Preparing to Study

A Level Biology
(AQA)

Mrs Tiernan
Subject Leader for Science
Miss Edwards
Assistant Subject Leader – Biology
- Why study A level Biology?

- Transition activities & A Level Biology at The Campion School

- Book recommendations

- Places to go for help

- Activities

- Pre-knowledge topics

- Exam questions

- Answers to exam questions

Why study A Level Biology?

Biology A Level will give you the skills to make connections and associations with all living things around you. Biology
literally means the study of life - and if that’s not important, what is? Being such a broad topic, you’re bound to find
a specific area of interest, plus it opens the door to a fantastic range of interesting careers. Many people use A Level
in Biology in their future studies or work. Even if you don’t decide to work in biology, studying it still develops useful
and transferable skills for other careers. You’ll develop research, problem solving and analytical skills, alongside
teamwork and communication. Universities and business regard all of these very highly.

3 Possible degree options According to bestcourse4me.com, the top seven degree courses taken by students who
have A Level Biology are:

• Biology

• Psychology

• Sport and exercise science

• Medicine

• Anatomy

• Physiology and pathology pharmacology

• Toxicology and pharmacy chemistry.

This list is by no means exhaustive. Biology can prove useful for a wide variety of degree courses. For more details,
go to the bestcourse4me.com, or UCAS. Which career appeals to you? Studying Biology at A Level or degree opens
up all sorts of career opportunities, such as:

• Doctor

• Clinical molecular geneticist

• Nature conservation officer

• Pharmacologist

• Research scientist

• Vet

• Secondary school teacher

• Marine biologist

• Dentist.
Transition activities & A Level Biology at The Campion School

These activities are designed to help you to bridge the gap between your GCSE Science studies and the
A Level Biology course.

Why do bridging work?

Preparation is crucial for studying A Level Biology. After completing these exercises you will need to
highlight any areas that you really had trouble understanding. We are expecting you to put 100% effort
into these tasks to show your commitment. All of these are essential in the understanding of the
foundations of biology.

We want you to be successful at A Level Biology and what this takes at GCSE is different to what is
required at A Level. Although you have fewer subjects, there are different skills post-16 and the volume
of work is greater due to the increased demand of depth and detail.
Bridging work should help you to gauge your current understanding of the subject and introduce you to
the depth of understanding that is required for study at post-16.

Biology A Level
Studying Biology (or, in fact any subject) at A Level will require you to be highly organised and effective
with your own independent work. Not only will you have to balance the workload of this subject and
the other subjects you have chosen, you will also be required to commit to the subject and do the very
best that you can.

As part of your A Level studies you will have nine 60 minute lessons each fortnight in your timetable. In
these lessons you will cover all the theory and practical work required for the course. You are also
expected to spend at least five and a half hours a week on your Biology work outside of lessons. This
will include homework tasks, pre-reading, independent study tasks, making additional notes, reviewing
lesson materials and reading around the subject. To allow you to make a start on this, a suggested
reading list has been included in this pack.
Subject Biology

Examining body AQA

Level A Level

Entry requirements Double Science grades should be: 7/6 (min)

Triple Science grades should be 666 (min)

Course aims To develop the AS topics still further and to study up to date Human, Plant
and Bacterial Biology. To ensure all candidates are confident in their practical,
statistical and analytical abilities.

Year 12 Topics Biological Molecules, Nucleic Acids, Cell Structure, Transport Across Cell
Membranes, Cell Recognition and Immune System, Organisms Exchange
Substances with their Environment, Mass Transport, DNA, Genes and Protein
Synthesis, Genetic Diversity and Biodiversity.

