of spelling, grammar and punctuation in order to
make the meaning clear
• select and use a form and style of writing appropriate to purpose and to complex
subject matter
• organise information clearly and coherently, using specialist vocabulary when
appropriate.
the mark scheme, but this does not preclude others.
Question
Answer Mark
Number
1(a)(i) A ; (1)
Question
Answer Mark
Number
1(a)(ii) C;
(1)
Question
Answer Mark
Number
1(a)(iii) B; (1)
Question
Number
1(b)(i)
1. increased risk of obesity / eq ; 1 ACCEPT overweight
2. (coronary) heart disease / CHD / eq ; 2 ACCEPT build-up of cholesterol in

{arteries / blood vessels}, CVD,
3. diabetes / eq ; atheroma
4. high blood pressure / strokes ;

(2)
5. osteoporosis ; 5 ACCEPT decrease in bone density
Question
Number
1(b)(ii)
1. wear and tear on joints / eq ; 1 ACCEPT damage to joints,
ligaments, osteoarthritis, arthritis,
wearing away of cartilage, stress
fractures, named e.g. tennis elbow,
RSI must be qualified
2. suppression of immune system / susceptibility to 2 ACCEPT URT for upper respiratory

{ respiratory tract infections / eq} / eq ; tract, infections of the airways,
reduced numbers of white blood cells (2)
IGNORE asthma
Question
Number
2(a)(i)
1. identical twins (agreement) is greater / eq ; ACCEPT converse where appropriate
2. credit correct manipulation of the data e. g. {41% 2. ACCEPT 41% difference

more / 2.4x as much / 141% higher / eq}
agreement than non-identical twins ;
3. idea that alleles are involved ; 3. ACCEPT gene alternatives

3 and 4 IGNORE genes / DNA
unqualified
4. idea that non-identical have genetic differences ; 4. ACCEPT identical twins are
genetically the same
5. idea that because less than 100% then some other
factor is involved ;
(4)
Question
Number
2(a)(ii)
idea that there is less of a gap between the results ; ACCEPT expressed as numbers,
results similar (to each other),
identical twin result is lower, non-
identical higher (1)
Question
Number
2(b)
1. idea that active areas have more {oxygen /
oxygenated blood} ;
2. active areas involved in face recognition will be

identified / eq ;
3. idea of level of brain activity between identical 3. areas more active / more
twins and non identical twins is compared ; oxygenated blood flowing to areas in
identical twins compared with non-
identical twins
3. idea of {more / eq} areas showing
activity in common in identical twins
than non-identical
4. to offer supportive evidence / improve validity of
study ;
5. idea that fMRI shows brain activity in real time ; 5. IGNORE 3D image
6. idea of high resolution ; 6. ACCEPT more detail
7. comment on safety / eq ; 7. fMRI does not use X rays (4)

Question
Number
3(a)
1. idea that (some ) have less myoglobin present ;
2. less blood / fewer red blood cells / less haemoglobin ;
3. as fewer capillaries present / eq ;
4. idea that respiration is (mainly) anaerobic ;

(2)
Question
Number
3(b)(i)
negative feedback ; ACCEPT -ve feedback, biofeedback is
negative (1)
Question
Number
*3(b)(ii) (QWC – spelling of technical terms must be correct and
the answer must be organised in a logical sequence) QWC emphasis is spelling
ACCEPT lactic acid for lactate

throughout and pyruvic acid for
1. idea that low pH is due to acid in the blood ; pyruvate
1. Accept for acid: lactic
2. lactate taken to liver / eq ; acid/lactate/(dissolved) CO 2
3. reference to oxygen debt / EPOC ;
4. used to convert lactate back to pyruvate ;
5. with production of reduced NAD / eq ;

5. ACCEPT NADH 2 and NADH + H+
6. {lactate / pyruvate} converted to glucose / glycogen ;
7. pyruvate into mitochondria ;

7. ACCEPT lactate, matrix as
8. idea of chemoreceptors detecting change in pH ; equivalent to mitochondria
9. idea of response e.g. increased { nerve impulse rate

from medulla / breathing rate / heart rate} ;
10.(dissolved) CO 2 from blood (diffuses) into alveoli / eq ;
(5)
Question
Number
3(b)(iii)
IGNORE ref to relaxation of hair
1. reference to arterioles ; erector muscles
2. muscles contracting to restrict diameter / eq ( in

shunts) ; 2. ACCEPT vasoconstriction
3. muscles relaxing to increase diameter / eq (of

