Questions

Q1.

The graph shows some data about smoking tobacco in the UK.

(i) Calculate the decrease in the percentage of females who smoked tobacco from 1990 to 2010.
(1)

........................................................... %

(ii) Suggest two reasons why smoking tobacco has decreased in the UK.
(2)
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Q2.

In 2012 there was an outbreak of whooping cough in the UK.

The graph shows the number of new cases of whooping cough in the UK from April to December 2012.

(a) (i) Describe the trend shown in the graph from April to December.
(1)
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(ii) In September 2011 there were 168 cases of whooping cough in the UK.
Calculate the difference in the number of cases of whooping cough in September 2011 and
September 2012.
(2)

........................................................... cases
(b) Whooping cough is caused by the bacterium Bordetella pertussis, which grows rapidly in the human
body.
State the term used to describe the rapid growth of a bacterial population.
(1)
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(c) Children in the UK can be immunised against whooping cough.

Suggest why outbreaks of whooping cough still occur in the UK.
(2)
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Q3.

Figure 3 shows a peak flow meter.

A peak flow meter is used to measure the rate at which air is blown out of the lungs.

Figure 3
To use a peak flow meter a person takes a deep breath and exhales the air as hard and as fast as
possible into the peak flow meter.
People with asthma can have a reduced peak flow.
A student investigated the peak flow of five people with asthma and five people without asthma.
All the people were male and the same age.
The mean peak flow for people without asthma was 630 dm3 per minute.
The mean peak flow for people with asthma was 480 dm3 per minute.
Use the mean peak flow values to calculate the percentage decrease in peak flow for the people with
asthma.
(2)

........................................................... %
 (Total for question = 2 marks)

Q4.

The temperature of Rebecca's brain and of one of her fingers was recorded at six different external
temperatures.

(i) Calculate the maximum temperature range for Rebecca's finger.

(1)
answer ................................°C
(ii) Compare the temperature of Rebecca's brain and her finger as the external temperature decreased.
(2)
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(iii) Explain why the temperature of Rebecca's finger showed this response to the decrease in the external
temperature.
(3)
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Q5.

People with diabetes insipidus are unable to produce enough of the hormone ADH.
In a medical study, the ADH levels in the blood of eight people were measured.
Four of the people, A, B, C and D, do not have diabetes insipidus.
The other four people, E, F, G and H, have diabetes insipidus.
The results are shown in the tables.
(i) Calculate the mean ADH level in the people without diabetes insipidus.
(2)

........................................................... μg per dm3

(ii) Suggest why there is a wide range of ADH levels in the people without diabetes insipidus.
(2)
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(iii) Complete the sentence by putting a cross ( ) in the box next to your answer.
ADH is a hormone released into the blood by the
(1)
A corpus luteum
B collecting duct
C pituitary gland
D glomerulus

(iv) Suggest a symptom of diabetes insipidus.

(1)
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Q6.

(a) A group of students investigated the level of pollution in two different streams, A and B.
Figure 14 shows the student's results.

Figure 14

Mayfly nymphs, caddis fly lavae and stonefly larvae are indicators of clean water.
(i) Calculate the percentage of organisms in stream A that are clean water indicators.
Give your answer to two significant figures.
(2)

...........................................................

(ii) Use the results to explain which stream is more polluted.

(2)

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The students investigated a third stream, which is very slow flowing and runs through an area where
intensive farming methods are used.
Figure 15 shows the thick layer of algae formed on top of this stream.

Figure 15

(b) Explain the effect of this algal growth on the organisms in the stream.
(4)
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(Total for question = 8 marks)

Q7.

Exercise

The graph shows the heart rate of a fit person and of an unfit person at rest, during exercise and after
exercise.

(a) (i) Compare the heart rate of the fit person with the heart rate of the unfit person from 5 to 15
minutes.
(3)
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 (ii) Cardiac output = stroke volume × heart rate.
The stroke volume of the fit person at 10 minutes is 0.20 dm3 per beat.
Calculate the cardiac output of the fit person at 10 minutes.
Use the graph to help you.
(2)

........................................................... dm3 per minute

(iii) The recovery period is the time it takes for the heart rate to return to its rate at rest after exercise.
Explain why the recovery period for the fit person was different from the recovery period for the unfit
person.
(3)
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(b) Which of the following shows the direction that blood flows towards, through and from the heart?
Place a cross ( ) in the box next to your answer.
(1)
A vena cava → ventricle → atrium → pulmonary vein
B pulmonary artery → atrium → ventricle → aorta
C aorta → ventricle → atrium → pulmonary vein
D pulmonary vein → atrium → ventricle → aorta

(c) More carbon dioxide is produced by cells during exercise.

