A small animal called an axolotl lives in water. The axolotl has a double circulatory system.

1.
(a) Define the term double circulatory system.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

Figure 1 shows the double circulatory system of the axolotl.

Figure 1

(b) The heart of the axolotl has only one ventricle.

Label the ventricle on Figure 1.

(1)

(c) Explain why having only one ventricle makes the circulatory system less efficient than
having two ventricles.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 1 of 241
Figure 2 shows an axolotl.

Figure 2

(d) Explain why an axolotl may die in water with a low concentration of oxygen.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

If a gill of an axolotl is removed, a new gill will grow in its place.

Scientists hope to use information on how axolotls grow new gills to help with regenerating
human tissue.

(e) Name the type of cell that divides when a new gill grows.

___________________________________________________________________
(1)

Page 2 of 241
(f) Name one condition that could be treated using regenerated human tissue.

___________________________________________________________________
(1)

(g) Suggest one reason why an axolotl is a suitable animal for research in the laboratory.

___________________________________________________________________

___________________________________________________________________
(1)

(h) An axolotl may not be a suitable animal to study when researching regeneration in human
tissue.

Suggest one reason why.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 12 marks)

Page 3 of 241
 This question is about the circulatory system.
2.
(a) Draw one line from each blood component to its function.

Blood Component Function

Destroys
microorganisms

Helps the blood

Platelet
to clot

Transports glucose around

Red blood cell
the body

Transports oxygen around

White blood cell
the body

Transports
urea

(3)

Page 4 of 241
(b) The diagram below shows cross sections of the three main types of blood vessel found in
the human body. Each blood vessel is drawn to the scale shown.

Which blood vessel has the smallest diameter?

Tick one box.

(1)

(c) Which blood vessel in the figure above is an artery?

Give one reason for your answer.

Blood vessel: ___________

Reason: ____________________________________________________________

___________________________________________________________________
(2)

Table 1 gives information about the blood flow in two people.

Table 1

Blood flow through the

Person coronary arteries in
cm 3 / minute

A – does not have coronary heart disease 250

B – has coronary heart disease 155

(d) Calculate the difference in blood flow between person A and person B.

___________________________________________________________________

___________________________________________________________________

Difference = ______________________________ cm 3 / minute

(1)

Page 5 of 241
(e) Suggest why blood flow through the coronary arteries is lower in people with coronary heart
disease.

___________________________________________________________________

___________________________________________________________________
(1)

(f) Calculate the volume of blood flowing through the coronary arteries of person A in 1 hour.

Give your answer in dm 3.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Volume of blood in 1 hour = ____________________ dm 3

(2)

Coronary heart disease can be treated by:

• inserting a stent

• using a Coronary Artery Bypass Graft (CABG).

Table 2 gives information about each method.

Page 6 of 241
 Table 2

Stent CABG

The patient is not awake during

The patient is awake during the
procedure.
A small cut is made in the skin.
Procedure
A wire mesh is inserted into the
coronary artery via a blood
vessel in the arm or leg.
the procedure.
The chest is cut open.
A section of blood vessel from
the arm or leg is removed. It is
used to create a new channel for
blood to bypass the blockage in
the coronary artery.

When procedure is When only one blockage is When multiple blockages are
recommended present present

Time spent in
hospital after 2-3 hours at least 7 days
procedure

Recovery time after

7 days 12 weeks
procedure

Risk of heart attack

1% 2%
during procedure

Chance of failure
40% 5%
within one year

(g) Give two advantages of using a stent instead of CABG.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

(h) Give two advantages of using CABG instead of a stent.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)
(Total 14 marks)

Page 7 of 241
 The circulatory system is composed of the blood, blood vessels and the heart.
3.
(a) Urea is transported in the blood plasma.

Name two other substances transported in the blood plasma.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

(b) Some athletes train at high altitude.

Training at high altitude increases the number of red blood cells per cm3 of blood.

Explain why having more red blood cells per cm3 of blood is an advantage to an athlete.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c) Which two blood vessels carry deoxygenated blood?

Tick two boxes.

Aorta

Coronary artery

Pulmonary artery

Pulmonary vein

Vena cava

(2)

Page 8 of 241
Figure 1 shows the three types of blood vessel.

Figure 1

(d) Which type of blood vessel carries blood into the right atrium?

Tick one box.

(1)

(e) Compare the structure of an artery with the structure of a vein.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Page 9 of 241
(f) Heart rate is controlled by a group of cells. This group of cells act as a pacemaker.

Figure 2 shows a section through the heart.

Draw an X on Figure 2 to show the position of the pacemaker.

Figure 2

(1)

(g) A patient may be fitted with an artificial pacemaker.

What condition may be treated using an artificial pacemaker?

___________________________________________________________________

___________________________________________________________________
(1)
(Total 13 marks)

Page 10 of 241
 Blood is filtered in the kidneys.
4.
Some substances are then reabsorbed.

The amount of each substance reabsorbed varies.

Each day, a person:

• filters 180 dm3 of water out of the blood
• produces 2 dm3 of urine.

The diagram shows the process of filtration in the kidney.

(a) Explain why protein is not found in the urine of a healthy person.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) Explain why glucose is not found in the urine of a healthy person.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 11 of 241
(c) Explain:
• why urea and sodium ions are found in urine
• why their concentration is higher on a hot day than on a cold day.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(d) The information below gives some features of two types of treatment for kidney disease.

Dialysis treatment
• A dialysis session lasts about 8 hours.
• A person needs 3 dialysis sessions every week for the rest of their life.
• The person must have a diet low in protein and salt.
• Dialysis costs £30 000 per year.

Kidney transplant
• A kidney transplant requires surgery using general anaesthetic.
• A suitable kidney donor is needed.
• Drugs are used to suppress the immune system.
• A transplant, and the first year’s medical care, costs £51 000.
• After the first year, the cost of drugs is £5 000 per year.

Page 12 of 241
 Evaluate the use of a kidney transplant instead of dialysis treatment for kidney disease.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 13 marks)

All living cells respire.

5.
(a) Respiration transfers energy from glucose for muscle contraction.

Describe how glucose from the small intestine is moved to a muscle cell.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 13 of 241
(b) The diagram below shows an experiment to investigate anaerobic respiration in yeast
cells.

What is the purpose of the liquid paraffin in Tube A?

Tick one box.

To prevent evaporation

To stop air getting in

To stop the temperature going up

To stop water getting in

(1)

Page 14 of 241
(c) The indicator solution in Tube B shows changes in the concentration of carbon dioxide
(CO2).

The indicator is:

• blue when the concentration of CO2 is very low

• green when the concentration of CO2 is low

• yellow when the concentration of CO2 is high.

What colour would you expect the indicator to be in Tube B during maximum rate of
anaerobic respiration?

Tick one box.

Blue

Green

Yellow

(1)

(d) Suggest how the experiment could be changed to give a reproducible way to measure the
rate of the reaction.

Include any apparatus you would use.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 15 of 241
(e) Compare anaerobic respiration in a yeast cell with anaerobic respiration in a muscle cell.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 9 marks)

Page 16 of 241
 Scientists investigated how exercise affects blood flow to different organs in the body.
6.
The scientists made measurements of blood flow to different organs of:

• a person resting in a room at 20°C

• the same person, in the same room, doing vigorous exercise at constant speed on an
exercise cycle.

The table shows the scientists’ results.

Blood flow in cm3 per minute whilst …

Organ

doing vigorous
resting
exercise

Brain 750 750

Heart 250 1000

Muscles 1200 22 000

Skin 500 600

Other 3100 650

(a) In this investigation, it was better to do the exercise indoors on an exercise cycle than to go
cycling outdoors on the road.

Suggest two reasons why.

Do not include safety reasons.

1. _________________________________________________________________

___________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) Blood flow to one organ did not change between resting and vigorous exercise.

Which organ?________________________________________________
(1)

Page 17 of 241
(c) (i) How much more blood flowed to the muscles during vigorous exercise than when
resting?

______________________________________________________________

______________________________________________________________

Answer = _________________ cm3 per minute

(2)

(ii) Name two substances needed in larger amounts by the muscles during vigorous
exercise than when resting.

1. ____________________________________________________________

2. ____________________________________________________________
(2)

(iii) Tick ( ) one box to complete the sentence.

The substances you named in part (c)(ii) helped the muscles to

make more lactic acid.

respire aerobically.

make more glycogen.

(1)

Page 18 of 241
 (iv) The higher rate of blood flow to the muscles during exercise removed larger amounts
of waste products made by the muscles.

Which two substances need to be removed from the muscles in larger amounts
during vigorous exercise?

Tick ( ) two boxes.

Amino acids

Carbon dioxide

Glycogen

Lactic acid

(2)

(d) The total blood flow was much higher during exercise than when resting.

One way to increase the total blood flow is for the heart to pump out a larger volume of
blood each beat.

Give one other way to increase the blood flow.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 11 marks)

Page 19 of 241
 The pancreas and the liver are both involved in the control of the concentration of
7. glucose in the blood.

The liver has two veins:

• the hepatic portal vein taking blood from the small intestine to the liver

• the hepatic vein taking blood from the liver back towards the heart.

Scientists measured the concentration of glucose in samples of blood taken from the
hepatic portal vein and the hepatic vein. The samples were taken 1 hour and 6 hours
after a meal.

Graph 1 shows the concentration of glucose in the two blood vessels 1 hour after the meal.

Graph 1

Blood vessel

(a) The concentration of glucose in the blood of the two vessels is different.
Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Page 20 of 241
(b) Graph 2 shows the concentration of glucose in the two blood vessels 6 hours after the
meal.

Graph 2

Blood vessel

(i) The concentration of glucose in the blood in the hepatic portal vein 1 hour after the
meal is different from the concentration after 6 hours.

Why?

______________________________________________________________

______________________________________________________________
(1)

Page 21 of 241
(ii) The person does not eat any more food during the next 6 hours after the meal.

However, 6 hours after the meal, the concentration of glucose in the blood in the
hepatic vein is higher than the concentration of glucose in the blood in the hepatic
portal vein.

Explain why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)
(Total 7 marks)

Page 22 of 241
 (a) List A gives four structures in the human body.
8.
List B gives the functions of some structures in the body.

Draw a straight line from each structure in List A to the correct function in List B.

List A – Structure List B – Function

Surround and protect the lungs

Alveoli

Filter the blood

Veins

Carry blood towards the heart

Villi

Absorb digested food

Ribs

Allow oxygen to enter the blood

(4)

(b) Draw a ring around the correct answer to complete the sentence.

diffusion.

In the lungs, oxygen enters the blood from the air by filtration.

respiration.

(1)
(Total 5 marks)

Page 23 of 241
 The bar chart shows the concentration of oxygen in the blood in three different blood vessels, X,
9. Y and Z.

(a) (i) What is the concentration of oxygen in blood vessel X?

Answer _____________ arbitrary units.

(1)

(ii) Which blood vessel, X, Y or Z, carries blood from the lungs to the heart?

(1)

(b) Draw a ring around the correct answer to complete each sentence.

plasma.

(i) Most of the oxygen in the blood is carried by the red blood cells.

white blood cells.

(1)

Page 24 of 241
 (ii) Oxygen combines with a coloured pigment in the blood.

alveoli.

This coloured pigment is called haemoglobin.

lactic acid.

(1)
(Total 4 marks)

(a) Draw a ring around one word to answer each of the following questions.
10.
(i) Which type of blood vessel carries blood out of the heart?

artery capillary vein

(1)

(ii) Which type of blood vessel allows substances to enter and leave the blood?

artery capillary vein

(1)

(b) Use words from the box to complete the sentences.

alveoli cell membrane nucleus

plasma red blood cells villi

Oxygen enters the blood through the walls of the __________________________ .

Most of the oxygen transported by the blood is carried in the

_________________________________________________________________ .

A red blood cell is different from other body cells because it does not have a

________________________________ .
(3)
(Total 5 marks)

Page 25 of 241
 The diagram shows the human breathing system.
11.

(a) On the diagram, label structures A and B.

Choose your answers from the words in the box.

alveolus capillary diaphragm rib

(2)

In the lungs, oxygen passes from the air into the blood.
Carbon dioxide passes from the blood into the air.

(b) Which letter, A, B, C or D, shows where oxygen enters the blood?

(1)

(c) When oxygen enters the blood it combines with haemoglobin.

Draw a ring around the correct word or phrase to complete each sentence.

plasma.
(i) Haemoglobin is found in the red blood cells.
white blood cells.

(1)

plasma.
(ii) Most of the carbon dioxide is carried by the red blood cells.
white blood cells.