arterioles) ; 3. ACCEPT muscles relax to dilate
arteriole ;
4. to redirect blood {away from deeper arterioles / into 3. ACCEPT vasodilation
surface arterioles} / eq ;
4. ACCEPT shunt vessels
5. to increase blood flow { into capillaries / towards
surface } / eq ;
5. More blood enters = to increase
blood flow
6. (so more heat lost) through radiation ;
(4)
Question
Number
4(a) ACCEPT converse statement where
appropriate
1. mice of different mass / eq ; 1. IGNORE ref to diff sizes unqualified
2. idea of concentration is a controlled variable ; 2. to overcome effect of {lighter mice

receiving proportionately a higher
dose / heavier mice receiving
proportionately a lower dose} / to
keep concentration per kg of mouse
constant ;
3. idea of increases validity of investigation or conclusions ; 3. ACCEPT so comparisons can be

made
4. maybe harmful in high doses / eq ; 4. ACCEPT concentration for dose
(3)
Question
Number
4(b)(i)
1. increases the ratio; 1. ACCEPT ratio is higher
2. by { 0.3 / 17.6%} ; 2. ACCEPT 18%
3. inner membrane is larger / eq ; 3. ACCEPT increases the surface area

of inner membrane
ACCEPT converse (2)
IGNORE it is smaller
Question
Number
4(b)(ii)
ACCEPT converse where appropriate
1. idea that fatigue may be due to less ATP ; 1. ACCEPT running out, running short
2. inner membrane is the site of {electron 2+3 ACCEPT crista for inner membrane
transport chain / oxidative phosphorylation /
eq} ;
3. {more inner membrane / greater inner surface 3. ACCEPT more aerobic respiration
area} then more electron transport chain / eq ;
4. more ATP made / eq ; 4. ACCEPT idea that more ATP

present/available
5. detail of ATP synthesis e.g. ref to 5. This mp is independent of quantity

chemiosmosis, H+ down electrochemical
gradient through ATP synthase ;
6. (so) delays onset of fatigue / eq ; 6. ACCEPT ref to muscles can contract for
longer
7. by 34 seconds in {group A / those fed 7. gains Mp6 as well if states comparison e.g.
epicatechin} ; 34s longer to fatigue
(5)
Question
Answer Mark
Number
5(a)(i) B (between 12 and 15 hours) ;
(1)
Question
Answer Mark
Number
5(a)(ii) D (phytochrome) ;
(1)
Question
Number
5(a)(iii)
any two of the following standardised: IGNORE seed
water / eq
mineral ion concentrations / eq ACCEPT named mineral ion
light intensity / eq
wavelength of light
CO 2 concentration,
temperature
pH
soil type ; (2)
Question
Number
5(a)(iv)
idea of using shorter time intervals e.g. 1 hour ACCEPT a description e.g. repeat with 12
intervals ; hours of light, 13 hours, etc
Ignore ref to more data collected unqualified (1)
Question
Number
5(b)
any one from: IGNORE ref to pollinators
temperature
water availability
the {wavelength / quality} of light
intensity of light (1)
{edaphic / named edaphic} factor ;
Question
Number
5(c)(i) outer segment / internal membranes / inner IGNORE ref to top, end, outer layer (1)
membranes / vesicles ;
Question
Number
5(c)(ii)
IGNORE blank boxes
Statement
IGNORE hybrid tick/crosses ( )
Description
Opsin binds Rhodopsin ATP
to the rod bleaches used
cell
membrane
Rhodopsin
responding to
light
Rhodopsin
being reset
(3)
Any two correct for 1 mark ;
Question
Number
6(a)
Labelled Name of One function
structure structure
For A ACCEPT involuntary muscles or
A Medulla Controls named e.g. swallowing, vomiting, sneezing
(oblongata) ; {breathing / IGNORE brain stem
heart / eq} ;
C;
Cerebral Feel emotions For cerebrum, reject cerebellum
hemisphere/ For cerebrum, accept frontal
cerebrum / lobe/prefrontal / cerebral cortex
frontal cortex
; (4)
Question
Number
6(b)(i)
1. idea that cuts at a specific sequence of bases ; 1. ACCEPT DNA sequence
2. idea of (generates) sticky ends ;
3. so easier to join together / eq ; 3. ACCEPT to produce {same /

complementary / eq} sticky ends (in (2)
plasmid and (human) gene)
Question
Number
6(b)(ii)
1. the chemical could be a {transcription factor /
hormone} ;
2. idea of interaction at (bacterial) cell (surface) 2. ACCEPT binds to cell surface

membrane ; membrane/passes through
3. idea of transcription factor being activated ; 3. ACCEPT triggers secondary messenger