Name the part of the blood that transports most of the carbon dioxide to the lungs.
(1)
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(Total for question = 10 marks)

Q8.

(i) The volume of fluid filtered through the kidneys of a person in a day was 172 dm3.
The volume of urine produced by that person in the same day was 1.4 dm3.
Calculate the percentage of water reabsorbed into the body of that person for that day.
Give your answer to two decimal places.
(3)

........................................................... %
(ii) A person drank the same volume of water on two consecutive days.
The second day was much hotter.
State how the volume of urine produced on the second day was different from the first day.
(1)
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(iii) Explain how water is reabsorbed from the collecting duct of the kidney.
(3)
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(Total for question = 7 marks)

Q9.

The photograph shows a potato with powdery scab disease.

This disease causes damage to the potato skin.

In an investigation, equal numbers of two varieties of potato were planted in a field.

The potato plants were harvested and checked for the disease.
The results are shown in the table.

(a) (i) Calculate the percentage of Pentland Javelin potatoes affected by powdery scab disease.
(2)

........................................................... %

(ii) Using the information in the table, suggest a reason why a farmer would grow Charlotte potatoes.
(1)
.............................................................................................................................................
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(iii) Using the information in the table, suggest a reason why a farmer would grow Pentland Javelin
potatoes.
(1)
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(b) Complete the sentence by putting a cross ( ) in the box next to your answer.
Microorganisms that cause diseases such as powdery scab are known as
(1)
A antibodies
B antigens
C lymphocytes
D pathogens

(c) Suggest one reason for the difference in the number of potatoes affected by powdery scab disease.
(1)
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(d) Powdery scab disease is caused by a fungus.
The fungus Fusarium is used to produce mycoprotein.
Explain one advantage of using mycoprotein as a food source.
(2)
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Q10.

Height can be used to monitor growth.

The graph shows a percentile chart for height for males aged between 2 and 20 years.

(i) Describe how the height of males changes from the age of 2 to 20 years.
(2)
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(ii) Calculate the difference in height of an 11 year old male in the 95th percentile and an 11 year old
male in the 5th percentile.
(2)

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(iii) Explain what is meant by the 95th percentile on this graph.
(2)
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Examiner's Report
Q1.

(i)
This question was a very straightforward reading from the graph with a simple calculation for 1 mark.
Mistakes were made where candidates read the wrong data or tried to manipulate data in the incorrect
way.
This involved a simple reading of the graph and very simple calculation. The range allowed was 9-10%.

Results Plus: Examiner Comments

10% correct response for 1 mark.

This question involved 2 readings from the graph and a very straightforward calculation for 1
mark. There was some confusion with the reading of males and females and therefore some
candidates got the incorrect reading. Others tried to make a percentage when the percentage
reading was actually on the graph.

Results Plus: Examiner Comments

The correct response should be 9 – 10%.

Results Plus: Examiner Tip

It is important not to overthink an item. This question is the first question on the paper
and is therefore designed to be accessed by all candidates taking this paper. It is
therefore straightforward.

(ii)
This was a very open question, as is the nature of the 'suggest' style of questions. The question
was designed to enable the candidates to apply their knowledge rather than regurgitate learned
information. There were several ways in which the candidates could access marks including the
fact that people are more aware of the dangers involved in smoking for advertising or health
campaigns. The idea that there are more alternatives to smoking tobacco out there such as the
use of e-cigarettes, nicotine replacement therapy etc. Some responses quite rightly stated that
changes in legislation such as the banning of smoking in public places has impacted on the
numbers of people smoking. A large number of responses were able to state that the increase in
the cost of tobacco due to tax has also had an impact on the numbers of people smoking. Marks
were lost due to not reading the question carefully and just writing down everything they knew
about the effects of tobacco smoke on humans rather than answering the question.
This candidate scored 2 marks. The first mark was awarded for being aware of the dangers of
smoking and the second mark for the increase in alternative methods of nicotine replacement
such as e-cigarettes.