(1)
(Total 5 marks)

Page 26 of 241
 The heart pumps blood around the body. This causes blood to leave the heart at high pressure.
12.
The graph shows blood pressure measurements for a person at rest.
The blood pressure was measured in an artery and in a vein.

(a) Which blood vessel, A or B, is the artery?

Blood vessel ____________

Give two reasons for your answer.

Reason 1 ___________________________________________________________

___________________________________________________________________

Reason 2 ___________________________________________________________

___________________________________________________________________
(2)

Page 27 of 241
 (b) Use information from the graph to answer these questions.

(i) How many times did the heart beat in 15 seconds? ________________
(1)

(ii) Use your answer from part (b)(i) to calculate the person’s heart rate per minute.

______________________________________________________________

______________________________________________________________

Heart rate = ___________ beats per minute

(1)

(c) During exercise, the heart rate increases. This supplies useful substances to the muscles
and removes waste materials from the muscles at a faster rate.

(i) Name two useful substances that must be supplied to the muscles at a faster rate
during exercise.

1. ____________________________________________________________

2. ____________________________________________________________
(2)

(ii) Name one waste substance that must be removed from the muscles at a faster rate
during exercise.

______________________________________________________________
(1)
(Total 7 marks)

Complete the table to show which part of the blood carries out each function.
13.
Choose your answers from the list.

plasma platelet red blood cell white blood cell

The first answer has been done for you.

Function Part of the blood

Transports most of the carbon dioxide plasma

Transports most of the oxygen

Helps blood to clot at a wound

Defends the body against

microorganisms

Transports the products of digestion

(Total 4 marks)

Page 28 of 241
 Mycoprotein is a protein-rich food.
14.
Mycoprotein is made from the fungus Fusarium.

The diagram below shows a fermenter used for growing Fusarium.

(a) Explain why the fermenter is sterilised before use.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 29 of 241
(b) Cold water is pumped through the cooling coil at point X.

This maintains a constant temperature inside the fermenter.

Suggest the temperature at which Fusarium grows fastest.

Tick one box.

5 °C

20 °C

30 °C

85 °C

(1)

(c) Glucose and bubbles of air enter the fermenter.

The bubbles of air supply oxygen.

Explain why Fusarium needs glucose and oxygen.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(d) The bubbles of air also move materials around the fermenter.

Suggest why it is useful for bubbles of air and materials to move around inside the
fermenter.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 30 of 241
 (e) 100 grams of chicken meat contains 22 grams of protein.

100 grams of mycoprotein contains 11 grams of protein.

A man ate 100 grams of chicken in one meal.

How many grams of mycoprotein would the man need to eat to get the same mass of
protein as in 100 grams of chicken?

Tick one box.

100 grams

110 grams

200 grams

220 grams

(1)
(Total 8 marks)

Aphids are small insects that carry pathogens.

15.
Figure 1 shows an aphid feeding from a plant stem.

Figure 1

Page 31 of 241
(a) An aphid feeds by inserting its sharp mouthpiece into the stem of a plant.

After feeding, the mouthpiece of an aphid contains a high concentration of dissolved

sugars.

Which part of the plant was the aphid feeding from?

Tick one box.

Palisade layer

Phloem

Stomata

Xylem

(1)

(b) What is the process that transports dissolved sugars around a plant?

Tick one box.

Filtration

Respiration

Translocation

Transpiration

(1)

Page 32 of 241
(c) Plants infected with aphids have stunted growth.

Explain one way the removal of dissolved sugars from the stem of the plant causes stunted
growth.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(d) Most aphids do not have wings when they hatch. After several generations, some aphids
hatch which have wings and can fly.

Explain the advantage to the aphid of being able to fly.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(e) The leaves of some plants release oils onto their surface.

Suggest how the production of oil on the surface of a leaf may protect the plant from
aphids.

___________________________________________________________________

___________________________________________________________________
(1)

Page 33 of 241
Figure 2 shows part of a rose plant.

Figure 2

(f) Give one adaptation shown in Figure 2 that helps the rose plant defend itself.

___________________________________________________________________

___________________________________________________________________
(1)

Figure 3 shows a plan of a garden containing rose plants.

Figure 3

Page 34 of 241
 (g) Plant A has the fungal disease rose black spot.

Which plant in Figure 3 is the fungus likely to spread to first?

Give a reason for your answer.

Plant ___________

Reason ____________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(h) Suggest one way the gardener could reduce the spread of rose black spot to the other
plants in the garden.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 11 marks)

Earthworms are small animals that live in soil. Earthworms have no specialised gas exchange
16. system and absorb oxygen through their skin.

(a) What is the name of the process in which oxygen enters the skin cells?

Tick one box.

Active transport

Diffusion

Osmosis

Respiration

(1)

Page 35 of 241
The table below shows information about four skin cells of an earthworm.

Percentage of oxygen
Cell
Outside cell Inside cell

A 9 8

B 12 8

C 12 10

D 8 12

(b) Which cell has the smallest difference in percentage of oxygen between the outside and the
inside of the cell?

Tick one box.

(1)

(c) Which cell will oxygen move into the fastest?

Tick one box.

(1)

(d) Earthworms have a large surface area to volume ratio.

Suggest why a large surface area to volume ratio is an advantage to an earthworm.

___________________________________________________________________

___________________________________________________________________
(1)

(e) The earthworm uses enzymes to digest dead plants.

Many plants contain fats or oils.

Which type of enzyme would digest fats?

___________________________________________________________________

___________________________________________________________________
(1)

Page 36 of 241
(f) Earthworms move through the soil.

This movement brings air into the soil.

Dead plants decay faster in soil containing earthworms compared with soil containing no
earthworms.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(g) When earthworms reproduce, a sperm cell from one earthworm fuses with an egg cell from
a different earthworm.

Name the process when an egg cell and a sperm cell fuse.

___________________________________________________________________
(1)

(h) Some types of worm reproduce by a process called fragmentation.

In fragmentation, the worm separates into two or more parts. Each part grows into a new
worm.

What type of reproduction is fragmentation?

___________________________________________________________________
(1)
(Total 10 marks)

Page 37 of 241
 Gardeners sometimes make compost heaps from dead plant material.
17.
The dead plants decay in the compost heap.

Figure 1 shows a compost heap.

Figure 1

(a) The thin layers of soil contain organisms that cause decay.

Which two types of organism cause decay?

✓) two boxes.
Tick (✓

Bacteria

Fungi

Grass

Insects

Worms

(2)

Page 38 of 241
The rate of decay in the compost heap depends on several environmental factors.

(b) Explain how the rate of decay would be affected by:

• an increase in oxygen concentration

• a temperature increase from 5 °C to 25 °C

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c) Give one environmental factor needed for decay.

Do not refer to oxygen or temperature in your answer.

___________________________________________________________________
(1)

Page 39 of 241
Dead plant material can also be decayed in a biogas generator.

Figure 2 shows the percentages of the gases found in a sample of biogas.

Figure 2

(d) Gas X is the main fuel gas found in the biogas.

What is gas X?

✓) one box.
Tick (✓

Carbon monoxide

Hydrogen

Methane

Nitrogen

(1)

(e) What is the percentage of gas X in the biogas?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Percentage = _____________________________%
(1)

Page 40 of 241
 (f) The dead plant material in the compost heap and biogas generator does not decay
completely.

Explain why a farmer might spread the remaining dead plant material onto his fields.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 10 marks)

(a) What type of blood vessels join arteries to veins?

18.
___________________________________________________________________
(1)

(b) How are oxygen and carbon dioxide carried in the blood?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) List three things that are carried around the body in the blood plasma.

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________
(3)
(Total 6 marks)

Page 41 of 241
 A student investigated respiration in yeast.
19.
This is the method used.

1. Add 5 cm3 of a yeast and water mixture to each measuring cylinder.

2. Add different masses of sugar to each measuring cylinder.

3. Mix the contents of each measuring cylinder gently for 5 seconds.

4. Put the measuring cylinders in a water bath at 25 °C

5. Over the next 20 minutes, record the maximum volume the foam reaches in each measuring
cylinder.

Page 42 of 241
The figure below shows the student’s results.

(a) Which two variables did the student control in the method?

✓) two boxes.
Tick (✓

Mass of sugar

pH of the mixture

Temperature

Volume of foam

Volume of yeast and water

(2)

Page 43 of 241
The following table shows the results.

Mass of Maximum
sugar in g volume in cm3
0 5
1 23
2 X
3 31

(b) What is value X in the table?

Use the figure above.

X = ____________________ cm3
(1)

In the investigation, the yeast respires and releases a gas which causes the foam to rise.

(c) Which gas causes the foam to rise?

✓) one box.
Tick (✓

Carbon dioxide

Hydrogen

Nitrogen

Oxygen

(1)

(d) What conclusion can you make about the relationship between the mass of sugar used and
the volume of gas produced?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

Page 44 of 241
(e) Why was no foam produced in the mixture with 0 g of sugar?

___________________________________________________________________

___________________________________________________________________
(1)

(f) Why was the measuring cylinder with 0 g of sugar included in the investigation?

___________________________________________________________________

___________________________________________________________________
(1)

(g) The top of the mixture can be covered with a layer of oil after step 3 in the method.

Suggest why the layer of oil stops the yeast respiring aerobically.

___________________________________________________________________

___________________________________________________________________
(1)

(h) What other substance is produced during anaerobic respiration in yeast?

✓) one box.
Tick (✓

Ethanol

Hydrochloric acid

Lactic acid

Water

(1)
(Total 9 marks)

Page 45 of 241
 Capillaries are blood vessels in the body which join the arteries to the veins. They have walls
20. which are one cell thick and so are able to exchange substances with the body cells.

(i) Name two substances that travel from the muscle cells to the blood in the capillaries.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

(ii) Glucose is one substance that travels from the blood in the capillaries to the body cells.
Explain how this happens.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 4 marks)

Page 46 of 241
 The diagram shows part of the circulatory system.
21.

(a) Name the types of blood vessel labelled A, B and C on the diagram.

A ________________________________

B ________________________________

C ________________________________
(3)

(b) What is the job of the circulatory system?

___________________________________________________________________

___________________________________________________________________
(1)

Page 47 of 241
 (c) Give two ways in which the composition of blood changes as it flows through the vessels
labelled X on the diagram.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)
(Total 6 marks)

Lipases break down lipids.

22.
(a) Which two products are formed when lipids are broken down?

✓) two boxes.
Tick (✓

Amino acids

Fatty acids

Glucose

Glycerol

Glycogen

(2)

One model used to explain enzyme action is the ‘lock and key theory’.

The diagram below shows a model of the theory.

Page 48 of 241
(b) Explain the ‘lock and key theory’ of enzyme action.

Use information from the diagram above in your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c) There are many different types of lipase in the human body.

Why does each different type of lipase act on only one specific type of lipid molecule?

___________________________________________________________________

___________________________________________________________________

Students investigated the presence of starch and glucose in the leaves of geranium plants.

This is the method used.

1 Place two identical geranium plants on a bench near a sunny window for two days.

2 After two days:

• leave one plant near the window for two more days.
• place one plant in a cupboard with no light for two more days.

3 Remove one leaf from each plant.

4 Crush each leaf to extract the liquid from the cells.

5 Test the liquid from each leaf for glucose and for starch.
(1)

Page 49 of 241
(d) Describe how the students would find out if the liquid from the leaf contained glucose.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(e) Describe how the students would find out if the liquid from the leaf contained starch.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

The table below shows the students’ results.

Leaf from plant kept in light for

Leaf from plant kept in light for
Test two days and then no light for
four days
two days

Glucose Strong positive Weak positive

Starch Positive Negative

(f) Explain why the leaf in the light for four days contained both glucose and starch.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 50 of 241
 (g) Explain why the leaf left in a cupboard with no light for two days did contain glucose but did
not contain starch.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(h) Suggest one way the students could develop the investigation to find out more about
glucose and starch production in plants.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 17 marks)

The drawings show the structure of three types of blood vessel, A, B and C. They are drawn to
23. the scales indicated.

(a) Name the three types of blood vessel.

A _______________________________

B _______________________________

C _______________________________
(3)

Page 51 of 241
 (b) Describe the job of blood vessel B.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 5 marks)

(a) The table shows the compounds and ions dissolved in a student’s urine.
24.

Compound Percentage
or ion of total

urea 60

negative ions 25

positive ions 10

ammonia and 5
uric acid

Page 52 of 241
(i) Complete the bar chart. One bar has been drawn for you.