(e.g. transcription initiation complex formed, to be released {into cytoplasm/from (inner
binds to transcription factor) or counters side of) membrane}
inhibitor ;
4. ref to promoter region ;
5. idea of transcription occurs e.g. RNA 5. NOT DNA polymerase (3)

polymerase binds, mRNA produced ;
Question
Number
6(b)(iii)
(ribosome has) larger and smaller subunit / ACCEPT ref to 2 subunits
(ribosomal) protein and rRNA ; ACCEPT 30S and 50S subunits (1)
Question
Number
6(b)(iv)
1. larger lumen so easier to put into blood / eq ; ACCEPT converse when appropriate
2. (less muscle / thinner wall) so easier to IGNORE ref to ‘going to the heart’
penetrate / eq ;
3. (blood) pressure less so less damage to vein / 3. ACCEPT (blood) pressure less so less
eq ; blood loss
(2)
4. idea that vein is easier to find; 4. ACCEPT nearer the skin surface/easier
to access
Question
Number
7(a) IGNORE ref to 46 chromosomes unqualified
IGNORE ref to body cells/somatic cells
unqualified
1. involves prophase, metaphase, anaphase 1. NOT if cytokinesis or interphase

and telophase ; included as part of mitosis
2. idea that produces two nuclei ; 2. ACCEPT produces two cells
3. idea that these are genetically identical to 3. ACCEPT parental

original ; ACCEPT clones (of parent)
IGNORE repair, growth, asexual
reproduction (2)
Question
Number
7(b)
1. (SAN) is myogenic / description given ;
2. electrical activity from SAN causes atria to

contract / eq ;
3. idea that activity of SAN can be changed by

nerve impulses e.g controlled by medulla ;
4. credit detail of nervous control e.g. more 4. ACCEPT more { impulses from
impulses from accelerator increases heart sympathetic / noradrenaline} increases
rate ; heart rate
more {impulses from vagus / more
impulses from parasympathetic /
acetylcholine} decreases heart rate (3)
Question
Number
7(c)
1. idea that lactase gene {activated /
transcribed} ;
2. (synthesis of) lactase / eq ;
3. hydrolysis of lactose / glycosidic bonds broken

;
4. to produce glucose AND galactose ;
(3)
Question
Number
7(d)
1. idea that a better model than guinea pigs or 1. ACCEPT ref to only HeLa {cells/DNA} are
mice ; human
2. idea of animal rights ; 2. ACCEPT {fewer / no} ethical issues

welfare of animals
3. easy to culture / eq ; 3. ACCEPT cheaper (as continual supply)
4. (HeLa cells) susceptible to disease / HPV

/ eq ;
(2)
Questio
n Answer Additional Guidance Mark
Number
* 7(e) (QWC – spelling of technical terms must be correct and
the answer must be organised in a logical sequence) QWC emphasis is clarity of expression
1. idea that {motor neurone / cell body / nucleus} is 1. Accept idea of damage to myelin
destroyed ; sheath/Schwann cells
2. depolarisation does not occur in the neurone /

(insufficient so ) no action potential set up in the
neurone ;
3. detail of (depolarisation / action potential) not 3. ACCEPT Na+ / cation channels

occurring in neurone e.g. Idea Na+ does not diffuse {non-functional / eq}
into neurone ;
4. {neurotransmitter / named neurotransmitter} 4. ACCEPT {neurotransmitter / named

not{released / produced / eq} at junction with muscle neurotransmitter} not{released /
/ eq ; produced / eq} at {motor neurone
presynaptic membrane / motor end
plate}
5. detail of lack of neurotransmitter release e.g. vesicles
(containing neurotransmitter) do not {move / fuse}
with {presynaptic membrane / eq} / eq ;
6. Ca2+ not released into muscle cytoplasm ; 6. ACCEPT Ca2+ not released into
sarcoplasm
7. Ca2+ not released from sarcoplasmic reticulum ;
8. no Ca2+ to {activate / eq} troponin ;

(6)
9. idea that muscle does not contract ;
Question
Number
7(f)
NB If candidates consider viral genetic
material in terms of DNA produced from
RNA then still works
1. contains basis / eq ; 1. ACCEPT both have (4) bases /

nucleotides
2. contain phosphate (groups) ;
3. have a pentose sugar ; 3. ACCEPT 5C sugar
4. reference to phosphodiester bonds ; 4. ACCEPT phosphoester
5. idea of discrete strands ; 5. ACCEPT linear (3)
Question
Number
7(g) 1. smooth shown as dominant / wrinkled
shown as recessive e.g. use of upper and
lower case ; these could be gleaned from gametes
Parental generation:
2. both types shown as homozygous ;
F1:
3. all shown as heterozygous ;
F2:
4. genetic diagram to show that 75% are 4. diagram should show genotypes
smooth / 25% are wrinkled ; (4)
Question
Number
7(h)
1. all the {DNA / eq} found in {a human / the 1. ACCEPT all the bases / introns and
human species / eq} ; exons for DNA eq
ACCEPT population for species
2. idea of genes {on different chromosomes / 2. ACCEPT locus/loci for position

different positions on same chromosome} ;
(2)
Question
Number
7(i)
1. product (of p53 gene) {stops / eq} 1. ACCEPT product stops tumour cells
development of tumour cells / eq growing/ dividing
OR
product {stops / regulates} progression {of 1. ACCEPT keeps it in interphase / named

cell cycle / towards mitosis} ; mitotic stage / interferes with mitosis
progress
2. acts as an inhibitor of {transcription /
protein synthesis / eq} / eq ;
3. idea that {DNA / eq} repair ;
4. idea that leads to apoptosis ; 4. ACCEPT shortens telomeres