Practicals 1 – 6

Year 13 Photosynthesis, Respiration, Energy and Ecosystems, Response to Stimuli,

Topics Nervous Coordination and Muscles, Homeostasis, Inherited Change,
Populations and Evolution, Populations in Ecosystems, Gene Expression and
Recombinant DNA Technology

Practicals 7 - 12
Assessment Paper 1: Assessing content from year 12(35%)
Paper 2: Assessing content from year 13 (35%)
Paper 3: Assessing content from years 12 and 13 with a choice of two essay
questions (30%)

Practical assessment is done within Papers 1 – 3 where students are expected

understand experimental procedures.
Practical Endorsement Practical activities are embedded within learning. Candidates complete a
minimum of 12 practical competences as well as enhancing understanding
biological theory. Performance is reported separately to the A level grade as
a pass/fail.
Field Trip A field trip is an important and integral part of this course where students visit
the Gower Peninsular in Wales. There is an expectation that students will
participate. The school subsidies the full cost but parents are asked for the
board and lodging cost of between £260 to £300.

Financial consideration can be given to those who apply to the Headmaster in

writing.
Progression Past students have entered careers in medicine, dentistry, veterinary work,
Higher nursing and physiotherapy. We have also seen our biologists go onto careers
education/vocational destinations in business, finance, teaching, law, sports management and many others,
using the skills of team work and individual study that we have helped them
develop.
Further information Students are required to purchase the A level Biology text book:
ISBN: 978-0-19-835177-1

For more information go to

http://filestore.aqa.org.uk/resources/biology/AQA-7401-7402- COMP-
GUIDE.PDF

Junk DNA
Our DNA is so much more complex than you probably realize, this book will really deepen
your understanding of all the work you will do on Genetics. Available at amazon.co.uk

The Red Queen

Its all about sex. Or sexual selection at least. This book will really help your understanding
of evolution and particularly the fascinating role of sex in evolution. Available at
amazon.co.uk

A Short History of Nearly Everything

A whistle-stop tour through many aspects of history from the Big Bang to now. This is a
really accessible read that will re-familiarise you with common concepts and introduce
you to some of the more colourful characters from the history of science! Available at
amazon.co.uk

An easy read..
Frankenstein’s cat
Discover how glow in the dark fish are made and more great Biotechnology
breakthroughs. Available at amazon.co.uk
 Other book recommendations include:

- Of wolves and men – Barry Lopez

- The selfish gene – Richard Dawkins
- The sixth Extinction – Elizabeth Kolbert
- Human instinct – Robert Winston
- The Body: A guide for occupants – Bill Bryson
-

1. AQA website is a great place to start

The Biology webpages are aimed at teachers, but you may find them useful too. Information
includes:
• The specification – this explains exactly what you need to learn for your exams.
• Practice exam papers
• Lists of command words and subject specific vocabulary – so you understand the words to use
in exams
• Practical handbooks explain the practical work you need to know
• Past papers and mark schemes from the old specifications. Some questions won’t be relevant
to the new A Level, so please check with your teacher.
• Maths skills support

2. Royal Society of Biology

“A single unified voice for biology”. They work with everyone from government policy makers to
students, as well as universities and researchers studying biology. Their website includes a
dedicated student section. Have a look at rsb.org.uk

3. The student room

Join the A Level Biology forums and share thoughts and ideas with other students if you’re stuck
with your homework. Just be very careful not to share any details about your assessments, there
are serious consequences if you’re caught cheating. Visit thestudentroom.co.uk
4. Textbooks
Students are required to purchase the A level Biology text book:
ISBN: 978-0-19-835177-1

For more information go to

http://filestore.aqa.org.uk/resources/biology/AQA-7401-7402- COMP-GUIDE.PDF

5. Revision guides
These are great if you want a quick overview of the course when you’re revising for your exams.
Remember to use other tools as well, as these aren’t detailed enough on their own. I would
recommended CGP A Level Biology.

6. YouTube
YouTube has thousands of Biology videos. Just be careful to look at who produced the video and
why because some videos distort the facts. Check the author, date and comments – these help
indicate whether the clip is reliable. If in doubt, ask your teacher.

7. Magazines
Focus, New Scientist or Philip Allan updates can help you put the biology you’re learning in
context.
Please complete the following activities and bring them with you to your first A –level Biology lesson.