(2)

(ii) There is a total of 10 g of compounds and ions dissolved in a sample of this student’s
urine. Calculate the mass of urea in the sample. Show clearly how you work out your
answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Mass of urea ____________ g

(2)

Page 53 of 241
 (b) Use words from the box to complete the sentences.

anus bladder kidneys liver lungs

Plasma transports carbon dioxide from the body to the ________________ .

Plasma transports urea from the ________________ to the ________________ .

(3)
(Total 7 marks)

Oxygen from our lungs is carried, by our blood, to cells in our body where aerobic respiration
25. takes place.

(i) Complete the two spaces to balance the chemical reaction for aerobic respiration.

C6H12O6 + 6O2 → ____ CO2 + ____ H2O

(1)

(ii) Name the substance with the formula C6H12O6.

___________________________________________________________________
(1)

(iii) Name the structures in the cytoplasm of our cells where aerobic respiration takes place.

___________________________________________________________________
(1)
(Total 3 marks)

Page 54 of 241
 Blood contains plasma, platelets, red cells and white cells. Each has one or more important
26. functions.

In the table below draw a line from each part to its function.

One part has two functions. Draw lines from this part to both functions.

(Total 5 marks)

The man uses energy as he walks along. Energy is released in the cells in his body.
27.
(i) What name is given to this process which occurs in his cells?

Circle the correct name.

circulation reproduction respiration transpiration

(1)

(ii) What gas is brought to his cells by the blood?

___________________________________________________________________
(1)

Page 55 of 241
 (iii) What gas is released by his cells and carried away by the blood?

___________________________________________________________________
(1)
(Total 3 marks)

Diagram 1 shows the main features of human blood circulation.

28.

(a) What changes in the composition of blood occur in the lungs?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 56 of 241
Diagram 2 shows how the circulation of blood changes between rest and exercise.

Rate of supply of blood to parts of the body (cm³/min) when at rest and during exercise.

Page 57 of 241
(b) (i) Use the information from Diagram 2 to complete the table below.

Parts of the body to be included:

Digestive System
Skin
Brain
Arteries of Heart
Muscles of Skeleton
Bone

(4)

(ii) What happens to the rate of supply of blood to the whole body with exercise?

(You should make full use of the information provided.)

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)
(Total 9 marks)

Page 58 of 241
 As they go higher up a mountain, mountaineers take less oxygen into their bodies with each
29. breath, as shown in the table below.

MILLIGRAMS OF OXYGEN INTO BLOOD

WITH EACH NORMAL BREATH

MILLIGRAMS OF OXYGEN AFTER STAYING AT

HEIGHT TAKEN INTO LUNGS WITH AT FIRST 4500 METRES FOR
EACH NORMAL BREATH TWO WEEKS

sea-level 300 60 90

1500 metres 250 50

3000 metres 200 40

4500 metres 150 30 45

(a) (i) How does the amount of oxygen taken into the blood with each breath vary with the
amount of oxygen breathed into the lungs with each breath?

______________________________________________________________
(2)

(ii) Use the idea of diffusion to explain why the amount of oxygen taken into the blood
varies in this way.

______________________________________________________________

______________________________________________________________
(1)

(b) (i) How does staying at an altitude of 4500 metres for two weeks affect the
mountaineers?

______________________________________________________________
(2)

(ii) Suggest an explanation for this.

______________________________________________________________

______________________________________________________________
(1)

(iii) Add the two missing figures to the right-hand column of the table.
(2)
(Total 8 marks)

Page 59 of 241
 Viruses cause disease.
30.
(a) What name is given to microorganisms that cause disease?

✓) one box.
Tick (✓

Pathogens

Predators

Prokaryotes

(1)

(b) How do viruses cause the symptoms of disease?

✓) one box.
Tick (✓

Viruses engulf white blood cells, destroying

them.

Viruses produce antibodies that damage tissues.

Viruses reproduce inside cells, damaging them.

(1)

Figure 1 shows a virus and an animal cell.

Figure 1

Page 60 of 241
(c) Suggest one reason why viruses are not classed as cells.

___________________________________________________________________

___________________________________________________________________
(1)

A vaccine can protect humans from a viral disease.

(d) What does the vaccine contain?

✓) one box.
Tick (✓

A toxic form of a virus

A weakened form of a virus

An active form of a virus

(1)

In some cases, a first vaccination needs to be followed by a second vaccination sometime later.

Page 61 of 241
(e) Which graph shows how the concentration of antibodies in a person’s blood changes after
the first and second vaccinations?

✓) one box.
Tick (✓

(1)

Tobacco mosaic virus (TMV) causes disease in plants.

TMV affects the rate of photosynthesis in plants.

Page 62 of 241
(f) Which part of a plant shows discolouration caused by TMV?

✓) one box.
Tick (✓

Flower

Leaf

Root

(1)

The table below shows the rate of photosynthesis in four different tobacco plants.

Rate of
Level of TMV
Tobacco plant photosynthesis in
infection in plant
arbitrary units

A None 15

B Mild 13

C Medium 7

D High 3

Page 63 of 241
(g) Complete Figure 2.

You should:
• label the y-axis
• add the correct scale to the y-axis
• plot the data from the table above
• label each bar.

Figure 2

(5)

(h) What conclusion can be made from the data in the table above?

___________________________________________________________________

___________________________________________________________________
(1)

(i) Explain why a high level of TMV infection reduces growth in a plant.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 14 marks)

Page 64 of 241
 A high cholesterol concentration in the blood can lead to blockages inside arteries.
31.
The coronary arteries supply blood to the heart muscle.

Figure 1 shows a coronary artery with a blockage.

Figure 1

(a) Why could the blockage in Figure 1 cause cells in the heart to die?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 65 of 241
Doctors can measure the concentration of cholesterol in the blood.

The table below shows four different blood cholesterol categories.

Blood cholesterol
Cholesterol
concentration in mmol per
category
dm3

<4.6 Low

4.6–5.0 Normal

5.1–6.1 Medium

6.2 and above High

Figure 2 shows the blood cholesterol concentration of four people.

Figure 2

(b) Which person is in the medium cholesterol category?

✓) one box.
Tick (✓

A B C D

(1)

Page 66 of 241
(c) Which person is most at risk of having a heart attack?

✓) one box.
Tick (✓

A B C D

(1)

(d) Give a reason for your answer to part (c).

___________________________________________________________________

___________________________________________________________________
(1)

(e) The blood cholesterol concentration of person D is greater than the blood cholesterol
concentration of person A.

Calculate how many times greater.

Use Figure 2.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Number of times greater = _______________

(2)

Figure 3 shows how a stent can be used to treat a person with a blockage in a coronary artery.

Figure 3

Page 67 of 241
(f) Explain how a stent works as a treatment for a person with a blockage in a coronary artery.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Patients are given anti-clotting drugs after they have a stent fitted.

The drugs help to prevent clots forming in the blood.

(g) Which part of the blood starts the blood clotting process?

✓) one box.
Tick (✓

Antibodies

Plasma

Platelets

Red blood cells

(1)

Page 68 of 241
(h) When a stent is fitted the doctor gives the patient an injection of anti-clotting drugs.

The patient then takes one anti-clotting tablet every day.

Anti-clotting drugs:
• are very effective
• can take a week to begin working fully
• have been used for over 60 years
• cost very little to make
• do not work effectively if the patient eats certain types of food.

The patient must have their blood tested every few weeks to check that the anti-clotting
drugs are working.

Evaluate the use of anti-clotting drugs in patients who have had a stent fitted.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 14 marks)

Page 69 of 241
 A student investigated the effectiveness of three different antibiotics.
32.
Figure 1 shows how the student set up an agar plate.

Figure 1

The student used aseptic techniques to make sure that only one type of bacterium was growing
on the agar.

Page 70 of 241
(a) Describe two aseptic techniques the student should have used.

1 ________________________________________________________________

___________________________________________________________________

___________________________________________________________________

2 ________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

The student placed the agar plate in an incubator at 25 °C for 48 hours.

Figure 2 shows the agar plate after 48 hours.

Figure 2

(b) Which antibiotic is the least effective?

Give a reason for your answer.

Least effective antibiotic _______________

Reason ____________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

Page 71 of 241
(c) Calculate the area where no bacteria were growing for antibiotic C.

Use π = 3.14

Give the unit.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Area = ____________________ Unit __________

(5)

(d) Suggest one way the student could improve the investigation.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 9 marks)

Page 72 of 241
 Body Mass Index (BMI) is a way of finding out if a person’s body mass falls within a healthy
33. range for their height.

Table 1 shows information about two people.

Table 1

Person Body mass in kg Height in m BMI in kg/m2

A 63 1.65 23.1

B 92 1.71 X

The graph below shows five BMI categories for adults.

Page 73 of 241
(a) Which is the BMI category of person A in Table 1?

✓) one box.
Tick (✓

Clinically obese

Normal

Obese

Overweight

Underweight

(1)

(b) Calculate value X in Table 1.

Use the equation:

Give your answer to 3 significant figures.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

X = _______________ kg/m2
(3)

Page 74 of 241
Scientists think there is a link between BMI and life expectancy.

Table 2 shows information about predicted life expectancy of men after the age of 50.

Table 2

Predicted number of Predicted number of

BMI Category years living in good years living in bad health
health after the age of 50 after the age of 50

Normal 19.06 4.98

Overweight 18.68 5.32

Obese 16.37 7.08

Clinically obese 13.07 10.10

(c) Describe two patterns shown in Table 2 about the effects of BMI category.

1 ________________________________________________________________

___________________________________________________________________

___________________________________________________________________

2 ________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

The number of people who are obese in the UK is increasing.

(d) Explain the financial impact on the UK economy of an increasing number of people who are
obese.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 75 of 241
 (e) A person who is obese is more at risk of arthritis.

Arthritis is a condition that damages joints.

Suggest how arthritis could affect a person’s lifestyle.

___________________________________________________________________

___________________________________________________________________
(1)

(f) A person who eats a diet high in saturated fat might become obese.

Name two health conditions that might develop if a person eats a diet high in saturated fat.

Do not refer to arthritis in your answer.

1 ________________________________________________________________

2 ________________________________________________________________
(2)
(Total 11 marks)

Figure 1 shows where three of the same type of tumour were found in a patient.
34.
Figure 1

Malignant tumours are cancers.

Page 76 of 241
(a) Describe what happens to cells when a tumour forms.

___________________________________________________________________

___________________________________________________________________
(1)

(b) What evidence is there in Figure 1 to suggest that the tumour in the lung is malignant?

___________________________________________________________________

___________________________________________________________________
(1)

Page 77 of 241
(c) Some types of cancer can cause the numbers of blood components in a person’s body to
fall to a dangerously low level.

A person with one of these types of cancer may experience symptoms such as:
• tiredness
• frequent infections
• bleeding that will not stop after the skin is cut.

Explain how a very low number of blood components in the body can cause these
symptoms.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

Some patients with a very low number of blood cells may be given a blood transfusion.

A blood transfusion is where a patient receives blood from a donor.

Different people have different blood groups.

Figure 2 shows:

• the red blood cells found in people with different blood groups
• the antibodies that can be made by people with different blood groups.

Figure 2

Page 78 of 241
Antibodies can bind to antigens that have complementary shapes.

When antibodies bind to the antigens on red blood cells, many red blood cells begin to clump
together.

Each red blood cell is about 8 µm in diameter.

Many capillaries have an internal diameter of about 10 µm.

In one type of blood transfusion, only red blood cells from a donor are transferred to the patient.

(d) It is dangerous for a patient with blood group A to receive red blood cells from a donor with
blood group B.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Page 79 of 241
(e) Explain why blood group O red blood cells can be given to patients with any blood group.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(f) The table below shows some of the risks associated with blood transfusions.

Probability of risk
Risk
occurring

Allergic reaction 0.9 %

Hepatitis B
1 in (3 × 105)
infection

Hepatitis C
6.7 × 10–7
infection

Kidney damage 1 in 70 000

Which risk has the lowest probability of occurring?

✓) one box.
Tick (✓

Allergic reaction

Hepatitis B infection

Hepatitis C infection

Kidney damage

(1)

Page 80 of 241
 (g) A person has a tumour blocking the tube leading from the gall bladder to the small
intestine.

Explain why this person would have difficulty digesting fat.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)
(Total 19 marks)

The human body can defend itself against microorganisms that cause disease.
35.
Viruses are one type of microorganism that cause disease.

(a) Name one type of microorganism that causes disease in humans.

Do not refer to viruses in your answer.

___________________________________________________________________
(1)

Page 81 of 241
(b) Which two defence systems prevent microorganisms infecting the human body?

✓) two boxes.
Tick (✓

Air is warmed as it is breathed into the lungs.

Hairs on the skin trap microorganisms.