Results Plus: Examiner Comments

A clear, well written answer which addresses the question asked.

Results Plus: Examiner Tip

Look to the number of marks awarded for a question and make sure you have that
number of points to be marked.

Unfortunately this response is too vague for the question. "It is illegal" is not true for those people
over the age of 18 and thus cannot be awarded the mark. It also does not answer the question.
You can get lung cancer is a fact rather than the fact that people are now more aware that you
can get cancer. It is addictive is a correct statement but would be likely to cause more people to
continue smoking rather than give up.

Results Plus: Examiner Comments

If the response had expanded on the response regarding lung cancer, to state that
more people are aware of the dangers of lung cancer from smoking they could have
been awarded the mark, but in this case it is just too vague.

Results Plus: Examiner Tip

Be careful to read the question carefully and answer that question rather than 'tell me
everything you know about tobacco smoking'. It may help to highlight the command
word, in this case suggest, to help with this.
Q2.

(a) (i)
This question asked for a description of a trend in the graph for one mark. The mark was given
for identifying the increase in the number of cases from April to October and then a decrease to
December. A surprising number of responses failed to obtain the mark and this was either
because they identified the wrong month as the peak in the number of cases or that they gave a
general description of an overall increase without the attention to detail.

Results Plus: Examiner Comments

This was awarded the mark for identifying the increasing trend, peaking in October and
then decreasing.

Results Plus: Examiner Comments

This response implies that the decrease in the number of cases occurs in October so
was not awarded the mark.

Results Plus: Examiner Tip

Ensure you include sufficient detail and accurate data when describing trends in graph.

(a) (ii)
This calculation required the number of cases in September 2012 to be obtained by reading from
the graph and then subtracting the number of cases given for September 2011 to calculate the
difference. The scale on the graph had one small square as 40 cases and a higher than
expected number of responses showed that the value from the graph was not correctly read from
the scale. The straightforward subtraction calculation was correct in a very high proportion of
answers. Two marks were awarded for the correct answer and one mark for reading the correct
value from the graph.
 Results Plus: Examiner Comments
This was awarded two marks for correctly calculating the value of 1152 by obtaining the
number of cases in September 2012 and then subtracting 168.

Results Plus: Examiner Tip

Always show your workings in calculation questions.

Results Plus: Examiner Comments

This was awarded one mark for obtaining the value of 1320 from the graph. This is
clearly shown in the working out despite the wrong answer being calculated.

(b)
This question required the recall of the term exponential to describe the rapid growth of bacteria.
This proved challenging to candidates across the ability spectrum. The most common incorrect
responses were multiplication, cell division or mitosis, these describe how bacteria grow rapidly.
 Results Plus: Examiner Comments
This was awarded the mark for exponential growth.

Results Plus: Examiner Comments

This is incorrect as it is the reason why rapid growth occurs but is not the term used to
describe the rapid growth.

(c)
The responses to this question allowed the demonstration of a good level of scientific knowledge
and understanding and also revealed some misconceptions. The question asked for suggestions
as to why outbreaks of whooping cough still occur in the UK. The marks were awarded for
suggesting that a lack of immunisation, the idea of immigration, the possibility that the
immunisation can be ineffective or that bacteria can mutate and new strains arise and also that
immunity decreases over time or that boosters are required. The most common responses given
were the lack of immunisation and that immunisation is not always effective. The idea of bacteria
mutating so that the antibodies produced by the body/memory lymphocytes are ineffective
demonstrates a good level of knowledge. However, marks were not awarded when responses
incorrectly suggested the bacteria become resistant or immune to the immunisation. The idea
that people can catch whooping cough from the immunisation is incorrect and was not awarded
credit.

Results Plus: Examiner Comments

This was worth two marks for the idea of the lack of immunisation and the different
strains of the bacteria meaning that immunised people are still susceptible to infection.
 Results Plus: Examiner Comments
This response is only worth one as the only suggestion for the outbreaks of whooping
cough is a lack of immunisation.

Q3.
No Examiner's Report available for this question

Q4.