SI units
Every measurement must have a size (eg 2.7) and a unit (eg metres or ºC). Sometimes, there are different
units available for the same type of measurement. For example, ounces, pounds, kilograms and tonnes are
all used as units for mass.
To reduce confusion, and to help with conversion between different units, there is a standard system of
units called the SI units which are used for most scientific purposes.
These units have all been defined by experiment so that the size of, say, a metre in the UK is the same as a
metre in China.
The seven SI base units are:

Physical quantity Usual quantity symbol Unit Abbreviation

mass m kilogram kg

length l or x metre m

time t second s

electric current I ampere A

temperature T kelvin K
N mol
amount of mole
substance
cd
luminous (not used at A Level) candela
intensity
All other units can be derived from the SI base units.

For example, area is measured in square metres (written as m2) and speed is measured in metres per
second (written as ms–1).

It is not always appropriate to use a full unit. For example, measuring the width of a hair or the distance
from Manchester to London in metres would cause the numbers to be difficult to work with.
Prefixes are used to multiply each of the units. You will be familiar with centi (meaning 1/100), kilo (1000) and
milli (1/1000) from centimetres, kilometres and millimetres.
There is a wide range of prefixes. The majority of quantities in scientific contexts will be quoted using the
prefixes that are multiples of 1000. For example, a distance of 33 000 m would be quoted as 33 km.
The most common prefixes you will encounter are:

Prefix Symbol Multiplication factor

Tera T 1012 1 000 000 000 000
Giga G 109 1 000 000 000
Mega M 106 1 000 000
kilo k 103 1000
deci d 10-1 0.1 1/10
centi c 10-2 0.01 1/100
milli m 10-3 0.001 1/1000
micro μ 10-6 0.000 001 1/1 000 000
nano n 10-9 0.000 000 001 1/1 000 000 000
pico p 10-12 0.000 000 000 001 1/1 000 000 000 000
femto f 10–15 0.000 000 000 000 001 1/1 000 000 000 000 000
Activity 1

Which SI unit and prefix would you use for the following quantities?

1. The time between heart beats

2. The length of a leaf

3. The distance that a migratory bird travelled each year

4. The width of a cheek cell

5. The mass of a rabbit

6. The mass of iron in the body

7. The volume of the trunk of a large tree

Sometimes, there are units that are used that are not combinations of SI units and prefixes.
These are often multiples of units that are helpful to use. For example, one litre is 0.001 m3, or one day is
86 400 seconds.
Activity 2
Choose the most appropriate unit, and estimate the size of each of the following.

1. The mass of an elephant

2. The mass of an earthworm

3. The volume of water in a teardrop

4. The volume of water in a pond

5. The time taken for a sunflower to grow

6. The temperature difference between the blood in the heart and in

the ear on a cold day

7. The width of a hair

8. The length that your fingernails grow each day

9. The total length of each of the hairs on your head

Activity 3

Put the following in order of size:

height of an elephant; length of DNA strand; width of a hair; height of a tree; width of a
sodium ion; length of a nerve cell; length of a heart; width of a red blood cell; size of a
virus; length of a finger; length of a mosquito; length of a human digestive system; width of
a field; length of a water molecule.
 Activity 4 Important vocabulary for practical work

Join the boxes to link the word to its definition.

Accurate A statement suggesting what may happen in the future.

Data An experiment that gives the same results when a

different person carries it out, or a different set of
equipment or technique is used.

Precise A measurement that is close to the true value.

Prediction An experiment that gives the same results when the

same experimenter uses the same method and
equipment.

Range Physical, chemical or biological quantities or

characteristics.

Repeatable A variable that is kept constant during an experiment.

Reproducible A variable that is measured as the outcome of an

experiment.

Resolution This is the smallest change in the quantity being

measured (input) of a measuring instrument that gives a
perceptible change in the reading.

Uncertainty The interval within the true value can be expected to lie.

Variable The spread of data, showing the maximum and

minimum values of the data.

Control Measurements where repeated measurements show

variable very little spread.

Dependent Information, in any form, that has been collected.

variable
 Cells All life on Earth exists as cells. These have basic features in common

Activity 5 - complete the table:

Structure Function
Cell-surface membrane

Chloroplast

Cell Vacuole

Mitochondria

Nucleus

Cell wall

Chromosomes

Ribosomes

Draw the structure of a plant cell and an animal cell.