Hydrochloric acid is produced by the stomach.

Teeth in the mouth crush and kill microorganisms.

The skin is a barrier covering the whole body.

(2)

(c) If microorganisms enter the human body the immune system can destroy the
microorganisms.

How does the immune system destroy microorganisms?

✓) one box.
Tick (✓

Platelets kill the microorganisms.

Red blood cells stick to the microorganisms.

White blood cells engulf the microorganisms.

(1)

(d) Vaccinations prevent people becoming ill with diseases such as measles.

Complete the sentences.

Choose answers from the box.

active fast resistant slow weakened

Page 82 of 241
 In a vaccine the measles virus is _______________.

If the measles virus enters the body after vaccination the immune system reaction

will be _______________.
(2)

(e) How is the measles virus spread from one person to another?

___________________________________________________________________

___________________________________________________________________
(1)

Doctors investigated the spread of the virus that causes chickenpox.

The first symptom of chickenpox after exposure to the virus is spots on the body.

23 children were playing together at a party.

On the day of the party one of the children developed chickenpox spots.

Every two days after the party, the doctors recorded when the other 22 children first showed
chickenpox spots.

The table below shows the results.

Day when chickenpox spots first showed Number of children

2 0

4 0

6 0

8 0

10 1

12 1

14 6

16 4

18 2

20 0

Total 14

Page 83 of 241
 (f) What was the range for the days on which children first showed chickenpox spots?

Use the table above.

From day __________ to day __________

(1)

(g) Incubation time is the usual time from exposure to a pathogen until the first symptoms
appear.

Suggest the most likely incubation time for chickenpox.

Incubation time = _______________ days

(1)

(h) Suggest one reason why some of the children did not develop chickenpox.

___________________________________________________________________

___________________________________________________________________
(1)

(i) One mother gave antibiotics to her child who had chickenpox.

Suggest why this child did not recover more quickly than the other children who had
chickenpox.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 11 marks)

Figure 1 shows part of a deadly nightshade plant.

36.
Figure 1

Page 84 of 241
(a) How will the poisonous berries help the deadly nightshade plant to survive?

___________________________________________________________________

___________________________________________________________________
(1)

(b) Which type of defence mechanism are the berries?

✓) one box.
Tick (✓

Chemical

Mechanical

Physical

(1)

Figure 2 shows part of a gorse plant.

Figure 2

(c) Suggest how the gorse plant is adapted to defend itself.

___________________________________________________________________

___________________________________________________________________
(1)

Page 85 of 241
(d) The green leaves of the gorse plant make glucose for the plant to use.

What are two uses of glucose in the gorse plant?

✓) two boxes.
Tick (✓

For defence

For respiration

To absorb water

To release minerals

To store as starch

(2)

(e) A student wanted to show that the leaves of a gorse plant contain glucose.

The student crushed the leaves to extract the liquid from the cells.

Describe the method the student could use to test the liquid from the cells for glucose.

Include the result if glucose is present.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Page 86 of 241
(f) The roots of the gorse plant have bacteria that turn nitrogen gas into nitrate ions.

Explain why nitrate ions are needed by the gorse plant.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(g) The roots of gorse plants can be infected by honey fungus.

The honey fungus produces tiny spores underground.

Suggest how the honey fungus spores travel from the roots of an infected gorse plant to
the roots of a healthy gorse plant.

___________________________________________________________________

___________________________________________________________________
(1)

A drug can be extracted from gorse seeds.

Doctors want to trial the drug from gorse seeds to see if it can treat diarrhoea.

(h) Which two factors must the doctors test the drug for in the trial?

✓) two boxes.
Tick (✓

Appearance

Dosage

Solubility

Taste

Toxicity

(2)

Page 87 of 241
 (i) In the trial some patients will take tablets made from gorse seeds and some patients will
take tablets made from sugar.

What are the tablets made from sugar called?

✓) one box.
Tick (✓

Antibiotics

Antibodies

Painkillers

Placebos

(1)
(Total 14 marks)

Many plants have evolved defence mechanisms.

37.
Figure 1 shows part of a gorse plant and part of a deadly nightshade plant.

Figure 1

(a) The gorse plant has evolved to have sharp thorns.

What type of defence response are thorns?

___________________________________________________________________
(1)

Page 88 of 241
(b) How do thorns defend the gorse plant?

___________________________________________________________________

___________________________________________________________________
(1)

(c) The deadly nightshade plant has poisonous berries.

What type of defence response are poisonous berries?

___________________________________________________________________
(1)

(d) A scientist noticed that in one area the gorse plants had yellow leaves and had stunted
growth.

One reason for yellow leaves and stunted growth is a deficiency of nitrate ions in the soil.

Explain two other possible reasons for the yellow leaves and stunted growth.

Do not refer to nitrate ions in your answer.

Reason 1

___________________________________________________________________

___________________________________________________________________

Explanation

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Reason 2

___________________________________________________________________

___________________________________________________________________

Explanation

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)

Page 89 of 241
The gorse plant has nodules on its roots.

The nodules are part of the living root tissue.

Bacteria which convert nitrogen gas into soluble nitrate ions live in the nodule tissue.

Figure 2 shows the nodules on the roots.

Figure 2

(e) Suggest how the nodules benefit the bacteria.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(f) Explain how the nodules benefit the gorse plant.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 90 of 241
 (g) For many years drugs have been extracted from plants.

Which plant material was chewed as a painkiller?

✓) one box.
Tick (✓

Blackcurrant berries

Foxglove leaves

Rose petals

Willow bark

(1)
(Total 13 marks)

Data from ‘The Million Women’ survey in the UK was collected for over 15 years.
38.
Scientists analysed the data to study the effect of consuming alcohol on liver disease.

The scientists:
• included 400 000 women who regularly consumed alcohol
• included 400 000 women who did not consume alcohol
• excluded women who already had a liver disease.

Page 91 of 241
(a) Age and gender were two factors controlled in this analysis.

Many other factors were also controlled.

Suggest two other factors which the scientists would have controlled.

1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________
(2)

The data was analysed for:

• women who drank alcohol with meals
• women who drank alcohol not with meals
• women who did not drink alcohol.

During the survey approximately 1500 women developed a liver disease called cirrhosis of the
liver.

Scientists calculated the relative risk of developing cirrhosis of the liver for each group who
consumed alcohol.

A relative risk of 1.0 means there was no statistical difference between the groups who did
consume alcohol and the group who did not consume alcohol.

The below graph shows a summary of the results.

Page 92 of 241
(b) A woman drinks 150 g of alcohol per week not with meals.

The woman decides to change to drinking 150 g of alcohol per week with meals.

Calculate the percentage decrease in relative risk of developing cirrhosis of the liver for this
woman.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Percentage decrease = _______________ %

(2)

Page 93 of 241
(c) One glass of wine contains 12 g of alcohol.

A different woman drinks two glasses of wine each day with her meals.

Calculate the relative risk of developing cirrhosis of the liver for this woman.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Relative risk = _______________

(2)

The graph is repeated below.

Page 94 of 241
(d) Consuming alcohol with meals instead of not with meals decreases the relative risk of
developing cirrhosis of the liver.

Give two other conclusions about the relative risk of developing cirrhosis of the liver related
to alcohol consumption.

Use data from the graph in your answer.

1 _________________________________________________________________

___________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(e) Suggest two reasons why the data is considered to be valid.

1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________
(2)

(f) Suggest one aspect of the survey which might reduce validity.

___________________________________________________________________

___________________________________________________________________
(1)

Page 95 of 241
 (g) Cirrhosis of the liver leads to liver failure.

Describe the effects of liver failure on the human body.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 15 marks)

Monoclonal antibodies (mAbs) are usually made using mouse lymphocytes.

39.
Candida albicans infection produces serious symptoms in patients with a poor immune system.

Recently scientists have produced mAbs to Candida albicans using human lymphocytes
produced naturally after an infection.

Page 96 of 241
(a) Candida albicans lives in the throat of infected patients.

A sample is taken from the throat of a patient with a suspected Candida albicans infection.

The sample is transferred onto a microscope slide.

Describe how the mAbs and a fluorescent dye could be used to see any Candida albicans
pathogens on the slide.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

In a laboratory the human lymphocyte mAbs were injected into animals infected with Candida
albicans.

The mAbs caused increased phagocytosis of the Candida albicans pathogens.

Doctors intend to start a trial to give the mAbs to patients severely ill with Candida albicans.

(b) Explain how increased phagocytosis of the Candida albicans pathogen will help the patient.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 97 of 241
(c) It has been shown that this mAbs treatment is effective in the laboratory using both:
• infected tissue culture cells
• infected live animals.

The mAbs treatment for Candida albicans is now ready for clinical trials on people.

Describe how the clinical trials should be carried out.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

(d) Scientists have also used human lymphocytes to make mAbs to other pathogens and to
some types of cancer cells.

Suggest one reason why these new mAbs have been more successful in treating diseases
in humans than mAbs made using mice.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)
(Total 12 marks)

Page 98 of 241
 The pie chart below shows the water loss from a person on one day.
40.

(a) The total water loss was 2600 cm3.

Calculate the percentage of the total water loss that was lost as urine.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Percentage lost as urine = _______________ %

(2)

A marathon race is 42 km long.

(b) What happens to the volume of water lost as sweat when a person runs a marathon?

___________________________________________________________________

___________________________________________________________________
(1)

(c) What must marathon runners do to prevent themselves becoming dehydrated?

___________________________________________________________________

___________________________________________________________________
(1)

(d) Complete the sentences.

Choose answers from the box.

digestion excretion fertilisation filtration reabsorption

Page 99 of 241
 Blood entering the kidneys goes through the process of ___________________.

Glucose is not found in urine because of ___________________.

Urine is removed from the body in the process of ___________________.

(3)

(e) People with kidney failure can have dialysis or a kidney transplant.

Dialysis is often needed 3 times each week and can take over 4 hours each time.

Dialysis usually happens in a hospital.

Kidney transplants require a donor and major surgery.

Describe the advantages and disadvantages of having a kidney transplant instead of

having dialysis.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 11 marks)

Page 100 of 241

 A man has the following symptoms:
41.
• yellow discharge from his penis
• pain when urinating.

(a) The man has a bacterial infection.

What is the most likely cause of the man’s symptoms?

✓) one box.
Tick (✓

Gonorrhoea

HIV

Measles

Salmonella poisoning

(1)

(b) The man took a full course of antibiotics.

The man’s symptoms did not improve.

Why did the antibiotics not cure the symptoms?

✓) one box.
Tick (✓

The bacteria are immune to the

antibiotics.

The bacteria are resistant to the

antibiotics.

The man is immune to the antibiotics.

The man is resistant to the antibiotics.

(1)

Page 101 of 241

(c) Using a condom can stop the bacteria being passed to another person during sexual
intercourse.

Suggest a different way the man could avoid passing the bacteria on to someone else.

___________________________________________________________________

___________________________________________________________________
(1)

A scientist investigated the effect of three different antibiotics on three different types of bacteria,
A, B and C.

This is the method used.

1. Grow bacteria A on an agar plate.

2. Put three separate paper discs each containing one of the antibiotics (1, 2 and 3) onto the agar
plate

3. Put the agar plate into an incubator for 48 hours.

4. Repeat steps 1-3 for bacteria B and for bacteria C.

Figure 1 shows the scientist’s results.

Figure 1

Page 102 of 241

(d) Compare the effectiveness of the three antibiotics at killing the different types of bacteria.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

Milk contains bacteria.

A small volume of raw milk was placed in a counting chamber in a special type of microscope
slide.

Figure 2 shows what the counting chamber looked like when viewed using a microscope.

Figure 2

Page 103 of 241

A scientist counted the number of bacteria in four samples of raw milk.

Table 1 shows the results.

Table 1

Number of bacteria in counting

Milk sample
chamber
E 15
F 12
G 13
H 16

(e) Which milk sample is shown in Figure 2?

✓) one box.
Tick (✓

Sample E

Sample F

Sample G

Sample H

(1)

(f) Calculate the mean number of bacteria in the four samples in Table 1.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Mean number of bacteria = _____________________________

(2)

(g) Calculate the mean number of bacteria per mm3 of milk in the samples.

Complete the following steps.

Calculate the total area of the counting chamber in Figure 2.

___________________________________________________________________

___________________________________________________________________

Total area of counting chamber = _____________________________ mm2

Page 104 of 241

 The depth of the counting chamber is 0.01 mm

Calculate the volume of the counting chamber in Figure 2.

Use the equation:

volume = area × depth

___________________________________________________________________

Volume of counting chamber = ______________________________ mm3

Calculate the mean number of bacteria per mm3 of milk in the samples.

