Questions

Q1.
Transport and exchange of materials

Some students investigated water movement in plant cells.

They measured the mass of five pieces of potato.
Each piece of potato was put into a different concentration of salt solution.
After one hour the pieces of potato were dried and the mass of each was recorded.
The results are shown in the table.

(a) (i) Calculate the percentage change in the mass of the potato in the 20% salt solution.
(2)

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

(ii) Suggest why calculating a percentage change is more useful than calculating the change in mass
in this investigation.
(1)
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(b) Mitosis occurs in plant cells during growth.

Describe the division of a cell by mitosis.
(3)
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*(c) Explain how active transport and diffusion provide a plant with named substances it needs for
growth.
(6)
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(Total for question = 12 marks)

Q2.

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

(a) (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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*(b) Explain how the human body responds to an external temperature of 40 °C.
(6)
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(Total for Question = 12 marks)

Q3.

Corn is one of the world's most important crop plants.

Native Americans grew an early form of corn called teosinte.
Modern corn has been developed by selective breeding of teosinte plants.
Figure 10 shows some stages in the development of modern corn.

Figure 10
* Compare and contrast the use of selective breeding and genetic engineering to produce modern
varieties of corn.
(6)
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(Total for question = 6 marks)
Q4.

The graph shows the oxygen uptake for an athlete when walking and running.

Compare the oxygen uptake when the athlete is walking and running at speeds from 6 to 10 km per hour.
(3)
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Q5.

* Explain how an increase in the production of pollutants can be due to an increase in human
population.
Include both air and water pollution in your answer.
(6)
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Q6.

Natural antiseptics

Some plant extracts contain natural antiseptics.

A scientist spread bacteria on an agar plate.
She then soaked a paper disc in a plant extract and placed the disc on the agar plate.
The diagram shows how the agar plate looked after 24 hours.

(a) Suggest why there is no bacterial growth around the paper disc.
(1)
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(b) The scientist then tested three more plant extracts A, B and C.
The table shows the results for the three different plant extracts.
 The area of a circle can be calculated using the following formula
Area of a circle = πr2
The value for π is 3.14
r = radius
(i) Calculate the area with no bacterial growth for plant extract C.
(2)

........................................................... mm2

(ii) Compare the antiseptic properties of plant extracts A, B and C.

(2)
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(c) Suggest why plants may produce natural antiseptics.

(2)
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(Total for question = 6 marks)

Q7.

Figure 15 shows the effectiveness of different methods of contraception in the prevention of pregnancy
during their first year of use.
It shows percentages for typical use (some mistakes when used) and perfect use (no mistakes when
used).

Figure 15
* Compare and contrast the data for different contraceptive methods and types, to advise a young adult
as to the best method of contraception to avoid pregnancy.
(6)
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(Total for question = 6 marks)

Q8.

Corn is one of the world's most important crop plants.

Native Americans grew an early form of corn called teosinte.
Modern corn has been developed by selective breeding of teosinte plants.
* Compare and contrast the use of selective breeding and genetic engineering to produce modern
varieties of corn.
(6)
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(Total for question = 6 marks)

Q9.

Blood tests can be used to check a person's blood glucose and hormone levels.
Figure 13 shows the results of two blood tests done on three people to check their blood glucose levels.
Person 1 is healthy.

Figure 13
(i) Compare the glucose levels of person 1 with the glucose levels of person 2 after fasting for 12 hours.
(1)
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(ii) Compare the glucose levels of person 2 with the glucose levels of person 1, two hours after drinking
75g glucose.
(1)
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Person 3 cannot produce the hormone that controls blood glucose levels.
(iii) State the hormone that person 3 cannot produce.
(1)
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(Total for question = 3 marks)

Examiner's Report
Q1.

(a)(i)
It was disappointing that so many candidates failed to calculate the percentage change required thereby
scoring 0 marks. The ability to calculate a percentage is usually reasonably well carried out and so the
problem here may well be extracting the correct information from the table of data. Indeed many incorrect
answers had working that used different numerical data from the table. It was pleasing that out of the
candidates that did score here, only a few dropped a mark by giving a positive answer.