(i)
Several candidates struggled to calculate a range here and gave 37 degrees as the answer
rather than a range calculation from 37 to 34.3 giving 2.7.
(ii)
Most candidates managed 1 mark here either for the temperature of the finger decreasing, or for
the brain remaining stable, but they missed the second mark by not reading the question
carefully enough.

Results Plus: Examiner Comments

This candidate gained 1 mark for recognising from the data that the temperature of the
finger decreased but this is only half the question. The question asks about the brain
and the finger so they should also have stated that the brain remains constant or
fluctuates a little for the second mark.

Results Plus: Examiner Tip

Ensure you answer all parts of the question to maximise your marks.
 Results Plus: Examiner Comments
Excellent response covering both marking points put clearly and concisely.

(iii)
This question was not well accessed, it was an applied question where several candidates could
not explain why. The response wanted was heat was lost from the finger to the surroundings so
the body responded to stop this by using vasoconstriction stopping the warm blood flowing near
the surface.

Results Plus: Examiner Comments

1 mark awarded here for more heat loss to surroundings from the fingers. Further marks
could be awarded for an extension of this related to blood flow away from the fingers to
retain temperature.

Q5.

(i)
This was a straightforward mathematical question which asked for a mean to be calculated. Most
candidates achieved this and were awarded maximum marks. The most common error was to
add the four values up to 16.4 but fail to divide the answer by 4.
Results Plus: Examiner Comments
This response clearly shows the working and the correct answer has been calculated.
 Results Plus: Examiner Comments
This answer scored one mark for correctly totalling 16.4 despite the incorrect answer
being calculated.

Results Plus: Examiner Tip

Always show your working.

(ii)
This question asked for possible reasons why people without diabetes insipidus have a range of
ADH levels in their body. The marks were awarded for the idea of different hydration levels which
included the influence of diet and exercise, natural variation, influence of drugs or salt intake.
The majority of responses referred to the hydration levels of the body. There were very few
references to salt or drug intake. Some candidates had confused this type of diabetes with type 1
or 2 diabetes.

Results Plus: Examiner Comments

This response scored maximum marks for the natural variation in people's bodies and
the difference in hydration level due to the consumption of water.

Results Plus: Examiner Comments

This response has only one suggestion for the different ADH levels - different water
levels in the body.
 Results Plus: Examiner Comments
This response has the idea of hydration level as well as the possible influence of drugs.

(iv)
This question required candidates to suggest possible symptoms experienced by patients with
diabetes insipidus. The mark was awarded for dehydration, thirst, tiredness and increased
volume of urine, common symptoms associated wih dehydration were also credited. Some
vague responses referred to the idea that people need to go to the toilet more often and this was
not awarded credit.

Results Plus: Examiner Comments

This was the most common answer given as it is a symptom of low ADH levels.

Results Plus: Examiner Comments

This is not a symptom and therefore did not gain the mark.
Q6.
No Examiner's Report available for this question

Q7.

(a)(i)
This question required candidates to compare data extracted from a graph of heart rate from a fit
and an unfit person during and after exercise. The item was accessed effectively by the majority
of candidates and discriminated well with higher grade candidates stating several basic
comparisons referring to more than just either the fit person returning to their resting heart rate
quicker, stating similarities in response to the exercise or the fit person having a lower heart rate
than the unfit person as well as manipulating two parts of the heart rate data. Candidates gained
no marks for just quoting numbers from the graph. Some candidates incorrectly interpreted the
question to mean explain why the changes occurred, which were not credited here. Some of
these realised this mistake when they reached item (a)(iii) and asked the marker to mark this for
(a)(iii) and then wrote a new answer to (c)(i) on additional lined paper.

Results Plus: Examiner Comments

This was a good response putting two creditable points clearly. They gained marks for
saying that the unfit person had a higher heart rate at the start of the prescribed time
period and for the fit person returning to their resting heart rate quicker as they had
correctly worked out the times for each recovery period. It was disappointing that many
candidates read the times incorrectly, with 2 and 10 minutes commonly seen and
occasionally 3 and 4 minutes being incorrectly read from the graph.

Results Plus: Examiner Tip

Candidates should be encouraged to identify and state basic points as well as then
developing them, for example through manipulating data.