Use the equation:

___________________________________________________________________

___________________________________________________________________

Mean number of bacteria per mm3 of milk = __________________________

Milk is heated to reduce the number of bacteria it contains before it is sold for humans to drink.

Milk with more than 20 000 bacteria per cm3 cannot be sold for humans to drink.

Table 2 shows the number of bacteria per cm3 in four different samples of milk.

Table 2

Milk sample Number of bacteria per cm3 of milk

P 1.8 × 104
Q 2.2 × 104
R 2.2 × 10−5
S 1.8 × 103
(3)

Page 105 of 241

 (h) Which of the milk samples could not be sold for humans to drink?

✓) one box.
Tick (✓

P Q R S

(1)

(i) Why should milk sold for humans to drink not contain large numbers of bacteria?

___________________________________________________________________

___________________________________________________________________
(1)
(Total 17 marks)

Mosquitoes carry a pathogen that causes malaria.

42.
(a) What type of pathogen causes malaria?

✓) one box.
Tick (✓

A bacterium

A fungus

A protist

A virus

(1)

Page 106 of 241

Mosquito nets can help prevent the spread of malaria.

Table 1 shows the results of a study in one area of Africa.

Table 1

Percentage of people with malaria

Number of people
Total number of
who use Who do NOT
people in the Who use
mosquito nets use mosquito
study mosquito nets
when sleeping nets when
when sleeping
sleeping

476 426 1.2 40

A newspaper made the following statement:

‘Study shows mosquito nets are scientifically proven to prevent malaria.’

(b) Give one piece of evidence that supports the statement.

___________________________________________________________________

___________________________________________________________________
(1)

(c) Suggest one reason why the statement may not be valid.

___________________________________________________________________

___________________________________________________________________
(1)

Page 107 of 241

Table 2 shows information about the number of deaths from malaria in the same area of Africa.

Table 2

Number of deaths from

Year malaria per 100 000
people
2005 161
2007 136
2009 114
2011 97
2013 94
2015 92

(d) Predict the number of people per 100 000 who died from malaria in 2017 if the trend stayed
the same.

___________________________________________________________________

___________________________________________________________________

Number of people per 100 000 =______________________________

(1)

(e) Use of mosquito nets has helped to reduce the number of deaths from malaria each year.

Suggest one other reason for the reduced number of deaths from malaria each year.

___________________________________________________________________

___________________________________________________________________
(1)

Page 108 of 241

 (f) Describe how the human body:

• prevents pathogens from entering

• defends itself against pathogens inside the body.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 11 marks)

People with diabetes have difficulty controlling their blood glucose concentration.
43.
(a) Which part of the blood transports glucose?

✓) one box.
Tick (✓

Lymphocytes

Plasma

Platelets

Red blood cells

(1)

Page 109 of 241

Glucose is often found in the urine of people with diabetes.

(b) Name a chemical used to test for glucose.

___________________________________________________________________
(1)

(c) Describe a test that could be used to show that a person’s urine contains glucose.

Test _______________________________________________________________

___________________________________________________________________

Positive result _______________________________________________________

___________________________________________________________________
(2)

(d) The body cells of a person with untreated diabetes lose more water than the body cells of a
person who does not have diabetes.

Explain how diabetes can cause the body cells to lose more water.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Page 110 of 241

 (e) Glucose is absorbed into the blood in the small intestine by both diffusion and active
transport.

Describe how the small intestine is adapted for efficient absorption.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)
(Total 12 marks)

Pancreatic cancer develops when a malignant tumour grows inside the pancreas.
44.
(a) The pancreas produces digestive enzymes.

What is an enzyme?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) Carbohydrase is an enzyme produced by the pancreas.

Name two other organs in the digestive system that produce carbohydrase.

1 _________________________________________________________________

2 _________________________________________________________________
(2)

Page 111 of 241

(c) One symptom of pancreatic cancer is weight loss.

Explain how pancreatic cancer may cause a person to lose weight.

Do not refer to hormones in your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

Enzyme A and enzyme B are involved in controlling cell division in pancreatic cancer cells.

Most cancer cells produce both enzyme A and enzyme B.

Some people have a gene mutation that stops cancer cells producing enzyme B.

The following figure shows how cell division is controlled in pancreatic cancer cells.

Page 112 of 241

Scientists have developed a drug that inhibits enzyme A.

The drug is given to pancreatic cancer patients who have the gene mutation that stops cancer
cells producing enzyme B.

The drug only targets cancer cells.

(d) Explain why the drug can be used to treat pancreatic cancer in patients with the gene
mutation.

Use information from the figure above.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(e) Explain why the drug could not be used to treat pancreatic cancer in a patient that
produces both enzyme A and enzyme B.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 113 of 241

(f) The drug was trialled before it was licensed for use.

To improve validity of the results in the trial:

• some patients were given a placebo

• a double-blind trial was used.

Give reasons why a placebo and a double-blind trial were used.

A placebo __________________________________________________________

___________________________________________________________________

___________________________________________________________________

A double-blind trial ___________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(g) One stage in a drug trial is to test the drug on healthy volunteers.

What is the next stage in the drug trial?

✓) one box.
Tick (✓

Testing on all patients with the disease

Testing on human tissue

Testing on live animals

Testing on volunteers with the disease

(1)

Page 114 of 241

 (h) A monoclonal antibody has been produced to treat pancreatic cancer.

Explain how the monoclonal antibody works to treat pancreatic cancer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 19 marks)

Two of the substances the body excretes are urea and carbon dioxide.
45.
(a) Complete the sentence.

Choose the answer from the box.

carbohydrate lipid protein salt

A person makes a lot of urea if the person’s diet contains

a lot of ___________________________________
(1)

(b) Why must urea be excreted from the body?

___________________________________________________________________

___________________________________________________________________
(1)

Page 115 of 241

(c) A person produces more carbon dioxide during exercise than when resting.

Complete the sentences.

Choose answers from the box.

breathing digestion egestion

osmosis respiration

The process that makes carbon dioxide is _________________________________

During exercise, extra carbon dioxide can be removed from the body by increasing

the rate of ______________________________.

(2)

(d) Excess water must also be removed from the body.

If a person sweats a lot, less water will be excreted in the urine.

A healthy person did the same amount of exercise on each of 3 days.

The following table shows information for the 3 days.

Air temperature in Volume of water Relative amount of urine

Day
°C consumed in cm3 produced by the kidneys

1 30 1500

2 20 1500

3 15 2000

Complete the table.

Choose answers from the box.

least medium most

(2)

Page 116 of 241

Some people have kidney disease.

Kidney disease may be treated by dialysis or by having a kidney transplant operation.

• During dialysis, a person is connected to a machine that filters the blood.

• Each dialysis session lasts about 6 hours.

• The person has several dialysis sessions each week.

Figure 1 shows how dialysis works.

Figure 1

(e) How does urea move out of the blood during dialysis?

✓) one box.
Tick (✓

Diffusion

Digestion

Osmosis

Respiration

(1)

Page 117 of 241

(f) Which substance in Figure 1 does not pass from the blood into the dialysis fluid?

Give the reason for your answer.

Substance __________________________________________________________

Reason ____________________________________________________________

___________________________________________________________________
(2)

Two people have kidney disease.

• Person A is treated by dialysis.

• Person B has had a kidney transplant.

Figure 2 shows changes in the urea concentration in the blood of each person over 2 weeks.

Figure 2

(g) How many dialysis sessions did person A have each week?

_____________________________________
(1)

(h) What happens to the concentration of urea in the blood between dialysis sessions?

___________________________________________________________________
(1)

Page 118 of 241

 (i) Give two reasons why a kidney transplant is a better method for treating kidney disease
than dialysis.

1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________
(2)
(Total 13 marks)

Water conservation is important to the human body.

46.
(a) Which gland releases the hormone that controls water loss from the body?

✓) one box.
Tick (✓

Adrenal

Pancreas

Pituitary

Thyroid

(1)

(b) Which hormone helps the kidneys to control water loss from the body?

✓) one box.
Tick (✓

ADH

Adrenaline

LH

Thyroxine

(1)

Page 119 of 241

(c) A man is walking across a desert.

The man has used up his supply of drinking water.

Explain how the gland you named in part (a) and the kidneys reduce water loss.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(d) Some people have kidney failure.

Doctors may treat patients with kidney failure by either:

• dialysis

• a kidney transplant.

Explain two biological reasons why most doctors think that a kidney transplant is a better
method of treatment than dialysis.

Do not refer to cost or convenience.

Reason 1 __________________________________________________________

___________________________________________________________________

___________________________________________________________________

Reason 2 __________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 9 marks)

Page 120 of 241

 Ragwort is a weed that grows on farmland.
47.
Ragwort is poisonous to horses.

(a) Plan an investigation to estimate the size of a population of ragwort growing in a

rectangular field on a farm.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

Page 121 of 241

The herbicide glyphosate will kill ragwort and other weeds.

Scientists use bacteria for the genetic engineering of crop plants to make the crops resistant to
glyphosate.

Figure 1 shows the growth of a culture of the bacteria in a solution of nutrients at 25 °C

Figure 1

(b) Why did the rate of reproduction increase between 2 hours and 7 hours?

___________________________________________________________________

___________________________________________________________________
(1)

Page 122 of 241

(c) After 12 hours, the rate of reproduction decreased.

Suggest three ways the scientists could maintain a high rate of reproduction in the
bacterial culture.

1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________

3 _________________________________________________________________

___________________________________________________________________
(3)

(d) The rate of reproduction of the bacteria is fastest at 7 hours.

How many times faster is the rate of reproduction at 7 hours than the rate at 12 hours?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Rate at 7 hours is ________________________________ times faster.

(4)

Page 123 of 241

 (e) Scientists transferred a gene for resistance to the herbicide glyphosate into the bacteria.

The genetically-modified (GM) bacteria can then transfer the glyphosate-resistance gene to
a crop plant.

Explain the advantage of making crop plants resistant to glyphosate.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 15 marks)

Eating food containing Salmonella bacteria can cause illness.

48.
(a) Two symptoms of infection by Salmonella are vomiting and diarrhoea.

What causes these symptoms?

___________________________________________________________________

___________________________________________________________________
(1)

(b) Give two ways a person with a mild infection of Salmonella can help prevent the spread of
the bacteria to other people.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

Page 124 of 241

(c) In very serious infections of Salmonella, a doctor can prescribe drugs to kill the bacteria.

What type of drug can the doctor prescribe to kill the bacteria?

___________________________________________________________________

___________________________________________________________________
(1)

(d) A person with AIDS may take longer than a healthy person to recover from a Salmonella
infection.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(e) Salmonella bacteria can be transmitted from chickens to humans. Chickens can be
vaccinated to prevent the transmission of Salmonella bacteria to humans.

Suggest one other way farmers could prevent the transmission of Salmonella from
chickens to humans.

___________________________________________________________________

___________________________________________________________________
(1)

Page 125 of 241

 A restaurant owner employed a scientist to test the effectiveness of two kitchen cleaning
liquids.

The scientist took samples from two work surfaces:

• before the surfaces had been cleaned with the cleaning liquids
• after the surfaces had been cleaned with the cleaning liquids.

The samples were then analysed for the number of bacteria they contained.

The results are shown in Figure 1.

Figure 1

(f) Which cleaning liquid is the more effective?

Give a reason for your answer.

Cleaning liquid ______________

Reason ____________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

Page 126 of 241

The scientist investigated the effect of cleaning liquid A and cleaning liquid B on Salmonella
bacteria grown in a laboratory.

Figure 2 shows the way the investigation was set up.

Figure 2

The Petri dish was placed in an incubator at 25 °C for 48 hours.

After 48 hours, the scientist calculated the area around each paper disc where no bacteria were
growing.

The results are shown in the table below.

Area around disc with no

Filter paper disc
bacteria growing in cm2

Water 0

Cleaning liquid A 11

Cleaning liquid B 13

(g) What measurement would the scientist need to take to calculate the area where no bacteria
were growing?

___________________________________________________________________

___________________________________________________________________
(1)

(h) Give one change to the investigation that would allow the scientist to check if the results
are repeatable.

___________________________________________________________________

___________________________________________________________________
(1)

Page 127 of 241

 (i) The scientist showed the results to the restaurant owner.

Both cleaning liquids cost the same per dm3.

Suggest one other factor the restaurant owner should consider when choosing which
cleaning liquid to use.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 11 marks)

Metabolism is the sum of all the chemical reactions in the cells of the body.
49.
One metabolic reaction is the formation of lipids.

(a) Give one other metabolic reaction in cells.

