Unified Mock 2-2

Biology A
Unified Mock 2
A Murray
Please note that you may see slight differences

between this paper and the original.
Duration: Not set
Candidates answer on the Question paper.
OCR supplied materials:

Additional resources may be supplied with this paper.
Other materials required:

• Pencil
• Ruler (cm/mm)
INSTRUCTIONS TO CANDIDATES
• Write your name, centre number and candidate number in the boxes above. Please write clearly and in capital letters.
• Use black ink. HB pencil may be used for graphs and diagrams only.
• Answer all the questions, unless your teacher tells you otherwise.
• Read each question carefully. Make sure you know what you have to do before starting your answer.
• Where space is provided below the question, please write your answer there.
• You may use additional paper, or a specific Answer sheet if one is provided, but you must clearly show your candidate number, centre number
and question number(s).
INFORMATION FOR CANDIDATES

• The quality of written communication is assessed in questions marked with either a pencil or an asterisk. In History and Geography
a Quality of extended response question is marked with an asterisk, while a pencil is used for questions in which Spelling, punctuation and
grammar and the use of specialist terminology is assessed.
• The number of marks is given in brackets [ ] at the end of each question or part question.
• The total number of marks for this paper is 51.
• The total number of marks may take into account some 'either/or' question choices.
© OCR 2022. You may photocopy this Page 1 of 26 Created in ExamBuilder

page.
1. * The orange tree, Citrus sinensis, is an important crop plant.
Scientists applied the following treatments to commercial orange trees:
• Gibberellins were applied at various stages of development.

• Auxins were applied during development and to mature orange trees.
The treated orange trees were compared to untreated orange trees. Scientists observed that the treated trees:
• had slightly shorter roots

• grew taller
• all began to grow within two days of each other
• had fewer and shorter side branches
• retained their fruit and leaves for longer.
Suggest explanations for each of these observations.
[6]

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2. The rhythm and rate at which a human's heart beats can be determined by several factors.
Fig. 5.1 shows electrocardiogram traces (ECGs) from two different individuals, X and Y.
i. Describe and explain the differences between the two ECGs.
[4]
ii. An individual's cardiac output is calculated using the following equation:
Cardiac output = stroke volume x heart rate
The individual who produced ECG Y on Fig. 5.1 had a stroke volume of 80 cm3.
Calculate the cardiac output of the individual responsible for ECG Y.
Include appropriate units in your answer. (3)

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Answer ........................................................... [
2b
iii. Explain how the heart is controlling the electrical activity at Y on Fig. 5.1.
[2]
1. The scientists Darwin, Boysen and Jensen were key figures in working out the mechanism behind phototropism. A diagram of
their experiments is shown below.
In all of the experiments, seedlings where illuminated with light coming from the left.

page.
a) What conclusions can be drawn from experiments 1-5? (3)
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1b) In the Boysen-Jensen experiments (6 and 7) the tip of the growing seedling was cut off and then stuck back on the
growing stem separated either by a permeable gelatin layer or an impermeable layer of mica. How do their
experiments provide evidence of a hormonally controlled response? (2)
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1c) using your own knowledge, explain how auxin causes seedling 1 to bend towards the light (3)
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3. Plague is caused by the bacterium, Yersinia pestis.
i. The bacterium is a rod-shaped cell that is approximately 3 μm long.
Yersinia pestis is viewed using a light microscope with a magnification of 1250.

What would be the length of the cell in the image produced by this microscope?
Answer...........................................................mm [
ii. Photographs taken of the image obtained by the light microscope could be further enlarged using a projector.
Why might the enlarged image be unable to tell us more about the structure of Yersinia pestis?
[1]
iii. Outbreaks of plague still occur occasionally. Plague is transmitted by several methods including droplet infection,
close contact between people and fleas moving between infected rats and people.
Suggest two ways to minimise the spread of an outbreak of plague.
[2]