(2)
Question
Number
7(j)
1. protein / glycoprotein ; 1. IGNORE ref to haemoglobin
2. reference to this being CD4 ;
3. found on cell (surface) membrane / eq ;
4. that acts as a {receptor / named receptor} 4. ACCEPT receptor for gp120

for HIV / eq ;
(2)
Question
Answer Mark
Number
7(k) 200 (nucleotides) ; Clerical
(1)

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Edexcel GCE
Biology
Advanced
Unit 5: Energy, Exercise and Coordination
Friday 20 June 2014 – Morning Paper Reference

A copy of the scientific article adapted from The Immortal Life of
Henrietta Lacks (enclosed)
Instructions
Information
Advice
Turn over
P44493A
*P44493A0124*
1/1/1/1/
1 The diagram below shows part of a knee joint.

The knee is a hinge joint that may need surgery if damaged.
Muscle
C
Knee cap
B
D
(a) Place a cross in the box to complete each of the following statements.
(i) The structure containing the most elastic tissue is
(1)
A
B
C
D
2
*P44493A0224*
(ii) The part containing cartilage is
(1)
A
B
C
D
(iii) The muscle shown attaches to part A by

(1)
A an extensor
B a flexor
C a ligament
D a tendon
(b) A damaged cruciate ligament may require surgery.

(i) Explain the role of the cruciate ligament shown in the diagram.
(3)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
(ii) Give one advantage to a patient of using keyhole surgery to repair a damaged
cruciate ligament.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
3
2 The central nervous system (CNS) is made up of the brain and the spinal cord.
(a) The image below of a human head and neck shows part of the CNS.
C
B
Using the image and your knowledge, complete the table below.
(4)
Labelled structure Name of structure One function
Thermoregulation
4
*P44493A0424*
(b) The structure involved in thermoregulation may cause sweat glands to release
more sweat.
Explain how increased sweating is involved in the regulation of body
temperature.
(3)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . . . . .
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5
(c) The photograph below shows a California sea lion (Zalophus californianus), a large
marine mammal.
Magnification × 0.005
Domoic acid is a neurotoxin, produced by algae, that harms the brains of these
mammals. This neurotoxin damages brain cells that release a neurotransmitter
called glutamate.
(i) Describe how a neurotransmitter, such as glutamate, is released from a brain
cell.
(4)
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6
*P44493A0624*
(ii) Scientists have used magnetic resonance imaging (MRI) to provide evidence
that domoic acid may damage the brains of California sea lions.
Suggest how MRI can provide this evidence.
(2)
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7
3 Dark chocolate contains a chemical called epicatechin.
An investigation was carried out to study the effect of epicatechin on mice.
Three groups of one-year-old male mice, group A, group B and group C, were used in
an investigation lasting 15 days.
The table below shows how each group of mice was treated.
Epicatechin added to
Group Extra exercise
drinking water
A Yes No
B No No
C No Yes
All other variables were kept constant and after 15 days skeletal muscle from the
mice in each group was studied.
(a) The ability of the skeletal muscle to contract was compared. The time taken for
the muscle to start to fatigue (fail to contract) was recorded.
The results are shown in the table below.
Time taken for skeletal muscle to fatigue