On each cell, add labels showing each of the structures in the table, if they exist.
 Photosynthesis and respiration
.

Activity 6 - Complete the table:

Photosynthesis Aerobic respiration
Which organisms carry out this
process?

Where in the organisms does the

process take place?

Energy store at the beginning of sun

the process

Energy store at the end of the Cells

process

Reactants needed for the process

Products of the process

Overall word equation

Balanced symbol equation for the

overall process
Which of the answers for aerobic respiration would be different for anaerobic respiration? Add these answers to
the table in a different colour.

Principles of moving across boundaries

Activity 7 - Match the examples to the principle(s) involved. For each, give a brief description of
why it is relevant.

In biology, many processes involve moving substances across boundaries.

Osmosis

Examples

Drinking a sports drink after exercise

Gas exchange in the lungs

Diffusion

Absorbing nutrients from food into

the body

Moving ions into cells

The effect of salt on slugs

Active transport
Penguins huddling together to keep
warm

Potato pieces get heavier when put

in pure water

Changing surface area or length

Potato pieces get lighter when put
in very salty water

Cacti do not have thin, large leaves

Activity 8
Huntington’s disease is an example of a disease where the mutation causing the disease is
dominant. h: normal (recessive)
H: mutation (dominant)

Paternal alleles

H h

Maternal
alleles
h

Cystic fibrosis is an example of a disease where the mutation causing the disease is recessive.
F: normal (recessive)
f: mutation (dominant)

Paternal alleles

F f
 F

Maternal
alleles f
For each of the Punnett squares:
1. Complete the diagrams to show the alleles for each child.
2. State which parent and child is:
• healthy • has the disease

• a carrier.

Each of the following statements is false. Re-write each one so that it becomes true.

1. The first Punnett square shows that one in every four children from this couple will
have Huntington’s disease.

2. The second Punnett square shows that there is a one in three chance that a child born
to this couple will have cystic fibrosis.

3. All children of the second couple will either be carriers or suffer from cystic fibrosis.

4. The percentage of children who are sufferers on the diagram is the same as the
percentage of children each couple will have who are sufferers.

5. Having one child who is born with cystic fibrosis means that the next three children will
not have the disease.
6. A 50:50 chance is the same as a 0.25 probability.

Analysing data Biological investigations often result in large amounts of data being collected. It is
important to be able to analyse this data carefully in order to pick out trends.

Activity 9: Mean, media, mode and scatter graphs

A student investigated an area of moorland where succession was occurring. She used
quadrats to measure the area covered by different plant species, bare ground and
surface water every 10 metres along a transect. She also recorded the depth of soil at
each quadrat. Her results are shown in the table.

Area covered in each quadrat A to E in cm2

A B C D E

Bog moss 55 40 10 – –

Bell heather – – – 15 10

Sundew 10 5 – – –

Ling – – – 15 20

Bilberry – – – 15 25

Heath grass – – 30 10 5

Soft rush – 30 20 5 5

Sheep’s fescue – – 25 35 30

Bare ground 20 15 10 5 5

Surface water 15 10 5 – –

Soil depth / cm 3.2 4.7 8.2 11.5 14.8

 – indicates zero cover.
Calculate:

1. the mode area of soft rush in the sample

2. the mean soil depth
3. 3. the median amount of bare ground in the sample.

Activity 9: Mean, media, mode and scatter graphs (continued)

Use the data from the table to plot a scatter graph of soil depth against the area
covered by bare ground, soft rush and bog moss (use different colours or markers for
each).
 4. What conclusions does your graph suggest?

5. How confident are you in these conclusions?

Activity 10: Analysing tables

Lung cancer, chronic bronchitis and coronary heart disease (CHD) are associated with smoking.
Tables 1 and 2 give the total numbers of deaths from these diseases in the UK in 1974.