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5. Plant hormones affect the growth of plant tissues in different ways.
One such effect is to promote the formation of seedless fruit.
Cytokinins are a group of plant hormones.
A commercial plant hormone firm carried out research into three different cytokinins: kinetin, zeatin and diatin.
The firm investigated the effect of adding different volumes of each cytokinin on the production of seedless fruit.
The cytokinins were sprayed on the flowers of different plants. Over time, the mass of seedless fruits produced by the
plants was measured.
Fig. 21 is a summary of their results.
Fig. 21

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On the basis of these results, the firm decided to use diatin in their new plant spray.
The firm made the following claim on their packaging:
Diatin is scientifically proven to cause production of seedless fruit when applied to flowers.
Evaluate the firm’s claim, using the evidence in Fig. 21.
[6]
5. A student used the following method to investigate the effect of exercise on pulse rate.
They wanted to test the hypothesis “exercise causes an increase in heart rate”

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1. The student recruited members of their biology class for the experiment
2. The resting pulse rate was recorded for each person, using the radial artery on the wrist.
3. Each person ran up 4 flights of stairs at the school 3 times.
4. The pulse rate was taken immediately after exercise.
a) Another student in the class said “this study will provide useful pilot data” but any conclusions draw will be
invalid as lots of variables weren’t controlled. Give examples of 2 variables that aren’t controlled in this
investigation and how you might modify the investigation if it was repeated. (4)
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Using the table of degrees of freedom determine
whether the students should accept or reject the null
hypothesis “exercise has no effect on heart rate” (2)
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6. The process of ultrafiltration in the kidney shares similarities with the formation of tissue fluid.
* Describe the similarities and differences between ultrafiltration and the formation of tissue fluid.

page.
[6]
7(a). i. Outline the processes that lead to the production of antibodies against an unfamiliar bacterium.
[3]
ii. Explain how helper T cells act to speed up these processes.
[2]
(b). Fig. 16.1 shows the concentration of new antibodies in the blood of a person infected for the first time by a pathogen, on
day 0. This is their ‘primary response’.

page.
i. On day 30, this individual was again infected with the same pathogen. Sketch a line on Fig. 16.1 to show the
antibody concentration from day 30 onwards.
[2]
ii. Explain how memory cells caused the differences between the two lines on the graph.
[2]
8. This figure represents an influenza virus. Various protein antigens are attached to the outer surface of the virus.
When a virus infects a human host, it causes the host's cells to produce many new copies of the virus.
i. The influenza vaccination must be given each year because there are frequent mutations in the RNA of the
virus.
The antigens on the surface of the virus are made of protein.
The virus uses the organelles and enzymes in the host's cells to produce new copies of itself.
Suggest the role of the viral RNA in the production of viral proteins.

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[2]
ii. Explain why a mutation in the viral RNA leads to a change in the 3-D shape of the protein antigens.
[3]
iii. The head teacher of a school decided to offer teachers free influenza vaccinations every year.
Suggest why the head teacher thought this would be a good use of the school's money.
[1]

page.
9. Embryo splitting is a technique often used by livestock farmers. A basic
diagram of this process is given below.
A young farmer learns about the technique and makes the following claim
“I’m going to clone my best cow 100 times using this technique to give me the
best possible herd of cattle. There’s no way this can go wrong!”
Evaluate the farmers claim, pointing out errors, areas of agreement and
possible problems were he to pursue this strategy. (6)
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Mark scheme
Question Answer/Indicative content Marks Guidance
Please refer to the marking instruction

point 10 for guidance on how to mark this
question.
In summary:
Read through the whole answer. (Be prepared
to recognise and credit unexpected
approaches where they show relevance.)
Using a ‘best-fit’ approach based on the
science content of the answer, first decide
which of the level descriptors, Level 1, Level 2
or Level 3, best describes the overall quality of
the answer.
Then, award the higher or lower mark within
the level, according to the Communication
1 Statement (shown in italics):
• award the higher mark where the

Communication Statement has been
met.
• award the lower mark where aspects
of the Communication Statement
have been missed.
• The science content determines

the level.
• The Communication Statement
determines the mark within a level.
Level 3 (5–6 marks) Indicative scientific points may include:

Includes detailed explanations for most of the shorter roots
observations, with clear links to the correct high auxin concentrations / auxin in addition to
hormone treatment and including relevant the natural production inhibits root growth
biochemical details where appropriate.
taller
There is a well-developed line of reasoning, gibberellins promote stem elongation
which is clear and logically-structured and by stimulating cell elongation and division
6
uses scientific terminology at an appropriate
level. All the information presented is relevant growth timing
and forms a continuous narrative. gibberellins promote seed germination by
activating genes for amylase and protease
Level 2 (3–4 marks) enzymes, which break down food stores.
Includes explanations for some of the
observations, with some links to the correct side branches
hormone treatment and / or including relevant auxin maintains apical dominance and inhibits

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biochemical details. the growth of lateral shoots / branches.
There is a line of reasoning presented with delayed fruit and leaf fall
some structure and use of appropriate (a small addition of) auxin slows down fruit
scientific language. The information presented drop and leaf fall. Auxin inhibits abscission by
is mostly relevant. preventing ethene production from increasing.
Level 1 (1–2 marks)

A limited number of observations included in
the response, without clear links to the correct
hormone treatment and / or including only
limited biochemical detail.
There is a logical structure to the answer. The

explanation and use of scientific language,
though basic, is clear.
0 marks
No response or no response worthy of credit.
Total 6
2 i 4 IGNORE references to T waves
(in X)
idea of no defined P phase (1)
atrial fibrillation (1) ALLOW Y has a defined P phase
idea of rapid or frequent electrical impulses in ALLOW Y does not show atrial fibrillation
atria (1)
i
ALLOW idea of regular bursts of electrical
idea of electrical impulses not only from SAN impulses through atria in Y
(1)
ALLOW electrical impulses only from SAN in
idea of smaller gaps between QRS phases (1) Y
ORA
idea of heart rate set by SAN is faster (1) ORA
Apply ECF
ALLOW 4571 to 4572

4570 (1)(1)
ii 3
ALLOW 1 mark for heart rate of 57.14 (allow
cm3 min−1 (1)
57.0 to 57.2)
bpm (4 full cycles in 4.2 seconds) if no other
mark awarded
Total 7
ALLOW tachyarrhythmia
3 i (supraventricular) tachycardia ✓ 1 ALLOW spelling variants: tachycardic /

tacchycardia / tackycardia (to sound same, not
‘tr’ at start)

page.
DO NOT ALLOW trachecardia / tracardia /
tracycardia / tracchycardia / trachycardia
Examiner’s Comments
Of those who attempted to name the

abnormally fast heart rhythm, around half got
the correct answer. Most of the rest provided a
spelling that was unacceptably far from the
correct one, tachycardia, though a few opted
for other heart abnormalities like atrial
fibrillation or bradycardia.
Correct answer in standard form gets 2

marks automatically if working not shown for
mp 1.
ALLOW calculated figure within this range

ALLOW up to 3 extra decimal places within
this range
DO NOT ALLOW rounding error when

reducing no. of s.f.
ALLOW up to 3 extra significant figures e.g.
5.48571 × 103
ALLOW ECF for any calculated figure outside
calculated cardiac output (in cm3): the allowed range presented in standard form:
figure in range from 5333 to 5520 ✓ e.g. 4800 shown as 4.8 × 103 gets mp2
ALLOW ECF if >3 extra d.p. already penalised
for mp 1
presentation in standard form:
figure in range from 5.3(33) x 103 to 5.5(20) x ALLOW conversion from cm3 to dm3 so for
103 ✓ example:
ii 3
5.333 / 5.434 / 5.463 / 5.485, × 100 dm3
minute−1 and 5.3 / 5.4 / 5.5, × 100 dm3 min−1
gets 3 marks
DO NOT ALLOW beats or letter ‘b’ in unit
units: This was another problem requiring several

cm3min−1OR cm3 / min(ute) OR cm3 per steps of mathematical processing to solve.
min(ute) ✓ Just under half of candidates gained one or
more marks. A stepwise approach to dealing
with this question is detailed in the AfL box,
and some support materials are listed below
this. The error carried forward rule meant that
candidates who only got part way through the
calculation were credited if they gave their
calculated figure in standard form. Similarly if a
wrong answer was given with a correct unit, a
mark was credited.