Group / seconds
Mean Range
A 164 ± 10
B 130 ±4
C 128 ±5
8
*P44493A0824*
A statistical test was carried out on the results.
The test showed that the addition of epicatechin had a significant effect on the time
taken for mouse skeletal muscle to fatigue. The test also showed that extra exercise
had no significant effect.
Use the results table to supply evidence that the addition of epitcatechin had a
significant effect but extra exercise had no effect.
(4)
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(b) The mean number of capillaries per muscle fibre was found for the skeletal
muscle from groups A and B.
The bar chart below shows the results.
2.0 –
1.8 –
Mean number
of capillaries 1.6 –
per muscle
fibre 1.4 –
1.2 –
1.0 –
A B
Mouse group
9
(i) Use the information in the bar chart to describe the effect of epicatechin on
the mean number of capillaries per muscle fibre.
(2)
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*(ii) Using your knowledge of respiration and the results table for groups A and
B, suggest an explanation for the effect of the change in the numbers of
capillaries on the time taken for the muscle to fatigue.
(5)
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10
*P44493A01024*
BLANK PAGE
11
4 Induced pluripotent stem cells (iPS cells) are a new type of stem cell.
(a) To produce iPS cells, four genes that code for different transcription factors are
added to the genome of somatic (body) cells. The transcription factors produced
cause the somatic cells to be converted into iPS cells.
(i) Suggest why it may be better to produce differentiated cells from iPS cells
than from pluripotent stem cells.
(2)
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(ii) Explain how these transcription factors may cause the somatic cells to be
converted into iPS cells.
(4)
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12
*P44493A01224*
(b) In 2013, it was discovered that a mixture of seven chemicals could be added to
somatic cells to cause them to develop into iPS cells rather than the need to add
genes to their genome.
Suggest how a valid comparison of these two techniques could be carried out to
discover which may be more effective for converting somatic cells into iPS cells.
(3)
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13
5 Plants can respond to environmental cues using IAA (auxin) and photoreceptors.
(a) A plant was kept in a cycle of 12 hours in the light and then 12 hours in the dark.
This plant did not flower.
It was then placed in an environment with 15 hours in the light and 9 hours in the
dark. The plant then flowered.
Explain how this change in light conditions stimulated this plant to flower.
(3)
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(b) IAA in the stem of the plant is involved in phototropism.

(i) Give three similarities between IAA and animal hormones.
(3)
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14
*P44493A01424*
(ii) Auxins can be used to kill unwanted plants such as weeds growing in grass.
The auxin stimulate the weeds to grow rapidly.
Suggest an explanation for how auxins stimulate the weeds to grow rapidly
but not the grass.
(2)
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15
6 The nervous system is made up of many different neurones including those involved
in reflex actions.
(a) The table below shows features of three types of neurone in a spinal reflex. Place
a cross in the box if the feature is present in any of the named neurones.
(4)
Type of neurone
Feature
Sensory Relay Motor
Found only in the central nervous system
Cell terminates at the effector
Pre-synaptic membrane not found in the

central nervous system
Impulse stimulated by the receptor
(b) Rod cells and muscle cells in the eye both require ATP.
(i) Name the chemical reaction that occurs when ATP is broken down.
(1)
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(ii) Describe the function of ATP in a rod cell soon after a person has moved from
an area of bright light to an area of low light.
(2)
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16
*P44493A01624*
(iii) Describe the role of ATP in the contraction of a muscle fibre.
(5)
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17
7 The scientific article you have studied is adapted from the book called The Immortal
Life of Henrietta Lacks by Rebecca Skloot, published by Pan Books in 2011.
(a) MPF triggering (paragraph 6) starts the process of mitosis. Suggest three events
that occur at the beginning of mitosis in a plant cell that may be triggered by MPF.
(3)
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18
*P44493A01824*
(b) The genome makes sure that cells ‘do their jobs, whether that’s controlling your
heartbeat or helping your brain understand the words on this page’ (paragraph 10).
Suggest how cells sensitive to pH are involved in controlling heart rate.
(4)
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(c) ‘Like guinea pigs and mice, Henrietta’s cells have become the standard laboratory
workhorse’ (paragraph 16).
Suggest three reasons why Henrietta’s cells are used routinely in medical
research.
(3)
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19
*(d) ‘By the end of 1951, the world was in the midst of the biggest polio epidemic in
history’ (paragraph 19). This was caused by poliovirus which can lead to paralysis
(paragraph 20).
The virus infects motor neurones which can stop skeletal muscles from working.
Explain how the structure of the cell surface membrane of a motor neurone is
related to the conduction of a nerve impulse along its axon.
(6)
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20
*P44493A02024*
(e) Poliovirus, like Human Immunodeficiency Virus, is a retrovirus. Poliovirus was able
to infect HeLa cells (paragraph 25).
Give three differences between the structure of the genetic material in poliovirus
and the genetic material in HeLa cells.
(3)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
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21
(f ) Scientists had studied genes by breeding animals ‘then breeding their offspring to
see how genetic traits are passed from one generation to the next’ (paragraph 33).
When this was done using a brown mouse and a white mouse, it was found that
in the F2 generation (second generation of offspring), 75% of the mice were
brown.
In the space below, draw genetic diagrams to describe and explain the genotypes
of the parents and their offspring in the previous two generations.
(4)
22
*P44493A02224*
(g) Monoclonal antibodies are produced by hybrid cells. These cells are made by
fusing a lymphocyte with a cancer cell, such as HeLa (paragraph 37).
Suggest why cancer cells are used to form these hybrid cells.
(2)
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(h) Suggest what is meant by the term genetic engineering (paragraph 47).
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
(i) Place a cross in the box that shows the number of cells present if one cell
divided 50 times by mitosis (paragraph 58).
(1)
A 2 5
B 502
C 520
D 250
23
(j) Scientists knew that ‘there was a string of DNA at the end of each chromosome
called a telomere’ (paragraph 60) and they also knew that ‘human cancer cells
contain an enzyme called telomerase’ (paragraph 61).
State four chemical elements found in both telomeres and telomerase.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .
24
*P44493A02424*
Summer 2014
GCE Biology (6BI05)