Table 1 Men

Age/years
Number of deaths
(in thousands)

coronary heart
lung cancer chronic bronchitis disease

35-64 11.5 4.2 31.7

65-74 12.6 8.5 33.3

75+ 5.8 8.1 29.1

Total (35-75+) 29.9 20.8 94.1

Table 2 Women
 Age/years
Number of deaths
(in thousands)

coronary heart
lung cancer chronic bronchitis disease

35–64 3.2 1.3 8.4

65–74 2.6 1.9 18.2

75+ 1.8 3.5 42.3

Total (35–75+) 7.6 6.7 68.9

1. Of the men who died aged 35-64 from one of these three causes, what percentage of
them died of lung cancer?

2. What percentage of deaths from chronic bronchitis in women happened to women

aged 65-74?

3. Deaths from lung cancer drop as people get older. Is there a bigger percentage
difference for men or women from 35-64 to 75+?
 4. What fraction of coronary heart disease deaths of men over 34 are in the 75+ bracket?
What about for women?

Activity 11: Analysing complex graphs

The volume of air breathed in and out of the lungs during each breath is called the tidal
volume. The breathing rate and tidal volume were measured for a cyclist pedaling at different
speeds. The graph shows the results.

0 5 10 15 20 25
Cycling speed / km h–1

1. What was the tidal volume when the cycling speed was 17 km h–1?

2. What was the breathing rate when the cycling speed was 8 km h–1?

3. What was the change in breathing rate when the cyclist changed from

10 to 20 km h–1? Express this as a percentage.

4. At what speed did the breathing rate start to increase?

5. The tidal volume increased linearly with cycling speed up to about 10 km h–1.
Calculate the increase in volume for each increase in speed of 1 km h–1.

6. For this initial linear section, what is the equation of the tidal volume line?
Hint: use y=mx + c
A level Biology will use your knowledge from GCSE and build on this to help you understand new and more demanding
ideas. Complete the following tasks to make sure your knowledge is up to date and you are ready to start studying:

DNA and the Genetic Code

In living organisms nucleic acids (DNA and RNA have important roles and functions related to their properties. The
sequence of bases in the DNA molecule determines the structure of proteins, including enzymes.
The double helix and its four bases store the information that is passed from generation to generation. The sequence of the
base pairs adenine, thymine, cytosine and guanine tell ribosomes in the cytoplasm how to construct amino acids into
polypeptides and produce every characteristic we see. DNA can mutate leading to diseases including cancer and sometimes
anomalies in the genetic code are passed from parents to babies in disease such as cystic fibrosis, or can be developed in
unborn foetuses such as Downs Syndrome.
Read the information on these websites (you could make more Cornell notes if you wish):
http://www.bbc.co.uk/education/guides/z36mmp3/revision
http://www.s-cool.co.uk/A Level/biology/dna-and-genetic-code
And take a look at these videos:
http://ed.ted.com/lessons/the-twisting-tale-of-dna-judith-hauck
http://ed.ted.com/lessons/where-do-genes-come-from-carl-zimmer
Task:
Produce a wall display to put up in your classroom in September. You might make a poster or do this using PowerPoint
or similar Your display should use images, keywords and simple explanations to:
Define gene, chromosome, DNA and base pair
Describe the structure and function of DNA and RNA
Explain how DNA is copied in the body
Outline some of the problems that occur with DNA replication and what the consequences of this might be.