Results Plus: Examiner Comments

This is a good answer showing how the percentage decrease was calculated and was
reasonably rounded up to 2 decimal places.

Results Plus: Examiner Tip

When answering calculation items show your working and round up your answers to a
reasonable degree of accuracy.

(a)(ii)
This item required candidates to explain why it was more useful to calculate the percentage
change when analysing data based on the mass of potato 'chips' due to osmosis. Many
candidates had problems expressing themselves here with a significant number falling back on '
to make it more accurate'. Those that were credited with the one mark available usually included
the idea of percentages are easier to compare, often coupled to the fact that the potato chips had
different starting masses.

(b)
This item was well answered by the majority of candidates who described mitosis well reflecting
how well this had been taught. The 2H specification only requires candidates to know that
mitosis produces two genetically identical diploid cells. It was very pleasing therefore to see
accurate descriptions of the process of mitosis which were credited and in some cases
compensated for omitting 'genetically' from genetically identical. Many candidates could state in
detail about chromosomes / DNA replicating with usually less detail about the other stages, e.g.
the chromosomes are then pulled apart. A few candidates confused mitosis with meiosis.

(c)
This item is the first of the six markers where quality of written communication is taken into
account. Very few candidates lost a mark due to poor QWC with a higher proportion doing so in
level 1 than level 2 which was less than level 3 as would be expected. Candidates were required
to relate active transport and osmosis in relation to obtaining named substances by plants.
Although the most common level was two, there were some excellent answers correctly stating
the substances absorbed with detailed descriptions of the two processes. Candidates awarded
level 1 often only talked about one of the processes which were not linked to named substances
or long lists of both correct and incorrect substances in such an unordered way that credit could
not be given. Level 2 responses were roughly evenly split between giving reasonable
descriptions of one process or an excellent account of just one, more commonly active transport.

Results Plus: Examiner Comments

This response gained no marks as it is jumbled and does not have the detail required.
The one correct reference to water is insufficient to reach level 1. The candidate has
even mixed up the two processes.

Results Plus: Examiner Tip

When a question refers to two processes write about each one in turn. It may be good
practice to write each one down in the answer space to ensure that both are included in
the response.

Results Plus: Examiner Comments

 This clip shows that the candidate has used the good practice of underlining key words
although they should probably have underlined more of them. There is enough detail
here to award level 1 for active transport. It is a pity that the candidate changed the high
to low and vice versa as this may have then just scraped into level 2. The point about
diffusion is not enough to raise the candidate to level 2.

Results Plus: Examiner Tip

When underlining key words in the question, include the command word, here it is
explain and include all important points. Here if active transport is worth underlining, so
is diffusion. Having done so, make sure that all areas are covered in a way that answers
the question.

Q2.

(a) (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.
(a) (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.

(a) (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.

(b)
This was well accessed by all candidates although a few missed that this was a warm
temperature and gave details of how the body responds to a cold temperature. The main
responses expected included the role of the sweat glands releasing water and salts onto the skin
surface which cools it down when it is evaporated off. The concept and explanation of
vasodilation and the role of the erector muscle on the hairs causing them to lay flat thus reducing
the insulation effect. Some references to the role of sebum in causing the sweat to spread were
also seen.
Results Plus: Examiner Comments
Despite the crossing out and slightly 'stop start' sentencing this response covers all the
main areas required by the generic marking grid in sufficient detail. Level 3 given and
no major issues with QWC so 6 marks are awarded.

Results Plus: Examiner Comments

This is a classic example of how a candidate can lose marks due to an incorrect reading
of the question. They clearly have some knowledge of thermoregulation as illustrated by
 their comments on homeostasis but they have followed the wrong track and the
remainder of the response is either incorrect or not relevant so 0 marks can be
awarded.

Results Plus: Examiner Tip

Make sure you focus on the question being asked and not just write down all you know
about a topic.

Q3.
No Examiner's Report available for this question

Q4.