page.
AfL
1. Use the ECG in Fig. 2.1 (b) to measure the

time in seconds for a set number of heart
beats to occur. Ideally a larger number (wider
sample) should be chosen, e.g. all nine beats
occurring in 8 seconds, though the mark
scheme made allowance for a smaller section
of the ECG trace being used.
3. Convert the number of heart beats in this

number of seconds to a heart rate in beats per
minute. E.g. 9/8 ⋗ 60 = 67.5 bpm.
4. Substitute into the equation for cardiac

output the stroke volume of 80cm3 and the
calculated figure for heart rate. E.g. 80 × 67.5
= 5480.
5. Give the answer in standard form.
6. Determine the units as a measure of volume

per unit time.
OCR support
Tutorial sheets and quizzes are available to

support the teaching of the skills listed in the
specification for Maths for Biology. Two in
particular cover key skills needed to
successfully answer this question:
http:/www.ocr.org.uk/qualifications/by-
subject/biology-related/maths-for-biology/m2-
algebra/ (using algebraic equations)
http:/www.ocr.org.uk/qualifications/by-
subject/biology-related/maths-for-biology/m0-
arithmetic-and-numerical-computation/ (using
standard form)
IGNORE signals / messages / electrical waves

impulse OR (wave of)
1 depolarisation OR wave of
iii 2 max IGNORE SAN
excitation ✓
correct ref. atrioventricular node /
2 Examiner’s Comments
AV node / AVN ✓

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(through / along) bundle of His /
3
Purkyne fibres, This was well answered with most candidates
to (cause contraction of) ventricles mentioning the atrioventricular node (AVN)
✓
and referring correctly to a wave of excitation
of electrical impulses (rather than signals or
messages).
Total 6
ALLOW 3,750 μm or 0.375 cm for one mark.

4 i 3.75 (1)(1) 2 ALLOW 1 mark for correct working e.g. 3 x
1250
IGNORE ref to further detail, as implied in

(with light microscope) no further resolution (at question.
ii 1
× 1250) (1) ALLOW ref to resolution not the same as
magnification.
two from
stay keep indoors / increase ventilation / wear
masks (1)
ALLOW (longer term) measures to reduce
iii measures to, exclude / not attract / kill, rats / 2
overcrowding.
fleas (1)
strict / immediate quarantine for persons with
symptoms (1)
Total 5
Read through the whole answer from start to

finish, concentrating on features that make it a
stronger or weaker answer using the
indicative scientific content as guidance. The
indicative scientific content indicates the
expected parameters for candidates’ answers,
but be prepared to recognise and credit
unexpected approaches where they show
relevance.
Using a ‘best-fit’ approach based on the

science content of the answer, first decide
which set of level descriptors, Level 1, Level 2
5 or Level 3, best describes the overall quality of 6
the answer using the guidelines described in
the level descriptors in the mark scheme.
Once the level is located, award the higher or

lower mark.
The higher mark should be awarded where

the level descriptor has been evidenced and
all aspects of the communication statement (in
italics) have been met.
The lower mark should be awarded where

the level descriptor has been evidenced but

page.
aspects of the communication statement (in Indicative scientific points may include…
italics) are missing. Supporting firm’s claim (F):
In summary:
• As the volume of Diatin increases the
• The science content determines mass of seedless fruit (harvested)
the level. increases
• The communication statement
determines the mark within a level.
Against firm’s claim (A):
Level 3 (5–6 marks) • no, scale / units / numerical value, on