___________________________________________________________________

___________________________________________________________________
(1)

Table 1 shows the mean metabolic rate of humans of different ages.

Table 1

Mean metabolic rate in kJ/m2/hour

Age in
years
Males Females

5 53 53

15 45 42

25 39 35

35 37 35

45 36 35

Page 128 of 241

(b) What two conclusions can be made from the data in Table 1?

Tick two boxes.

As age increases, mean metabolic rate of males and females

increases.

Males have a higher metabolic rate than females after five years
of age.

The mean metabolic rate of females decreases faster than

males up to 25 years of age.

The mean metabolic rate of males and females decreases more

quickly after the age of 35.

There is no relationship between age and mean metabolic rate.

(2)

(c) Calculate the percentage decrease in the mean metabolic rate of males between 5 years
and 45 years of age.

Use the equation:

Give your answer to 3 significant figures.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Percentage decrease = ___________________

(3)

Page 129 of 241

Regular exercise can increase metabolic rate.

Two people did five minutes of gentle exercise from rest.

Table 2 shows the effect of the exercise on their heart rates.

Table 2

Heart rate in beats per minute

Time in
minutes
Person R Person S

0 (at rest) 60 78

1 76 100

2 85 110

3 91 119

4 99 129

5 99 132

(d) Describe two differences in the response of person R and person S to the exercise.

Use information from Table 2.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

Page 130 of 241

(e) Complete the line graph below for person S.

You should:

• add the scale to the x axis

• label the x axis.

(4)

(f) After five minutes of exercise, the heart rate of person S was 132 beats per minute. When
person S rested, his heart rate decreased steadily at a rate of 12 beats every minute.

Calculate how much time it would take the heart rate of person S to return to its resting
rate.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Time = ___________________ minutes

(2)

Page 131 of 241

(g) A student made the following hypothesis about the heart rate of smokers and non-smokers
during exercise.

“During exercise, the heart rate of smokers increases more than

the heart rate of non-smokers.”

Design an investigation that would allow you to test this hypothesis.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 20 marks)

Page 132 of 241

 Rose black spot is a disease of roses.
50.
(a) What type of microorganism causes rose black spot?

Tick one box.

A bacterium

A fungus

A protist

A virus

(1)

(b) Explain how different types of organism defend themselves against microorganisms.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

Page 133 of 241

(c) A student tried to grow some bacteria in the laboratory.

The diagram shows some of the apparatus used.

This is the method used.

1. Remove the lid of the Petri dish.

2. Remove the lid of the bottle containing the bacteria.
3. Use the inoculating loop to remove some of the bacteria from the bottle.
4. Spread the bacteria over the agar using the inoculating loop.
5. Put the lid back on the Petri dish.
6. Put the Petri dish into an incubator at 25 °C for 24 hours.

Steps 1−5 could cause the sample of the bacteria on the petri dish to be contaminated.

Give three improvements to the method to prevent contamination.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

3. _________________________________________________________________

___________________________________________________________________
(3)

Page 134 of 241

(d) Why did the student grow the bacteria at 25 °C rather than at 40 °C?

Tick one box.

So the bacteria grew more quickly

So the bacteria grew more slowly

To prevent the growth of a harmful pathogen

To save money

(1)
(Total 11 marks)

Page 135 of 241

 It is important to maintain water balance in the body.
51.
The graphs below show how much water a person gained and lost by different methods in one
day.

Page 136 of 241

When water is balanced, the volume of water taken in by the body is equal to the volume of water
lost from the body.

(a) Calculate the volume of water the person lost in one day in faeces.

Use information from the graphs above.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Volume lost in faeces = _____________________ cm3

(2)

(b) The graphs above show that one method of gaining water is by metabolism.

Which metabolic process produces water?

Tick one box.

Breakdown of protein to amino acids

Changing glycogen into glucose

Digestion of fat

Respiration of glucose

(1)

The next day, the person ran a 10-kilometre race.

The volume of water lost from the body through the skin and by breathing increased.

(c) Explain why more water was lost through the skin during the race.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 137 of 241

 (d) Explain why more water was lost by breathing during the race.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 8 marks)

One factor that may affect body mass is metabolic rate.

52.
(a) (i) What is meant by metabolic rate ?

______________________________________________________________

______________________________________________________________
(1)

(ii) Metabolic rate is affected by the amount of activity a person does.

Give two other factors that may affect a person’s metabolic rate.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)

Page 138 of 241

(b) Predicted early death is the number of years that a person will die before the mean age of
death for the whole population. The predicted early death of a person is affected by their
body mass.

Scientists have calculated the effect of body mass on predicted early death.

The graph shows the results of the scientists’ calculations.

Ideal body mass

The number of times above or below ideal body mass is given by the equation:

In the UK the mean age of death for women is 82.

A woman has a body mass of 70 kg. The woman’s ideal body mass is 56 kg.

(i) Use the information from the graph to predict the age of this woman when she dies.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Age at death = ___________ years

(2)

Page 139 of 241

 (ii) The woman could live longer by changing her lifestyle.

Give two changes she should make.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)
(Total 7 marks)

Table 1 shows information about five different organisms.

53.
Table 1

Surface area in Surface area to

Organism Volume in m3
m2 volume ratio

A 6.04 × 10−8 1.65 × 10−12 36606:1

B 3.21 × 10−3 1.25 × 10−6 2568:1

C 9.96 × 10−3 1.35 × 10−4 X:1

D 4.61 × 10−1 1.57 × 10−2 29:1

E 1.99 × 101 6.12 × 100 3:1

(a) Calculate value X in Table 1.

Give your answer to the nearest whole number.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

X (nearest whole number) = _______________

(3)

Page 140 of 241

(b) What is the relationship between the size of an organism and its surface area to volume
ratio?

Use Table 1.

___________________________________________________________________

___________________________________________________________________
(1)

(c) Organism B exchanges gases with the environment directly through its skin.

Organism D exchanges gases with the environment using its respiratory system.

Explain why organism D requires a respiratory system, but organism B does not require a
respiratory system.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 141 of 241

Table 1 is repeated below.
Table 1

Surface area in Surface area to

Organism Volume in m3
m2 volume ratio

A 6.04 × 10−8 1.65 × 10−12 36606:1

B 3.21 × 10−3 1.25 × 10−6 2568:1

C 9.96 × 10−3 1.35 × 10−4 X:1

D 4.61 × 10−1 1.57 × 10−2 29:1

E 1.99 × 101 6.12 × 100 3:1

Table 2 shows information about organism D and organism E.

Table 2

Metabolic rate in arbitrary

Organism
units

D 890

E 75

(d) Organisms D and E both keep a constant body temperature (warm-blooded).

Explain why the metabolic rate of organism D is greater than the metabolic rate of
organism E.

Use information from Table 1 and Table 2.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

Page 142 of 241

(e) Organism D and organism E both have alveoli in the lungs and villi in the small intestine.

The figure below shows some alveoli and some villi.

Describe how the alveoli and the villi are adapted to increase absorption.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 14 marks)

Page 143 of 241

 Figure 1 shows a model used to demonstrate human breathing.
54.
Figure 1

(a) Which part of the breathing system is represented by the glass tube?

✓) one box.
Tick (✓

Alveoli

Capillaries

Lung

Trachea

(1)

The model in Figure 1 represents the human breathing system.

A teacher said:

“The model does not represent the human breathing system very well.”

Page 144 of 241

(b) Give two reasons why the teacher is correct.

1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________
(2)

A scientist investigated the effect of exercise on breathing rate.

This is the method used.

1. Record the breathing rates of 10 male non-smokers at rest.
2. Tell each man to run on a treadmill at the same speed for 8 minutes.
3. Record the breathing rate of each man every 2 minutes.
4. Continue to record the breathing rate of each man for 4 minutes after he stops running.

Page 145 of 241

(c) Give two variables the scientist controlled in the investigation.

1 _________________________________________________________________

2 _________________________________________________________________
(2)

Figure 2 shows the data collected from one of the men.

Figure 2

Page 146 of 241

 (d) Calculate the percentage increase in the man’s breathing rate between 0 minutes and 8
minutes.

Use the equation:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Percentage increase = _______________ %

(3)

(e) Explain why the man’s breathing rate increased when he was running.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(f) Give one measurement that could be taken to show a different effect of exercise on the
body.

Do not refer to breathing rate in your answer.

___________________________________________________________________
(1)

(g) The men in the investigation were all non-smokers.

Give one effect that smoking can have on the body.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 12 marks)

All living organisms respire.

55.

Page 147 of 241

(a) What is the chemical equation for aerobic respiration?

✓) one box.
Tick (✓

6 O2 + 6 CO2 → 6 H2O + C6H12O6

6 H2O + C6H12O6 → 6 H2O + 6 CO2

6 H2O + 6 CO2 → 6 O2 + C6H12O6

6 O2 + C6H12O6 → 6 H2O + 6 CO2

(1)

(b) Name the sub-cellular structures where aerobic respiration takes place.

___________________________________________________________________
(1)

(c) Energy is released in respiration.

Give two uses of the energy released in respiration.

1 ________________________________________________________________

___________________________________________________________________

2 ________________________________________________________________

___________________________________________________________________
(2)

(d) Describe two differences between aerobic and anaerobic respiration in humans.

Do not refer to oxygen in your answer.

1 ________________________________________________________________

___________________________________________________________________

2 ________________________________________________________________

___________________________________________________________________
(2)

Page 148 of 241

(e) What are the two products of anaerobic respiration in plant cells?

✓) two boxes.
Tick (✓

Carbon dioxide

Ethanol

Glucose

Lactic acid

Water

(2)

Page 149 of 241

A scientist investigated respiration and photosynthesis using some pondweed and a pond snail.

Figure 1 shows the apparatus used.

Figure 1

The apparatus was left in a well-lit room for 5 days.

The data logger recorded the concentration of carbon dioxide continuously.

After 5 days, the scientist completely covered the boiling tube with black paper.

The data logger continued to record the concentration of carbon dioxide.

Figure 2 shows the concentration of carbon dioxide inside the boiling tube over 15 days.

Figure 2

Page 150 of 241

(f) Explain why the concentration of carbon dioxide in the tube stayed the same between day 0
and day 5.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(g) Suggest why the concentration of carbon dioxide increased between day 5 and day 10.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

Page 151 of 241

 (h) On day 10, the pond snail died.

Explain why the death of the pond snail caused the concentration of carbon dioxide to
increase after day 10.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 14 marks)

Many internal processes of the human body are controlled by hormones.

56.
Hormones are produced by glands.

Figure 1 shows glands in a woman’s body.

Figure 1

Page 152 of 241

(a) Which gland is the pituitary gland?

✓) one box.
Tick (✓

A B C D

(1)

(b) Which gland is the pancreas?

✓) one box.
Tick (✓

A B C D

(1)

The hormone insulin helps to decrease the blood glucose concentration.

Insulin causes its target organs to take in glucose from the blood.

(c) Which of the following is a target organ for insulin?

✓) one box.
Tick (✓

Bladder

Heart

Liver

(1)

Page 153 of 241

(d) The glucose is stored as an insoluble substance.

What is the insoluble storage substance that is formed from glucose?

✓) one box.
Tick (✓

Glycogen

Protein

Urea

(1)

Page 154 of 241

Scientists investigated the effect of a glucose drink on the concentration of glucose in a person’s
blood.

This is the method used.

1. Take a small sample of blood from the person.
2. Measure the concentration of glucose in the person’s blood.
3. Give the person a drink containing 50 grams of glucose.
4. Measure the concentration of glucose in the person’s blood at intervals.
5. Calculate the change in blood glucose concentration from the starting value.

Figure 2 shows the results.

Figure 2

Figure 2 shows the change in blood glucose concentration.

(e) At the start of the investigation, the blood glucose concentration was 5 mmol/dm3.

Calculate the highest blood glucose concentration during the investigation.

Use information from Figure 2 in your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Highest blood glucose concentration = _______________ mmol/dm3

(2)

Page 155 of 241

 (f) What is the time taken for the blood glucose concentration to decrease from its highest
value back to the starting value?

Use data from Figure 2 in your answer.

___________________________________________________________________

Time taken = _______________ minutes

(1)

(g) Why can you not be certain that your answer to part (f) is accurate?

___________________________________________________________________

___________________________________________________________________
(1)

(h) Figure 2 above shows the results for a person who does not have Type 2 diabetes.

Sketch a line on Figure 2 to show the results you would expect for a person who has Type
2 diabetes.
(2)
(Total 10 marks)

Potato blight is a disease of potato plants.

57.
Potato blight is caused by the fungus Phytophthora infestans.

(a) What is the genus of the fungus that causes potato blight?