Candidates seemed to find this question hard to access and thereby scored marks with 23%
scoring 0 marks and many (27.1%) struggling to gain one mark. Candidates had to compare the
oxygen uptake when increasing speed from 6 to 10 km/hr for a runner and a walker. The 14.2%
of candidates who did score all 3 marks available tended to break the graph into the three
obvious sections, from 6 to 8 km/hr where the runner had a higher oxygen uptake, 8km/hr where
they had the same oxygen uptake, and 8 to 10 where the walker had a higher oxygen uptake.
There was an easy mark for saying that the oxygen uptake for both increased and a further mark
for using the figures to compare by how much each had increased. Candidates lost marks in the
following ways: just quoting figures, describing the lines rather than oxygen uptake, e.g. the lines
cross at 8, trying to describe the changes in one sentence, and describing parts of the graph that
were not in the 6 to 10 km/hr range. The latter point suggests that the candidates that did this
needed to read the question more carefully, maybe underlining the key parts to help them focus
on what is required.
Results Plus: Examiner Comments
This candidate has understood the question and gives a reasonable answer for the two
marks awarded, although it would have been better to have stated from 6 to 8 km/hr
when the oxygen uptake was higher when running. They have made two clear points
and should have checked the number of marks available as there were three marks
available and so they needed to make one more.
Results Plus: Examiner Comments
This candidate has given a vague answer that cannot be credited as it is not related to
the appropriate parts of the graph, e.g. from 6 to 8 km/hr. This is a pity as they have
used the excellent examination technique of underlining the key words in the question
but have then not referred to them in their answer. They have also deviated from the
point by trying to explain why the increases occurred.
Q5.

This question was well accessed by all candidates. The problems encountered were that some
candidates only referred to either air or water pollution and not both types. There were some very
creditable responses involving eutrophication and nitrates and phosphate pollution as well as the
role of sulphur dioxide in acid rain as well as carbon dioxide and its link to global warming or the
greenhouse effect. Almost all candidates were able to score on this question.

Results Plus: Examiner Comments

4 marks are awarded for this response, both types of pollution are explained but only in
limited detail and there was no mention of the compounds involved in this pollution.

Results Plus: Examiner Tip

Try to be as detailed as possible in these answers without rambling.
 Results Plus: Examiner Comments
The candidate has only really made one comment about fossil fuels which is creditable
so this candidate can access level 1 and was awarded 2 marks. The remainder of the
response is a repeat of the stem or the same point.

Q6.

(a)
This question asks candidates to link the antiseptics being produced by a plant with its
antibacterial effects. Most students managed to identify that the bacteria were being killed by the
antiseptic, although a significant number said that it prevented bacterial growth, which was
accepted.

(b)(i)
This question gave the formula for the area of a circle and asked candidates to substitute in the
value or r. Most candidates managed this well, either by using the value of pi given, or by using
their calculators. The most frequent errors were the failure to square the value 'r' or to square the
value (3.14 × 50).

(b)(ii)
This question asked candidates to compare the properties of the plant extracts. Many candidates
simply described the size of the circles and failed to give a comparison. Many others made a
comparison that identified only one of the extracts. An answer that gained full marks was one in
which the order CAB could be elucidated.
Results Plus: Examiner Comments
In this answer it is clear that B is less effective than A or C, and that C is most effective,
giving the order C,A,B. This would gain 2 marks.

Results Plus: Examiner Tip

With any question that uses the command word 'compare' the answer must always
have words such as 'larger', 'smaller', 'greatest' or 'least'. Try to avoid describing each
treatment on its own and include comparative statements.

Results Plus: Examiner Comments

In this example the candidate tells us that C is more effective than B but does not tell us
anything about the position of A, and so gains just 1 mark.

Results Plus: Examiner Comments

In this example the candidate tells us that C is more effective than B but does not tell us
anything about the position of A, and so gains just 1 mark.
(c)
This question asked candidates not only to identify the function of antiseptics in plants (to kill or
deter pests) but also to link this with the benefit to the plant (to prevent damage or death of the
plant). On the whole, candidates did quite well, scoring at least 1 mark. Fewer candidates
described both aspects however.

Results Plus: Examiner Comments

Here 2 marks were awarded. The candidate has described how antiseptics are working
(killing pests) and why they work (to prevent the plant being eaten).

Results Plus: Examiner Comments

Here the candidate has mentioned protection, but not clarified this as protection from
being eaten/damaged by pests (they could mean protection from frost for example).