Evolution
Transfer of genetic information from one generation to the next can ensure continuity of species or lead to variation within
a species and possible formation of new species. Reproductive isolation can lead to accumulation of different genetic
information in populations potentially leading to formation of new species (speciation). Sequencing projects have read the
genomes of organisms ranging from microbes and plants to humans. This allows the sequences of the proteins that derive
from the genetic code to be predicted. Gene technologies allow study and alteration of gene function in order to better
understand organism function and to design new industrial and medical processes.
Read the information on these websites (you could make more Cornell notes if you wish):
http://www.bbc.co.uk/education/guides/z237hyc/revision/4
http://www.s-cool.co.uk/A Level/biology/evolution
And take a look at these videos:
http://ed.ted.com/lessons/how-to-sequence-the-human-genome-mark-j-kiel
http://ed.ted.com/lessons/the-race-to-sequence-the-human-genome-tien-nguyen
Task:
Produce a one page revision guide for an A Level Biology student that recaps the key words and concepts in this topic.
Your revision guide should:
Describe speciation
Explain what a genome is
Give examples of how this information has already been used to develop new treatments and technologies.
Biological Molecules
Biological molecules are often polymers and are based on a small number of chemical elements. In living organisms
carbohydrates, proteins, lipids, inorganic ions and water all have important roles and functions related to their properties.
DNA determines the structure of proteins, including enzymes. Enzymes catalyse the reactions that determine structures
and functions from cellular to whole-organism level. Enzymes are proteins with a mechanism of action and other
properties determined by their tertiary structure. ATP provides the immediate source of energy for biological processes.
Read the information on these websites (you could make more Cornell notes if you wish):
http://www.s-cool.co.uk/A Level/biology/biological-molecules-and-enzymes
http://www.bbc.co.uk/education/guides/zb739j6/revision
And take a look at these videos:
https://www.youtube.com/watch?v=H8WJ2KENlK0
http://ed.ted.com/lessons/activation-energy-kickstarting-chemical-reactions-vance-kite
Task:
Krabbe disease occurs when a person doesn’t have a certain enzyme in their body. The disease effects the nervous
system. Write a letter to a GP or a sufferer to explain what an enzyme is.
Your poster should:
Describe the structure of an enzyme
Explain what enzymes do inside the body

Control Systems
Homeostasis is the maintenance of a constant internal environment. Negative feedback helps maintain an optimal
internal state in the context of a dynamic equilibrium. Positive feedback also occurs. Stimuli, both internal and external,
are detected leading to responses. The genome is regulated by a number of factors. Coordination may be chemical or
electrical in nature
Read the information on these websites (you could make more Cornell notes if you wish):
http://www.s-cool.co.uk/A Level/biology/homeostasis
http://www.bbc.co.uk/education/topics/z8kxpv4
And take a look at these videos:
https://www.youtube.com/watch?v=x4PPZCLnVkA
https://www.youtube.com/watch?v=x4PPZCLnVkA
Task:
Produce a poster to display in your classroom in September summarising one of the following topics: Temperature
Control, Water and the Kidneys, Glucose, or The Liver.
Whichever topic you choose, your poster or display should include:
Key words and definitions
Clearly labelled diagrams
Short explanations of key ideas or processes.
The following 40 minute test is designed to test your recall, analysis and evaluative skills and knowledge.
Remember to use your exam technique: look at the command words and the number of marks each question is worth.
A suggested mark scheme is provided for you to check your answers.

(1)

a) What are the four base pairs found in DNA?

……………………………………………………………………………………………………………………………………………………………………….
(2)
b) What does DNA code for?
……………………………………………………………………………………………………………………………………………………………………….
(1)
c) Which organelle in a cell carries out this function?
……………………………………………………………………………………………………………………………………………………………………….
(1)
2. a) What theory did Charles Darwin propose?
……………………………………………………………………………………………………………………………………………………………………….
(1)
b) Why did many people not believe Darwin at the time?
……………………………………………………………………………………………………………………………………………………………………….
(1)
c) Describe how fossils are formed.
……………………………………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………………………………….
(3)
d) The fossil record shows us that there have been some species that have formed and some that have
become extinct.
i) What is meant by the term ‘species’?
……………………………………………………………………………………………………………………………………………………………………….
(2)
ii) Describe how a new species may arise:
……………………………………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………………………………………(3)
 3. Ecologists regularly study habitats to measure the species present and the effect of
any changes.

One team of ecologists investigated the habitat shown in the picture below:
Image taken from http://www.macaulay.ac.uk/soilquality/Dune%20Succession.pdf

a) Define the following keywords:

i) Population
…………………………………………………………………………………………………………………………………………………………………
ii) Community
…………………………………………………………………………………………………………………………………………………………………
(2)
b) Give an example of one biotic factor and one abiotic factor that would be present in this habitat
Biotic: ………………………………………………………………………………………………………………………………………………………
Abiotic: ………………………………………………………………………………………………………………………………………………………
(2)
c) Describe how the ecologists would go about measuring the species present between the coast and the
inland.
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
(6)
4. Every living organism is made of cells.