✓) one box.
Tick (✓

Infestans

Phytophthora

Phytophthora infestans

(1)

Page 156 of 241

(b) The fungus grows near the surface of the potato.

How does growing near the surface help the fungus to respire?

✓) one box.
Tick (✓

The fungus can get nitrogen from the soil.

The fungus can get oxygen from the air.

The fungus can get water from the potato.

(1)

A farmer sprays his potato plants with a pesticide.

The pesticide kills the fungus that causes potato blight.

Spraying the crop with a pesticide could decrease biodiversity in a river flowing through his farm.

(c) What does ‘biodiversity in a river’ mean?

✓) one box.
Tick (✓

The variety of species of animals in the river.

The variety of species of organisms in the river.

The variety of species of plants in the river.

(1)

Page 157 of 241

(d) The farmer sprayed pesticide on his potato plants. The next day it rained heavily.

Explain why the biodiversity in the river decreased.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Another method of preventing potato blight is to breed potatoes that are resistant to blight.

Resistance to potato blight is controlled by two alleles:

R = a dominant allele for having resistance to blight.

r = a recessive allele for not having resistance to blight.

A scientist crosses two potato plants. Each plant has the genotype Rr.

(e) Complete the diagram below to show the possible genotypes of the offspring produced.

(2)

(f) Draw a ring around one of the homozygous genotypes in the diagram above.
(1)

(g) What percentage of the offspring in the diagram will be resistant to potato blight?

✓) one box.
Tick (✓

25% 50% 75% 100%

(1)

Page 158 of 241

 (h) Potatoes can also reproduce asexually.

Potatoes from one plant can be planted in the ground to produce new potato plants.

All the new plants from a parent plant that is resistant to blight will also be resistant to
blight.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 11 marks)

Human body temperature is controlled within very narrow limits.

58.
Scientists investigated the effect of drinking ice-cold water on:

• internal body temperature

• the rate of sweating.

This is the method used.

1. Sit a person inside a room kept at a constant temperature of 25 °C.
2. Measure the person’s internal body temperature near the brain.
3. Measure the person’s rate of sweating.
4. After 20 minutes, give the person 500 cm3 of ice-cold water to drink.
5. Continue to measure the person’s internal body temperature and sweating rate for a further
50 minutes.

Page 159 of 241

(a) Give the reason why the person should not move during the investigation.

___________________________________________________________________

___________________________________________________________________
(1)

Figure 1 and Figure 2 show the scientists’ results.

Figure 1

Figure 2

Page 160 of 241

(b) What is this person’s normal internal body temperature?

✓) one box.
Tick (✓

36.8 °C 37.0 °C 37.4 °C

(1)

The results show that when the ice-cold water was drunk, the temperature near the brain
decreased.

(c) Explain why the temperature near the brain decreased.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(d) The thermoregulatory centre in the brain responds to the decrease in temperature.

How does the thermoregulatory centre send information to sweat glands in the skin?

___________________________________________________________________

___________________________________________________________________
(1)

(e) The rate of sweating changes between 24 minutes and 36 minutes.

Explain how this change helps to maintain the person’s normal body temperature.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 161 of 241

(f) During exercise, the skin appears red.

What causes the skin to appear red?

✓) one box.
Tick (✓

Blood vessels moving closer to the skin surface

Constriction of blood vessels in the skin

Decrease in heart rate

Dilation of blood vessels in the skin

(1)
(Total 8 marks)

Page 162 of 241

 Decay occurs in a compost heap.
59.
The figure below shows a compost heap.

Describe:

• how microorganisms in the layers of soil help to recycle chemicals in the dead plants
• how the chemicals are used again by living plants.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(Total 6 marks)

Page 163 of 241

 A 45-year-old man exercised on a rowing machine for six minutes.
60.
A fitness monitor recorded his heart rate and breathing rate every minute.

The graph below shows the results.

Page 164 of 241

(a) Describe the trend for breathing rate shown in graph.

Use data from the graph in your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(b) The safe maximum heart rate for a person exercising can be calculated using the equation:

safe maximum heart rate = 220 – age in years

Calculate the safe maximum heart rate for the man.

___________________________________________________________________

Safe maximum heart rate = __________ beats per minute

(1)

(c) What is the man’s maximum heart rate?

Use the graph above.

Man’s maximum heart rate = __________ beats per minute

(1)

(d) The man concluded that he was exercising at a safe heart rate.

Give the reason for his conclusion.

Use your answers from part (b) and part (c)

___________________________________________________________________

___________________________________________________________________
(1)

Page 165 of 241

(e) Explain the ways the man’s body has responded to the exercise.

Use information from the graph above.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 12 marks)

Page 166 of 241

Mark schemes
(a) blood is pumped to the lungs by one / right side of the heart
1. and
blood is pumped to the body by the other / left side of the heart
allow blood enters the heart twice for every (one) circuit
around the body
1

(b) ventricle correctly identified as any part of grey area below:

(c) oxygenated and deoxygenated blood mixes

allow some deoxygenated blood is sent to the body /
tissues / cells
1

(so) less oxygen reaches the body / tissues / cells

allow named tissues / organs
1

Page 167 of 241

(d) concentration gradient (of oxygen) is shallow(er) / less steep
1

(therefore) less oxygen diffuses into blood / cells / gills

1
allow idea that concentration gradient is negative (i.e.
out of axolotl) (1)
so oxygen diffuses out of axolotl’s blood / cells / gills (1)

(so) less (aerobic) respiration occurs so less energy is released / available

or
(so more) anaerobic respiration occurs so less energy is released / available
do not accept no respiration occurs
do not accept energy production
1

(so) less metabolism

ignore reduced living processes unqualified
allow reduction of building larger molecules or
movement / muscle contraction or keeping warm or
urea formation or chemical reactions
or
(so when) anaerobic respiration occurs, lactic acid is produced (and is toxic)
1

(e) stem (cells)

do not accept embryonic stem cell
1

(f) any one from:

• paralysis
• diabetes
allow other examples such as Parkinson’s / heart
disease / stroke / cystic fibrosis / cancer / burns
do not accept infectious diseases
1

(g) any one from:

• easy to breed
allow reproduce quickly
• easy / cheap to keep / rear (as are small)
• don’t take up much space
allow reference to not being dangerous (to the scientist)
allow they are not endangered
allow removal of gill will not kill the axolotl
1

Page 168 of 241

 (h) any one from:
• it’s not a mammal or it is an amphibian
• regeneration in gills may be different to that in other organs
• metabolism / body processes are too different to humans
allow humans do not have gills
allow it’s an endangered species or species need to be
protected from extinction
ignore reference to genetic differences or ethics
1
[12]

(a)
2.

additional line from a blood component negates the

mark for that component
1
1
1

(b) C
1

(c) (vessel) B

thick walls or thick muscle / elastic tissue

do not accept ref to ‘cell walls’
1

or
lumen is small / narrow
allow description of ‘lumen’
1

(d) 95
1

(e) (because coronary) arteries / they are narrower

allow (because the coronary) arteries are blocked /
clogged (with fat)
1

Page 169 of 241

(f) 250 × 60 (= 15 000)

or
15 000
allow 0.25 × 60
1

15

an incorrect conversion to dm3 in calculation does not

negate marking point 1
1
an answer of 15 scores 2 marks

(g) any two from:

• no need to stay as long in hospital (after procedure) or can go home sooner /
same day

allow only need to stay 2–3 hours in hospital (after

procedure)
allow less scarring
allow less chance of infection
allow only a small cut needed

• not as / less invasive or no need for a major operation or no need for general
anaesthetic
• shorter recovery time or can get back to normal lifestyle quicker or less time
needed off work
allow only 7 days recovery

• lower risk of a heart attack (during procedure)

ignore reference to cost
ignore idea that it takes less time overall
2

(h) lower chance of failure (within one year)

allow only a 5% chance of failure
1

only need one operation to treat multiple blockages or can treat multiple blockages at
one time
ignore ref to anaesthetic or CABG being a long-term
treatment
1
[14]

Page 170 of 241

 (a) any two from:
3.
allow proteins / hormones / antibodies / vitamins /
minerals / ions / fatty acids / glycerol
• carbon dioxide
• water
• glucose
• amino acids
ignore sugar / enzymes / nutrients / waste
• lactic acid
2

(b) more haemoglobin

max 2 marks if ‘more’ is not given
1

(therefore) more oxygen can be carried / transported

1

(for) more (aerobic) respiration of muscle (cells)

or
more energy released for muscle (cells)
allow less anaerobic respiration / lactic acid / oxygen
debt / fatigue in muscle (cells)
i.e. addition of ‘debt’
do not accept energy produced
1

(c) pulmonary artery

1

vena cava
1

(d) B
1

Page 171 of 241

(e) any three from:

• arteries have a thicker layer of muscle (tissue) or veins have a thinner layer of
muscle (tissue)*

• arteries have a thicker layer of elastic tissue or veins have a thinner layer of
elastic tissue*
*if neither marking points 1 or 2 awarded, allow arteries
have a thick wall and veins have a thin wall
or
arteries have a thicker wall or veins have a thinner wall
for 1 mark
do not accept ‘cell wall’

• arteries have a narrower lumen or veins have a wider lumen

allow descriptions of ‘lumen’

• arteries do not have valves and veins have valves

allow only veins have valves
3

(f) allow an X drawn anywhere in grey shaded area below:

if a large X is drawn, award the mark if the intersection

touches the grey area
if a label line is used, award marks if the end of the label
line touches the grey area
allow label ‘pacemaker’
ignore label ‘right atrium’
1

(g) an irregular heart beat

allow arrhythmia
allow fibrillation
ignore heart failure
do not accept cardiovascular disease / heart murmur
1
[13]

Page 172 of 241

 (a) (molecules are) (too) large
4. 1
cannot pass through (filtration) membrane / (holes in) filter
allow ‘is not filtered out of the blood’
1

(b) glucose is reabsorbed

ignore ‘is absorbed’ unless qualified by ‘into blood’
1
all of it
1

(c) (molecules / ions) small so pass through filter

or
not all is reabsorbed
allow the body needs to maintain the right balance of ions and urea
in the blood
ignore ‘are filtered’ unqualified
1

more water reabsorbed on a hot day

1

due to more water lost in sweat

‘more’ needed at least once to gain both marks
1

(d) Level 3 (5-6 marks):

A judgement, strongly linked and logically supported by a sufficient range of correct
reasons, is given.

Level 2 (3-4 marks):

A judgement, supported by some relevant reasons is given.

Level 1 (1-2 marks):

Relevant points are made. If there is a judgement, this is asserted, but not logically linked
to the points made.

No relevant content (0 marks)

Page 173 of 241

 Indicative content

pro transplant:
• (dialysis requires repeated treatments to prevent) build-up of toxins
or
to prevent raised blood pressure between sessions
• inconvenience of dialysis, e.g. long sessions of immobility or repeated hospital visits
• (dialysis requires restricted diet) to prevent build-up of urea / ions
• there is a greater risk of infection with dialysis e.g. repeated puncturing of skin or use
of non-sterile equipment allows entry of microorganisms
• there is a risk of blood clots with dialysis
• dialysis more expensive in the long term / 2+ years
or
examples given e.g. 2 yrs dialysis = £60 000 compared with 2 yrs after transplant
= (£51 000 + £5 000) = £56 000
• transplant is a long term treatment or may remain healthy for many years

con transplant:
• shortage of kidney donors leading to long waiting time
• requires death of another person or live donation leaving a person with just one
kidney
• exploitation of poor people for donor kidneys (paying for organs)
• need to match tissue type
• rejection – role of wbcs / lymphocytes
• need immunosuppressant drugs – susceptibility to infection
• dangers of surgery – physical damage / infection / brain damage from anaesthetic
• high initial cost – limited funding (either personal or NHS / CCG)
[13]

(a) glucose is absorbed by diffusion into the bloodstream

5. 1

then blood delivers glucose to muscles in capillaries

1

(b) to stop air getting in

1

(c) yellow
1

(d) collect the CO2 / gas with a measuring cylinder / gas syringe
1

(volume collected) in a certain time using a timer / watch

1

(e) yeast produces ethanol but muscles produce lactic acid

marks can be awarded from correct word or balanced symbol
equations
1

Page 174 of 241

 yeast produces CO2 but muscles do not
answers must be comparative
1

both release small amounts of energy

1
ignore both occur without oxygen
[9]

(a) any two from:

6.
or allow converse for outdoors

• constant speed
• variable speed

• constant effort
• variable terrain

• constant temperature
• traffic conditions

• variable temperature
• wind (resistance)
• rain / snow
allow weather

allow pollution only if qualified by effect on body function but ignore

pollution unqualified
if no other marks obtained allow variable conditions outdoors
2

(b) Brain
1

(c) (i) 20 800

correct answer with or without working gains 2 marks
if answer incorrect, allow 1 mark for use of 1200 and 22 000 only
2

(ii) oxygen
apply list principle
1
do not accept other named substances eg CO2 water

glucose / sugar
allow glycogen
ignore food / carbohydrate
1

(iii) respire aerobically

1
Page 175 of 241
 (iv) carbon dioxide
1

lactic acid
1

(d) increased heart rate

ignore adrenaline / drugs
accept heart beats more but not heart pumps more
1
[11]

(a) (concentration high) in the hepatic portal vein is blood with glucose absorbed from the
7. intestine
1

concentration is lower in the hepatic vein because insulin

1

(has caused) glucose to be converted into glycogen

1

or

allows glucose into liver cells

(b) (i) (after 6 hours) most of the glucose has been absorbed from the intestine or
from food into the blood
1

(ii) because glucagon (made in the pancreas) causes

if biological terms incorrectly spelt they must be phonetically
accurate
do not accept glucagon made / produced by the liver
1

glycogen to be converted into glucose

1

glucose released into blood

allow the liver maintains the correct / constant level of glucose in
the blood
1
[7]

Page 176 of 241

 (a)
8.