A statement in support of the claim AND a graph axes
statement against the claim AND more than • labels of graph axes are the wrong
one comment on the validity of the claim way round
OR • no, error bars / standard deviation /
A statement in support of the claim AND more mean / (named) statistical test
than one statement against the claim AND a • should be percentage increase in
comment on the validity of the claim mass
There is a well-developed line of reasoning • correlation is not evidence of
which is clear and logically structured. The causation
information presented is relevant and • risk of bias / lack of objectivity (as
substantiated. company is selling product based on
claims)
Level 2 (3–4 marks) • Zeatin is more productive (than
A statement in support of the claim AND a Diatin)
statement against the claim AND a comment
on the validity of the claim
OR Issues with validity (V):
A statement in support of the claim AND more
than one statement against the claim • no method given
OR • species / type of plant is not named
A statement in support of the claim AND more • no control variables given
than one comment on the validity of the claim • concentration of hormone not
OR specified
A statement against the claim AND more than • temperature control not specified
one comment on the validity of the claim • carbon dioxide concentration not
There is a line of reasoning presented with specified
some structure. The information presented is • location not specified (e.g. could be
in the most-part relevant and supported outside vs greenhouse)
by some evidence. • mineral availability / soil type, not
specified
Level 1 (1–2 marks) • water availability not specified
A statement in support of the claim AND a • light intensity not specified
statement against the claim • presence of pollinators not specified
OR • presence of, pests / weeds / pesticide
A statement in support of the claim and a / herbicide, not specified
comment on the validity of the claim • no control group (to compare results)
OR • no evidence of repeats
A statement against the claim and a comment • no consideration of the interaction
on the validity of the claim with other hormones or processes
OR
More than one statement against the claim
OR Examiner’s Comments
More than one comment on the validity of the

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claim Some candidates gave an excellent evaluation
There is an attempt at a logical structure with a of the firm’s claim, discussing bias and validity
line of reasoning. The information is in the in great detail. A few candidates failed to
most part relevant. achieve any marks despite offering an
0 marks extended response. Such responses tended to
No response or no response worthy of credit. discuss the merits of Diatin over Zeatin or
Kinetin without criticising the rigour of the
investigation. Some candidates, usually those
gaining a Level 3 response, noticed that the
axes were reversed in the question, with the
independent variable on the y axis instead of
the x axis. Candidates should be reminded to
look critically at data and query points such as
a lack of numerical data being presented and
the potential lack of objectivity by the
company. Candidates were better able to
discuss issues with the validity of the
experiment. Many spotted that no species or
type of plant had been named and that no
control variables were given. Some were also
able to state that the concentration of the
hormones had not been given. It is
recommended that centres encourage
candidates to practise responding to this style
of questioning which draws on extended
writing in a practical context.
Total 6
Level 3 (5-6 marks) Indicative scientific points may include

Correctly describes similarities and differences Similarities:
between the processes
• Small molecules are filtered
There is a well-developed line of reasoning, from/diffuse out of the blood.
which is clear and logically-structured and • Both processes occur in capillaries.
uses scientific terminology at an appropriate • Large molecules/proteins/ cells,
level. All the information presented is relevant remain in the blood.
and forms a continuous narrative. • High (hydrostatic) pressure in both
processes.
Level 2 (3-4 marks) • Many molecules (e.g. water, sugars,
Correctly describes a similarity and a ions) are reabsorbed back into
6 difference between the processes 6 capillaries.
• Blood vessels become narrower to
There is a line of reasoning presented with maintain (hydrostatic) pressure
some structure and use of appropriate • Hydrostatic pressure greater than
scientific language. The information presented oncotic pressure in both
is mostly relevant. • Neutrophils / lymphocytes, can pass
through in both
• Both involve basement membranes
Differences:
Level 1 (1-2 marks) • Filtrate enters the Bowman’s capsule

Correctly describes similarities or differences and then the PCT in the kidney, but

page.
between the processes tissue fluid bathes cells/enters
intercellular space.
The information is communicated with only a • Molecules that are not reabsorbed by
little structure. Communication is hampered by capillaries form urine in the kidney,
the inappropriate use of technical terms. but molecules that are not
reabsorbed from tissue fluid will,
0 marks enter cells / form lymph.
No response or no response worthy of credit. • Blood filtered through 3(named)
layers in ultrafiltration, but only 1
(named) layer in formation of tissue
fluid
• knot of capillaries in ultrafiltration but
a network of capillaries in formation
of tissue fluid
This was the more difficult of the Level of