Image taken from http://prestigebux.com/worksheet/label-an-animal-cell-worksheet

a) Label the following parts of the animal cell:
2 ……………………………………………………………………………………………………………………………………………………………
5 ……..……………………………………………………………………………………………………………………………………………………
8 …………………………………………………………………………………………………………………………………………………………..
(3)
b) Describe how is the structure of the cell membrane related to its function?
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
(3)
5. A medical research team investigated how quickly the body deals with glucose after a meal. They studied
the blood glucose concentration of people who exercised versus those who did not.
Here are their results:
Image taken from https://memoirsofanamnesic.wordpress.com/category/blood-glucose/

a) What organ in the body regulates blood glucose concentration?

…………………………………………………………………………………………………………………………………………………………………
(1)
 b) Explain how the stages that would bring about a return to normal blood glucose concentrations.
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
(4)
c) Name one variable the researchers will have controlled.
…………………………………………………………………………………………………………………………………………………………………
(1)
d) The researchers made the following conclusion:
“Blood glucose returns to normal values for all people after 4 hours”
To what extent do you agree with this conclusion.
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
(3)
6. Scientists need to be able to interpret data in graphs to decide if there are trends in the
results.

For each graph bellow, describe the trend.

…………………………………………………………… ……………………………………………………………
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Question Answer Marks

1 a Adenine-Thymine 1
Cytosine-Guanine 1

b Protein/enzymes 1

c Ribosomes 1

2 a Evolution (by natural selection) 1

b Not enough evidence 1

c (Plant/animal dies) and is quickly buried in sediment 1

Not all conditions for decay are present 1
Hard parts of the body are replaced by minerals 1

d i Organisms that can reproduce to produce viable offspring/offspring 1

that can also reproduce (fertile)

ii 3 from 1
Geographical isolation/named example 1
Mutation of genes 1
Natural Selection/selective advantage 1
Species can no longer interbreed (not produce fertile offspring)

3 a i A group of organisms, all of the same species, and all of whom live 1
together in a particular habitat.

ii The total of all populations living together in a particular habitat. 1

b Biotic – one from: 1

Predators, prey, plant, microbes 1
Abiotic – one from:
Availability of water, temperature, mineral concentration, reference
to climate/weather

c Measure out a transect 1

Using a tape measure 1
Use a quadrat 1
At regular (named) intervals 1
Identify species present 1
Using a key/guide 1

4 A 2 Nucleolus 1
5 Smooth Endoplasmic Reticulum 1
8 Golgi body 1
Question Answer Marks

4 b Any 3 from the following structure and function must be given. 1

Lipid bilayer - has a hydrophobic inside and hydrophilic outside, 1
allowing for selective permeability 1
Proteins - allow for specific substances to come or some molecules to 1
pass through,
Cholesterol - allows for fluidity of the membrane,
Glycoproteins - for cell identification they serve as markers

5 a Pancreas 1

b 3 from 1
Pancreas detects change 1
Insulin secreted 1
By alpha cells 1
Respiration increased 1
Uptake of glucose increased 1
Liver increases storage of glucose as glycogen

c Any one from: 1

Amount of chocolate, time taken to eat, other food/drink consumed,
age, gender, weight, fitness level/metabolic rate, health/pre existing
conditions, use of medicines/drugs

d Any three from 1

Data suggests that blood glucose returns to normal 1
Doesn’t show how much exercise has been done 1
Doesn’t say age/gender/other named variable 1
May only be true for chocolate/only one type of food investigated

6 Top left: transpiration increases when wind speed increases/there is a 1

positive correlation 1
Top right: rate increases with pH until the optimum is reached, after 1
the optimum, rate decreases 1
Bottom left: Increasing light initially increases the rate of
photosynthesis, but after a while remains constant
Bottom right: Population increases slowly at first and then increases at
a greater rate/increases exponentially