(a)(ii)
Two marks was the modal score here and it was pleasing to see that the vast majority of
candidates at this level could substitute numerical data read from a graph into an equation and
correctly calculate the cardiac output. A very few candidates left this item blank. A small, but
significant number of candidates gained one mark for correctly using the equation although the
substituted number was an incorrect but acceptable value from the graph.

Results Plus: Examiner Comments

There was no mark awarded here. The substituted value was outside of the tolerance of
56 to 140. This range was based on the graph. It is most probable that this candidate
ignored the graph and substituted the 10 from the ten minutes stated in the question.

Results Plus: Examiner Tip

If a question states 'use the graph to help you', as it does here, take note that the
examiner is giving you a strong hint that you need to extract information from a source
earlier on in the question.

Results Plus: Examiner Comments

Here the candidate has correctly taken data from the graph and therefore is credited
with the first marking point. Unfortunately, the candidate has then incorporated the dm3
in the equation and cubed the 0.20 as part of the calculation.
 Results Plus: Examiner Tip
Always show your working as shown here as if you do not, a small mistake in
calculating the final figure will result in no marks.
Do not include units when you substitute numerical values into an equation.

(a)(iii)
This item required candidates to explain why the recovery period for the fit and unfit person was
different. A candidate could score an easy mark by stating that the recovery period was quicker
for the fit person and then needed to explain why. Some candidates could go no further because
they just then described what the graph showed. The most common response seen to explain
the quicker recovery time was that the cardiac system / respiratory system was more efficient at
getting oxygen into / around the body. Most candidates scored one or two marks in these ways.
This question was a good discriminator as there was usually a clear difference in the standard of
answer in those that did explain the reasons for a quicker recovery in detail thereby justifying all
three marks.

Results Plus: Examiner Comments

The candidate has scored two marks here through stating that because the fit person
has a larger stroke volume and so can recover quicker. They have qualified the
difference in recovery period and given a reason for it. This is a reasonably good
answer as the first point was often credited for the more simplistic statement that the
heart was stronger. They have not extended the response to explain other reasons why
the recovery period was shorter. This was a common way of getting two marks. To get
more marks the candidate would have needed to be more scientific and, for example,
relate the recovery period to anaerobic respiration or lactic acid.

Results Plus: Examiner Tip

Where three marks are available at this level it is probable that a significant amount of
detail will be expected to score full marks.
(c)
All possible main parts of the blood were seen as responses to this question which asked
candidates to name the part of the blood that carried carbon dioxide with red blood cells being as
common as plasma. Slightly fewer candidates scored the available mark than those that scored
nothing. This was unexpected as it was thought that candidates would know that red blood cells
carried oxygen and that white blood cells are part of the immune system. It is possible that that
this had been the emphasis of teaching and instead of thinking what else is left candidates
wrongly decided that if red blood cells carry oxygen, they probably carry carbon dioxide as well.

Q8.
No Examiner's Report available for this question

Q9.

(a) (i)
This was one of the calculation questions on the paper in which candidates were asked to work
out a simple percentage value. It was answered well by the vast majority of candidates, but there
were a few who found mathematical calculation challenging. In this case, merely selecting the
correct numbers from the table was sufficient to gain one of the two marks, highlighting the
importance of including working when answering these questions.

Results Plus: Examiner Comments

A typical answer, showing working.

(a) (ii)
Most candidates answered this question correctly, with a reference to the low number of
potatoes affected by the disease.
(a) (iii)
Most candidates understood why the farmer might select the potato that was more prone to
disease (with greater yield), but a few candidates made reference to the cost of buying or
growing the potatoes.
(c)
This question asked candidates to give a reason for the differences in pest damage seen in the
two varieties - a simple reference to the specification statement on plant defence against
disease. A large number of candidates referred to the immune system - with answers that
included antibodies and lymphocytes. Some interesting answers included reference to different
soil type or growing conditions, but as the stem of the question stated that the two varieties were
grown in the same area, these answers could not be accepted.
(d)
Here, moving on from the production of potatoes as a food source and fungal diseases,
candidates were asked for one advantage of using mycoprotein as a food source. Some
candidates identified the nutritional benefits of mycoprotein while others chose the flexibility in
growth using fermentors as the benefits. A small number of candidates assumed that the
mycoprotein was in some way related to the powdery scab disease.