Response questions, but examiners saw the
full range of marks credited. Those candidates
who took the lead from the question and
organised their answer into similarities and
then differences gave significantly more
coherent responses and were credited
communication marks. Those who jumped
around in their thinking, which was reflected in
the poor organisation of the answers, lost the
communication mark. Similarly, some listed
features of the 2 systems independently and
made little attempt to compare them and the
communication mark was deducted.
Similarities were more common – most

candidates identified high hydrostatic
pressure, small molecules to leave and large
molecules (e.g. proteins) held back as
similarities. Hence the majority of candidates
succeeded in reaching at least L1 with 2
similarities.
Correct differences were less common. The

most common differences mentioned were the
differences in number of filtering layers, and
the location of the 2 processes. Common
misconceptions seen involved
misunderstanding the role of oncotic pressure
in both and lack of awareness that
ultrafiltration occurred at the Bowman’s
capsule and nowhere else in the kidney
tubule.
Weaker candidates confused ultrafiltration with
selective reabsorption, and/or the formation of

page.
tissue fluid with its reabsorption and therefore
wrote irrelevant answers. A tip for candidates
would be to use sub headings to ensure they
are covering both areas of the question.
Exemplar 3
This candidate achieved a Level 3 for this

response. It fulfilled the need for several
similarities (both processes involve hydrostatic
pressure and filtering of small molecules
through capillary walls) and several
differences (location of the processes, and
what happens to the molecules following the
two processes). Generally, the response is
well organised, despite the incorrect
statements about oncotic pressure and
histamine.

page.
Exemplar 4
In this case, we have a similarity- the high

pressure needed in both processes- and a
difference - where the processes occur- so it
achieves a Level 1. It is not easy to pick out
these points as the terminology used is not
clear. There is also a lot of irrelevant material
and so this response loses its communication
mark.
Total 6
three from
B cells / lymphocytes, have, antigen receptor /
carry antibody, on surface, specific /
complementary to, only one antigen (1)
selected / activated, B cell, proliferates /
7 a i 3
clones / divides by mitosis (1)
forms / differentiates into, plasma / effector,
cells (1)
which secrete antibodies specific /
complementary, to antigen (1)
two from
(helper T cells) stimulated by antigen-
presenting cells (1)
ii 2
release, cytokines / interleukin 2 (1)
stimulate B-cell, proliferation / mitosis / clonal
expansion (1)
Drawn line should show: Peak should be at least 40 AU.

b i 2
higher peak and steeper initial rise (1) ALLOW if nearly vertical.

page.
DO NOT ALLOW if actually vertical.
line departs x axis between days 30 and 33 ALLOW line start at 30 or 33 days.
and concentration at 60 days above peak of
printed line (1)
one from
(memory cells) not acting in, first line / primary
response (1)
ii (memory cells) remained in blood after primary 2
response (1)
one of the above linked to
so no wait for / faster, clonal selection (1)
Total 9
ACCEPT RNA / DNA, produced from viral

RNA
DO NOT CREDIT tRNA
ACCEPT RNA is, translated into / used as a

template to produce, (viral) protein (or
description)
ACCEPT RNA codes for (viral) protein
DO NOT CREDIT tRNA
viral RNA, acts as, host cell / m, RNA;

ACCEPT as a standalone mark
Examiner's Comments
RNA, carries, code / sequence (for viral