Paper 01R
Unit 5: Energy, exercise and coordination



Summer 2014

last.





limited.

consulted.


vocabulary when appropriate.

expected answer.
correct context.
preclude others.
Number
1 (a) (i) D;
(1)

Number
1 (a) (ii) B;
(1)

Number
1 (a) (iii) D;
(1)

Number
1 (b) (i)
1. Attaches bone to bone / eq 1. ACCEPT correctly named bones
2. Allows (some) movement / eq ; 2. ACCEPT ligaments limit movement
3. Idea that this gives added stability ; 3. ACCEPT X-shaped / 2 ligaments

(3)
Number
1 (b)(ii)
Any one from
1. Small incision / wound 1. ACCEPT less tissue damage
2. so reduced likelihood of {pathogen / eq} entry
3. Shorter recovery time
4. Reduced blood loss
5. Idea of less anaesthesia ;

(1)

Number
2 (a)
Labelled Name of One function of

structure structure labelled structure
A cerebellum ; Coordinates
movement / balance
/ posture / fine motor
control ;
D; Hypothalamus ; thermoregulation
(4)
Number
2(b)
1. Heat (energy) from blood in capillaries / eq ;
2. Absorbed by sweat ;
3. Used to break H bonds in water ;
4. Ref to latent heat ;
5. (So) water evaporates ;
6. Taking heat from the body / eq ;

(3)

Number
2(c)(i)
1. Ref to arrival of { impulse / action potential / eq } ;
2. Calcium ion {channels / eq } open in { pre-synaptic

membrane / brain cell membrane / eq } ;
3. Calcium ions enter (brain cell) through {diffusion /

down concentration gradient } ;
4. Causes (glutamate-rich) vesicles to {move towards

/ fuse with} pre-synaptic membrane / eq ;
5. {Neurotransmitter / glutamate} release through (4)

exocytosis ;
Number
2 (c)(ii)
1. Idea that the damaged areas can be identified on
MRI scan ;
2. Idea that these damaged areas are known to be

areas associated with the release of glutamate ;
3. Comparison with and without domoic acid ; 3. ACCEPT in terms of brain regions
or sea lions (2)
Number
3(a)
1. Mean time for group A much longer (compared with B)
/ eq ;
2. No overlap of data / eq ;
3. Idea that means for {B and C / eq} very close together

;
4. Range of data both overlap (for B and C) ;
5. Manipulated data used e.g. lowest time for group A is

154 sec and still higher than longest time for group B
(@ 134 sec) or C (@ 133 sec) ; (4)

Number
3 (b)(i)
4. Increases / eq ;
5. by {50% / 0.6 / 1.5x} ; (2)

Number
* 3 (b)(ii) QWC emphasis is spelling
(QWC – spelling of technical terms must be correct and the
1. ACCEPT running out /running
1. Idea that fatigue maybe due to less ATP ; short
2. more capillaries supplies more blood / eq ;
3. idea of more capillaries gives greater surface area for

exchange ;
4. this supplies {oxygen / glucose / eq} ;
5. for aerobic respiration / eq ;

6. ACCEPT a description e.g. of
6. Detail of aerobic respiration ; oxidative phosphorylation
7. ACCEPT idea that more ATP
7. (so) more ATP made / eq ; present/available
8. ACCEPT ref to muscles can
8. (so) delays onset of fatigue / eq ; contract for longer
8. gains mp7 as well if states
9. By 34 seconds in {group A / those fed on epicatechin} ; comparison e.g. 34s longer to fatigue (5)
Number
4 (a)(i) All converse as appropriate
1. An ethical comment ;
2. Idea that no embryo used (as somatic cells are body

cells) ;
3. Limited supply of embryos /eq ;
4. iPS cells can be used in the same individual that

provided the somatic cells ;
5. no immune response with iPS cells ; 5. ACCEPT no rejection of (2)

cells/tissues/construct

Number
4 (a)(ii) 1. Binds to another substance e.g. forming a
transcription initiation complex, deactivating
inhibitors ;
2. Bind to promoter region(s) (on DNA) ;
3. So no genes switched off / eq ;
4. Ref to RNA polymerase activity ;
5. (m)RNA production ;
6. {protein / eq} produced;