(d)(i)
The majority of candidates recognised that 'photo' was something to do with light and so
performed well on this question. 'Sun', 'daylight', or any other aspect of light or dark were also
acceptable answers.

(d)(ii)
This question asked candidates to explain the importance of photoperiodism. It was evident that
very few of the candidates were aware of what photoperiodism was, and even fewer were able to
describe its importance. Many recognised that it had something to do with light (for which they
gained a mark in part (d)(i)) but most then went on to describe the importance of photosynthesis
to plants. A few candidates linked photoperiodism to germination and flowering.

Results Plus: Examiner Comments

Here the candidate has recognised that photoperiodism is not only linked to flowering
and germination, but also that it involves things occurring at the appropriate times.

Results Plus: Examiner Comments

In this example the term 'bloom' is acceptable for flowering and so gains 1 mark.

Q7.
No Examiner's Report available for this question

Q8.
No Examiner's Report available for this question

Q9.
No Examiner's Report available for this question
Mark Scheme
Q1.
Q2.

Answer Acceptable Mark

answers
(a)(i) 2.7 Allow -2.7 (°C) (1)
(a)(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)
(a)(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)

Indicative Content Mark

*(b) A explanation to (6)

include some of the
following
 homeostasis /
regulation of the
body's internal
environment
 controlled by the
hypothalamus /
thermoregulatory
 hypothalamus /
thermoregulatory
centre monitors
blood temperature
 negative
feedback
mechanism

 sweat rate
increases
 sweat glands
will release sweat on
to skin surface
 evaporation of
this sweat / water
will remove heat
energy from skin

 hairs on skin's
surface lay flat
 no trapping of
insulating air layer
 so body loses heat

 vasodilation
occurs
 widening of the
arterioles / blood
vessels eq, near the
skin delivers warm
blood to skin surface
 body loses heat
by radiation
Level 0 No rewardable content
1 1-2
 a limited explanation of at least one
method of thermoregulation
 the answer communicates ideas using
simple language and uses limited scientific
terminology
 spelling, punctuation and grammar are
used with limited accuracy
2 3-4
 a simple explanation including at least
two methods of thermoregulation
 the answer communicates ideas
showing some evidence of clarity and
organisation and uses scientific terminology
appropriately
 spelling, punctuation and grammar are
used with some accuracy
3 5-6
 a detailed explanation of at least 3
methods of thermo regulation. Use of the
term vasodilation or including information on
the process of homeostasis
 the answer communicates ideas clearly
and coherently uses a range of scientific
terminology accurately
 spelling, punctuation and grammar are
used with few errors

Q3.
Q4.

Q5.

Indicative Content Mark

QWC * A explanation to (6)

include some of the
following Air
pollution
 Humans burn
more fossil fuels
coal/oil/gas
 nitrogen oxides
in car exhausts
  Releasing sulfur
dioxide
 Which causes
acid rain
 carbon dioxide
gas
 causes climate
change
 deforestation
causing increase in
carbon dioxide
 increased
population –
increased respiration
more carbon dioxide
Water pollution
 Humans
produce sewage
 Sewage
contains phosphates
 Phosphates are
water pollutants
 Nitrate pollution
can be caused by
the overuse of
fertilisers
 Nitrate pollution
causes
eutrophication
Leve l 0 No rewardable content
1 1-2
 a limited explanation of how humans
effect pollution – increasing pollution in
either air or water
 the answer communicates ideas using
simple language and uses limited scientific
terminology
 spelling, punctuation and grammar are
used with limited accuracy
2 3-4
 a simple explanation of both air and
water pollution including the effects of one
air and one water pollutant or a detailed
explanation of either air or water pollution
 the answer communicates ideas
showing some evidence of clarity and
organisation and uses scientific terminology
appropriately
 spelling, punctuation and grammar are
used with some accuracy
3 5-6
 a detailed explanation of the effect of
humans on both air and water pollution
including the role of sulphur dioxide or
carbon dioxide and nitrates or phosphates
 the answer communicates ideas clearly
and coherently uses a range of scientific
 terminology accurately
 spelling, punctuation and grammar are
used with few errors

Q6.
Q7.
Q8.
Q9.