This question presented a challenge both to
8 i protein); 2 max
the candidates and examiners. Candidates
often could not express the difference between
viral RNA and host mRNA and many
candidates thought that, contrary to the
diagram provided, the virus contained DNA.
(to) ribosomes;
Thus both host DNA and the supposed viral
DNA became entangled. Examiners then had
to unravel which RNA and DNA was being
referred to by the candidates. A little less than
half of candidates described RNA as carrying
the code for protein, often viral protein, a
slightly larger number identified ribosomes as
the ultimate destination of RNA. A smaller
number correctly suggested a specific role for
the viral RNA.
altered base sequence (of viral RNA) means, ACCEPT if a nucleotide (in RNA) is different
altered, primary structure / (sequence of) the amino acid (in the protein) is different
amino acids;
ii 3 max ACCEPT changed as AW for interact
R-groups / disulphide bonds / hydrogen bonds differently
/ ionic bonds, interact differently;

page.
tertiary structure is determined by, bonds / R-
groups / secondary structure / primary
structure / sequence of amino acids;
ACCEPT implication that 3D is tertiary
3-D shape is tertiary structure; structure
Examiner's Comments
The first marking point was not awarded often

because most candidates failed to mention the
link between base sequences and amino acid
sequences. Close to half the candidates
realised that an alteration in primary or
secondary structure would lead to an altered
tertiary structure and a similar number linked
this to 3D shape. Less than a quarter of
candidates gained the second marking point –
usually for reference to bonds rather than R-
groups.
IGNORE so they don't get the flu without

further qualification
money would be saved / education improved /
IGNORE because they are at risk of infection
fewer sick days / reduced spread (of virus) /
iii 1
good example of health practice / few
Examiner's Comments
teachers will have immunity (to current strain);
was fairly easy achieved by most candidates.
Total 6

page.

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Biology A

Please note that you may see slight differences

OCR supplied materials:

Other materials required:

INFORMATION FOR CANDIDATES

© OCR 2022. You may photocopy this Page 1 of 26 Created in ExamBuilder

Scientists applied the following treatments to commercial orange trees:

• Gibberellins were applied at various stages of development.

• had slightly shorter roots

Suggest explanations for each of these observations.

© OCR 2022. You may photocopy this Page 2 of 26 Created in ExamBuilder

i. Describe and explain the differences between the two ECGs.

ii. An individual's cardiac output is calculated using the following equation:

Cardiac output = stroke volume x heart rate

Calculate the cardiac output of the individual responsible for ECG Y.

Include appropriate units in your answer. (3)

© OCR 2022. You may photocopy this Page 3 of 26 Created in ExamBuilder

© OCR 2022. You may photocopy this Page 4 of 26 Created in ExamBuilder

© OCR 2022. You may photocopy this Page 5 of 26 Created in ExamBuilder

i. The bacterium is a rod-shaped cell that is approximately 3 μm long.

Yersinia pestis is viewed using a light microscope with a magnification of 1250.

Suggest two ways to minimise the spread of an outbreak of plague.

© OCR 2022. You may photocopy this Page 6 of 26 Created in ExamBuilder

One such effect is to promote the formation of seedless fruit.

Cytokinins are a group of plant hormones.

Fig. 21 is a summary of their results.

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The firm made the following claim on their packaging:

Evaluate the firm’s claim, using the evidence in Fig. 21.

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ii. Explain how helper T cells act to speed up these processes.

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The antigens on the surface of the virus are made of protein.

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Question Answer/Indicative content Marks Guidance

Please refer to the marking instruction

• award the higher mark where the

• The science content determines

Level 3 (5–6 marks) Indicative scientific points may include:

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Level 1 (1–2 marks)

There is a logical structure to the answer. The

2 i 4 IGNORE references to T waves

atrial fibrillation (1) ALLOW Y has a defined P phase

ALLOW 4571 to 4572

3 i (supraventricular) tachycardia ✓ 1 ALLOW spelling variants: tachycardic /

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Of those who attempted to name the

Correct answer in standard form gets 2

ALLOW calculated figure within this range

DO NOT ALLOW rounding error when

DO NOT ALLOW beats or letter ‘b’ in unit

units: This was another problem requiring several

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1. Use the ECG in Fig. 2.1 (b) to measure the

3. Convert the number of heart beats in this

4. Substitute into the equation for cardiac

5. Give the answer in standard form.

6. Determine the units as a measure of volume