(4)
7. That allow cells to divide / undifferentiate /
unspecialise ;
Number
4 (b)
1. Idea of same source of somatic cells used ;
2. Example of measuring outcome offered e.g.

percentage conversion to iPS, amount of mRNA or
protein product made ;
3. Use same time (for study) / eq ; 3 ACCEPT as time taken to produce

iPS
4. Run at same temperature / eq ;
(3)
5. Run at { same / optimum } pH ;
Number
5 (a) 1. reference to phytochrome ;
2. idea that day length is the environmental cue ;
3. ref to critical period / photoperiod ;
4. this is more than 12 hours light / less than 12 hours

darkness / eq ;
5. idea that different wavelengths of light are involved
OR
Reference to interconversion of phytochromes e.g.

because light supplies red light which converts P R
converted to P FR ;
6. Ref to florigen ; (3)

Number
5 (b)(i) Both
1. chemicals ;
2. produced in cells / eq ;
3. idea that they move away from site of production ;
4. effect may be distant from production site / eq ;
5. long-term / permanent effect / example quoted / eq ; 5. ACCEPT both can control growth
6. involved in gene activation /eq ; 6. ACCEPT: Both can have an

effect on gene inhibition (3)

Number
5 (b)(ii)
1. idea that weeds affected because e.g. more
sensitive, take up more ;
2. idea that (auxin / IAA) causes cell elongation ; (2)

Number
6 (a)
Type of neurone
Feature
Sensory Relay Motor
Found only in the ;

central nervous system
Cell terminates at the ;

effector
Pre-synaptic
;
membrane not found in
the central nervous
system
impulse moves away (4)
;
from the receptor
Number
6 (b)(i) Hydrolysis / eq ; (1)

Number
6 (b)(ii)
1. Supplies energy to allow opsin and retinal to
combine ;
2. To (re)form rhodopsin ;
3. Use in the transport of ions e.g. to allow Na+ to be 3. ACCEPT role of ATP in calcium ion (2)
pumped out of cell ; uptake
Number
6 (b)(iii)
1. Reference to actin and myosin interacting ;
2. ATP binds to myosin head causing {bond / cross-

bridge / eq} between actin and myosin to break / eq ;
3. ATP {breaks / hydrolyses} into ADP and P i {releasing

energy that is stored in myosin head / causing myosin
head to reset / eq} ;
4. Myosin head binds to actin / {bond / cross-bridge

forms} between actin and myosin / eq ;
5. P i is released from myosin head / eq ;
6. Energy in myosin head causes it to move / eq ;
7. Idea that actin slides along ;
8. ADP is released at this time / eq ;
9. Role of ATP in transport of calcium ions (5)

back to sarcoplasm / eq ;
Number
7(a)
1. Chromosomes / eq (continue to) condense ; 1 IGNORE become visible
2. Nuclear envelope breaks down ;
3. Spindles (fibres) form ;
4. Nucleolus breaks down / eq ; (3)

Number
7(b)
1. (pH sensitive cells) detect a change in blood pH / eq
;
2. These are in the {carotid body / carotid artery /

aortic body / aorta / medulla } ;
3. Alter impulse rate to brain / eq ;
4. Ref to cardiac centre ;
5. in medulla ;
6. Change impulse rate of SAN ; (4)

Number
7(c)
1. Idea that reproduce rapidly / {robust/hardy} so
many can be formed rapidly ;
2. Easy to culture / eq ; 2. ACCEPT cheaper (as continual

supply)
3. (HeLa cells) susceptible to disease / HPV / eq ;
3. ACCEPT other named disease
4. Genome known / eq ;
4 ACCEPT ref to (HeLa) cells are (3)
5. Idea that they have no Hayflick limit ; human
Number
* 7(d) (QWC – spelling of technical terms must be correct and QWC emphasis is logical sequence
the answer must be organised in a logical sequence) IGNORE myelin sheath comments?
1. Phospholipid bilayer ;
2. Idea of its hydrophobic properties inhibit

movement of ions across membrane ;
3. Na+ gated channel present ; 3. ACCEPT voltage-gated / protein

channels
4. To allow Na+ to enter during depolarisation /
to open when local currents occur ;
5. K+ channels ;
6. To allow K+ to diffuse ;
7. Sodium–potassium pump / eq ;
8. To {export Na+/ import K+} ;
9. Role of pump in neurone membrane ; 9 ACCEPT role with regard to the

resting potential ;
10.Idea that only parts of the membrane may be 10. ACCEPT salutatory condition ;
involved e.g. nodes of Ranvier ; (6)
Number
7(e)
1. Idea of double stranded only in HeLa ; 1 ACCEPT double helix in HeLa only
2. Idea of to many H bonds in HeLa /