Results Plus: Examiner Comments

Here the candidate has given a reasonable nutritional characteristic together with a
health benefit.
 Results Plus: Examiner Comments
The candidate has confused the mycobacterium with some aspect of the disease in the
previous part of the question.

Q10.

(i)
We were please to see that candidates were not put off by the percentile chart and this suggests
that centres are discussing charts of this nature with their candidates.

Results Plus: Examiner Comments

This response is typical of many that we saw, where the candidate has neglected to
describe the later stage of the graph. This candidate was awarded one of the two marks
available.

Results Plus: Examiner Tip

Remember that if there are two marks assigned to a question, you must give two pieces
of information to gain both marks.
When you see the command word 'describe' and you have a graph or a table of data in
front of you, look very carefully for changes in trends and comment on these, quoting
values from the x axis. For example, in this graph there is a steep increase in height
and then a less steep increase, occurring at about 15–18 years of age. Look at the
 changes in gradient of the lines and then describe these in terms of the variables.

Results Plus: Examiner Comments

If candidates are asked to describe data, they should use the terms in the question.
This question required candidates to describe height, so this must be what the answer
is written about. This candidate was awarded no marks as their response did not
answer the question asked. Although we saw very few responses like this, it is worth
pointing out the importance of teaching candidates the meanings of the various
command words that they might encounter and what they need to include in their
response.

Results Plus: Examiner Tip

The command word 'describe' requires you to link together a series of facts or pieces of
information in a logical order. In this question, the use of 'describe' means that you
should say what the graph shows; a scientific explanation covering the reasons why
something is happening is not required.

(ii)

Results Plus: Examiner Comments

This response illustrates a clearly laid out calculation and final answer. Although this is
not necessary to score full marks, it is safer to encourage candidates to do this; if they
make a mistake in their working and get the wrong answer, they may still pick up a mark
due to error carried forward. Just a wrong answer with no working shown will score
zero.

Results Plus: Examiner Tip

Always show your working, however simple the calculation might seem.
 If you cannot do the calculation, always attempt it, especially if you need to read values
from a graph or make measurements. You could make up the odd marks and one mark
can make the difference of a grade.

(iii)
This question did challenge candidates, not unexpectedly. It was encouraging that we saw very
few blank responses; the majority made a good attempt at writing a response.

Results Plus: Examiner Comments

Although not completely correct, we felt that a response of this quality was creditworthy
at this level and gained one mark. The candidate failed to gain the second mark by not
including the link to age, ie 5% will be taller at that age.

Results Plus: Examiner Tip

Be prepared to explain any of the terms used in the specification. It might be worth
creating a glossary when you are revising. List all the terms used in your lessons and
write a definition for each.

Results Plus: Examiner Comments

This was a common wrong answer, possibly illustrating a misconception that candidates
have regarding percentile charts.

Mark Scheme
Q1.
Q2.
Q3.

Q4.

Answer Acceptable Mark

answers
(i) 2.7 Allow -2.7 (°C) (1)
(ii) a comparison to Ignore references to (2)
include the following brain temperature
linked points going up
(Rebecca's) brain
temperature
fluctuated / stayed
similar / did not
 change very much
(1) (whereas) finger
temperature
decreased (1)
(iii) an explanation to
include three of the
following points heat
lost to the
environment /from accept ref to
finger (1) less blood temperature gradient
delivered to the accept more blood
skin's surface/finger flow to vital organs
(1) narrowing of the accept blood vessels
arterioles near the for arterioles
skin's surface (1)
vasoconstriction (1)
less heat loss by
radiation(1) (3)

Q5.
Q6.
Q7.
Q8.
Q9.
Q10.

Answer Acceptable Mark

answers
(i) Accept increases
 height / growth and then levels off /
increases until 15/18 height increases
(years old) (1) (until 20) for 1 mark
 height / growth
starts to level off / ecf on figures
plateau / slows down quoted Accept
after 15/18 (1) growth stops after 18 (2)
(ii) Two marks for
 155 / 155.5 – correct bald answer
132 / 132.5 (cm) (1) ecf
(2)
 answer between 2 marks cannot be
22 and 23.5 (cm) (1) awarded if mp 1 not
correct
(iii) An explanation
linking two points
 95% will be
smaller / that height
or smaller
OR
5% will be taller / at
that height or taller
(1)
 at that age (1) (2)