{complementary bases / base pairs} ;
3. Thymine only found in HeLa genetic material /

uracil only in poliovirus ;
4. Sugar present in HeLa is deoxyribose / ribose in

poliovirus / eq ; (3)

Number
7(f) 1. brown shown as dominant / white shown as
recessive e.g. use of upper and lower case;
Parental generation:
2. both types shown as homozygous ; This could be gleaned from gametes
F1:
3. All shown as heterozygous ;
F2:
4. Genetic diagram to show that 75% are brown / 4. Diagram should show genotypes
25% are white ;
(4)
Number
7(g)
1. Allow continual division (of hybrid) ; 1. ACCEPT division is rapid / eq;
2. Idea of continual production of (monoclonal)

antibodies ;
(2)

Number
7(h)
1. Modification of {genome / DNA / eq} ;
2. Ref to the addition of {genetic material / eq} from

another {organism / species / eq} / eq ;
(2)

Number
7(i)
D (250) ; (1)

Number
7(j)
Any two for 1 mark:
Carbon/hydrogen/oxygen/nitrogen ; ; ACCEPT as chemical symbols

(2)

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Pearson Centre Number Candidate Number

Wednesday 21 May 2014 – Morning Paper Reference

Time: 1 hour 30 minutes 6BI01/01

1 Transcription and translation are processes involved in the synthesis of proteins.

(Total for Question 1 = 10 marks)

(Total for Question 2 = 9 marks)

(Total for Question 3 = 13 marks)

Milk Protein (%) Lipid (%) Lactose (%)

Number of double Concentration of fatty acid

Total concentration of Total concentration of

(Total for Question 4 = 10 marks)

Deoxygenated blood is transported back to the lungs in the ....................................................... .

Backflow of blood into the heart is prevented by ....................................................... valves.

(Total for Question 5 = 10 marks)

Category BMI range

The graph below shows the results of their investigation.

No Dairy Meat and Fruit and Ready-to- Cooked Bread

(iii) The units for mean BMI are

(Total for Question 6 = 11 marks)

H C O C Fatty acid chain

H C O C Fatty acid chain

H C O C Fatty acid chain

(Total for Question 7 = 10 marks)

Permeability Cell surface membrane

(c) The rates of osmosis will be different in the two membranes.

(Total for Question 8 = 7 marks)

TOTAL FOR PAPER = 80 MARKS

GCE Biology (6BI01)

Unit 1: Lifestyle, Transport, Genes and

Pearson: helping people progress, everywhere

The mark scheme gives examiners:

Quality of Written Communication

2. reference to (nitrogenous) base / adenine / guanine / 2. NOT thymine,

1. reference to ribosome (attaches to mRNA) ; 1. ACCEPT rough endoplasmic reticulum, RER

3. idea of {anticodon codon interaction / complementary 3. ACCEPT description of complementary base

4. formation of hydrogen bonds (between the tRNA and

5. reference to peptide bond (between amino acids) ; 5. ACCEPT peptide link

6. (peptide bond) formed by a condensation reaction ; 6. ACCEPT by an enzyme

7. idea that tRNA released from {mRNA / ribosome} ;

2. idea that this is due (phospho)lipids dissolve in ethanol ;

3. idea that colorimeter was not {calibrated / zeroed / eq}

4. idea that test 2 is done some time after test 1

6. smaller volume of ethanol used in test 2 ;

3. genotypes clearly matched to phenotypes of possible 3. ACCEPT carrier as phenotype

4. (probability =) ¼ / 25% / 1 in 4 / 0.25 ; 4. ACCEPT incorrect probability but

2. idea of extracting DNA (from cells) ; 2. IGNORE testing DNA

3. idea that (normal) protein produced / cells function

2. ACCEPT similar genes

3 (d) 1. idea that risk from gene therapy very small ;

5. idea that trial may lead to effective treatment e.g.

Any two from: Allow two named minerals or vitamins

{carbohydrate / named soluble carbohydrate}; NOT sugar, lactose, starch, fibre,

1. more protein AND more lipid ; 1. IGNORE simple quote of figures

3. idea that lipids are a source of energy ;

5. idea that excess energy is needed for {weight gain / stored

4 (b) (ii) Total concentration of Total concentration of

2. credit correct manipulation of figures to illustrate

3. (lots of) muscle 3. no muscle / eq ;

5. IGNORE porous , permeable

2. idea that it reduces ‘stickiness’ of platelets ; 2. ACCEPT effectiveness of platelets

4. idea that (risk of) blood vessels becoming blocked is

3.{same / similar / eq }{volume / mass / energy content } of