4 correct = 4 marks
3 correct = 3 marks
2 correct = 2 marks
1 correct = 1 mark
extra line from a structure cancels the mark
4

(b) diffusion
1
[5]

(a) (i) 18
9. 1

(ii) Z
1

(b) (i) red blood cells

1

(ii) haemoglobin
1
[4]

Page 177 of 241

 (a) (i) artery
10. 1

(ii) capillary
1

(b) alveoli
1

red blood cells

1

nucleus
1
[5]

(a) A = alveolus
11.
allow air sac / alveoli
1

B = diaphragm
ignore labelling of C and D
1

(b) A
1

(c) (i) red blood cells

1

(ii) plasma
1
[5]

(a) A
12.
no mark – can be specified in reason part
if B given = no marks throughout
if unspecified plus two good reasons = 1 mark

high(er) pressure in A
allow opposite for B
do not accept ‘zero pressure’ for B
1

pulse / described in A
accept fluctuates / ‘changes’
allow reference to beats / beating
ignore reference to artery pumping
1

Page 178 of 241

 (b) (i) 17
1

(ii) 68
accept correct answer from candidate’s (b)(i) × 4
1

(c) (i) oxygen / oxygenated blood

allow adrenaline
ignore air
1

glucose / sugar
extra wrong answer cancels eg
sucrose / starch / glycogen / glucagons / water
allow fructose as an alternative to glucose
ignore energy
ignore food
1

(ii) carbon dioxide / CO2 / lactic acid

allow CO2 / CO2
ignore water
1
[7]

red (blood cell)

13. 1

platelet
1

white (blood cell)

1

plasma
1
[4]

Page 179 of 241

 (a) kills microorganisms / bacteria / fungi / viruses / microbes
14.
allow to remove microorganisms / bacteria / fungi /
viruses / microbes
ignore germs
allow so mycoprotein is not contaminated
1

(which) compete for food / oxygen

or
which make toxins
allow so mycoprotein is safe to eat

or
which are pathogens
or
which might kill the fungus / Fusarium
1

(b) 30 °C
1

(c) for (aerobic) respiration

do not accept anaerobic
1

(which) releases energy (for growth)

do not accept produces energy
allow glucose is used to make other organic substances
e.g. protein
1

(d) any two from:

so Fusarium can
• grow faster / better
• get sufficient food / glucose / minerals
allow more / enough

• get sufficient oxygen

allow more / enough

• get rid of sufficient carbon dioxide

allow more / enough
allow waste

• be kept at a (suitable) temperature

allow to avoid ‘clumping’
2

(e) 200 grams

1
[8]

Page 180 of 241

 (a) phloem
15. 1

(b) translocation
1

(c) either:

less (sugars for) respiration

1

(so) less energy released

1

or

less amino acids made (1)

(so) less protein produced or less protein synthesis (1)

or

less cellulose made (1)

(so) weaker cell walls (1)

(d) (aphids) can fly to another plant or part of the plant

ignore to fly unqualified
1

to get (more) food

allow to find a mate
allow idea of less competition for food
allow to escape predators
do not accept escape prey
1

(e) (oil) prevents aphids from attaching to leaf or causes aphids to slide off leaf
ignore ‘the leaf is slippery’

or
idea that oil may harm / kill the aphid
allow oil may be unpleasant to the aphid
1

(f) (plant / stem has) thorns

allow spines / spikes / prickles
ignore stings
do not accept thorns protect (the plant) from predators
1

Page 181 of 241

 (g) C
if any other letter given then no marks for the question
1

(fungi / spores) blown by / in direction of the wind

allow black spot / disease is blown by / in direction of
the wind

or
it’s the closest plant (to A)
do not accept reference to bacteria / viruses / pollen
being blown
1

(h) any one from:

• spread rose bushes out more
allow isolate the infected plant
allow idea of barrier around infected plant
ignore separate unless qualified

• remove any infected parts of the plant

allow remove infected plant / A

• use a fungicide
ignore pesticide
do not accept insecticides / herbicide
1
[11]

(a) diffusion
16. 1

(b) A
1

(c) B
1

(d) (earthworm) can absorb more oxygen (in a given time)

or
increases / more gas exchange
allow get / obtain / take in more oxygen
ignore easier absorption of oxygen
ignore references to food
1

(e) lipase
1

Page 182 of 241

 (f) more oxygen (in soil with earthworms)
allow earthworms bring oxygen to soil
1

(for) more (aerobic) respiration

do not accept anaerobic respiration
1

(of) bacteria / fungi / microorganisms / microbes / decomposers

1
reference to more is only needed once for the first two
marking points

(g) fertilisation
ignore sexual reproduction
1

(h) asexual (reproduction)

allow cloning
1
[10]

(a) bacteria
17. 1

fungi
1

(b) both increase rate

1

because oxygen is needed for (aerobic) respiration or oxygen is used to release

energy
do not accept anaerobic
ignore energy produced
1

as increased temperature causes faster reactions

allow named example
eg respiration
allow increased rate of enzyme action
1

(c) water
allow H2O / H2O / moisture / rain
do not accept H2O / H2O
1

(d) methane
1

(e) 60
allow sixty
1

Page 183 of 241

 (f) so plants / crops grow faster / better
1

(decays further and) releases / contains mineral ions / named example

allow releases / contains nutrients
ignore nitrogen / food / carbon dioxide
allow as a fertiliser
allow retains water in soil
allow improves drainage
allow insulates / keeps warm
allow suppresses weed growth
allow improves soil structure
1
[10]

(a) capillaries
18. 1

(b) (oxygen) in red blood cells or

haemoglobin
the candidate must make clear which substance is which for 2
marks
1

(carbon dioxide dissolved in) the plasma

accept in haemoglobin in regions of high carbon dioxide
concentration
accept for 1 mark oxygen + CO2 is transported by red blood cells or
haemoglobin
do not credit red + white blood cells or combinations of right +
wrong answers
1

(c) one mark for each up to a maximum of three

red blood cells

award 1 mark for blood cells if no red or white

white blood cells (or named white blood cell up to 2)

platelets

urea
accept nitrogenous waste
do not credit waste substances or products

Page 184 of 241

 minerals (or one named mineral)
accept ions or salts

vitamins

water

hormones (named hormone up to 3)

protein (named blood proteins up to 2)

glucose
accept other named soluble sugar
do not credit sugar(s) or blood sugar or sucrose

fatty acids or glycerol

amino acids

digested food or nutrients (if individual foods not credited)

do not credit starch or carbohydrates
do not credit nutrition or food
do not credit oxygen
do not credit haemoglobin

carbon dioxide
accept nitrogen

antibodies

antitoxins

drugs or toxins (named up to 2)

bacteria or viruses

cholesterol
3
[6]

(a) temperature
19. 1

volume of yeast and water

1

(b) 28
1

(c) carbon dioxide

1

Page 185 of 241

 (d) the greater the mass of sugar, the greater the volume of foam / gas produced
allow reference to weight / amount of sugar
allow reference to amount of foam / gas
allow positive correlation
ignore names of gases
ignore directly proportional
1

(e) no respiration occurs

or
sugar / glucose is needed for respiration
ignore no reaction occurs
1

(f) for comparison / to compare

allow as a control (experiment)
allow as a base line
do not accept as a control variable
or
to check that no other factor / variable is influencing the results
allow answers in the context of the investigation e.g. to
prove that the results obtained were due to the sugar
(and nothing else)
or
to ensure validity
ignore fair test / accuracy
1

(g) (it) stops the oxygen / air getting in / through

ignore (it) stops the oxygen / air getting out
ignore gases unqualified
1

(h) ethanol
1
[9]

(i) any two from:

20.
urea

carbon dioxide

water

lactic acid
2

Page 186 of 241

 (ii) higher concentration of glucose or more glucose in blood than cells
1

diffuses across
1
[4]

(a) A – artery
21. B – capillary
C – vein
3

(b) transport OWTTE

1

(c) increased oxygen decreased carbon dioxide

2
[6]

(a) fatty acids

22. 1

glycerol
1

(b) enzyme binds to the substrate because they are complementary (shapes)
allow enzyme joins to the substrate because they fit
together exactly
allow enzyme joins to the substrate because the
substrate fits the active site
ignore reference to specificity do not accept same
shape
1

(so) substrate is broken down (into products)

allow (so) substrate splits (into products)
ignore products are formed, unqualified
1

(so) products are released or enzyme is not changed

allow enzyme is not used up
allow reference to activation energy for either marking
point 2 or marking point 3
1

(c) each active site has a specific shape (so only fits one type of lipid molecule)
allow each active site is a different shape
do not accept reference to the substrate having an
active site
1

Page 187 of 241

(d) add Benedict’s (solution / reagent to the liquid)
1

boil / heat
allow any temperature of 65 °C or above
1

(if glucose is present the blue) colour changes to yellow / green / orange / brown /
(brick) red
1

(e) add iodine solution / reagent (to the liquid)

allow add a drop of iodine
ignore iodine unqualified
1

(if starch is present) it changes colour to blue / black (from yellow / orange / brown)
1

(f) glucose from photosynthesis

do not accept starch made in photosynthesis
1

(excess) glucose converted to starch

allow (excess) glucose is stored as starch
1

(g) starch (stores) have been converted to glucose

ignore reference to residual glucose from previous
photosynthesis
1

(so the glucose can be) used for respiration / (named) metabolic reactions
or (so the glucose can be) used to release energy
do not accept idea of energy being produced / created /
made
1

(because) there is no light to make (new / more) glucose by photosynthesis

1

Page 188 of 241

 (h) any one from:
• test roots / stems of plants (in the light and dark)
do not accept reference to changing the independent
variable
allow test other parts of the plants
• test other species of plant
allow test other types of plant
• measure the concentrations of glucose and starch
ignore mass / amount
• vary the time in the dark / light
• test variegated leaves
allow any other valid extension ignore repeats
1
[17]

(a) A vein / venule

23. B capillary
C artery / arteriole
each for 1 mark
3

(b) idea that substances or named substance pass in or out / diffuses

between blood and tissue
each for 1 mark
e.g. oxygen passes from blood to cells gains 2 marks
2
[5]

(a) (i) all plots correct

24.
Tolerance ±
square
allow 1 mark for 2 correct plots
2

(ii) 6
correct answer with no working = 2
allow 1 mark for (60 100) × 10
N.B. correct answer from incorrectly
recalled relationship / substitution = 0
2

(b) lungs
1

liver
1

kidneys
1
[7]

Page 189 of 241

 (i) 6 in both spaces
25.
do not credit if any formula has been altered
1

(ii) glucose
allow fructose or dextrose
1

(iii) mitochondria
accept organelles
1
[3]

26.

ticks or crosses on the RHS

[5]

(i) respiration
27. 1

(ii) oxygen or O2
do not accept O or O2
1

(iii) carbon dioxide or CO2

do not accept CO2
1
[3]

28.
(a) idea
O2 increases
CO2 decreases
for 1 mark each
2

Page 190 of 241

 (b) (i) reduced unchanged increased
digestive system brain skin
bone muscles
heart and arteries
All (6) correct gains 4
5 correct gains 3
4 correct gains 2
2/3 correct gains 1

Correct wording not needed if unambiguous. No mark if organ repeated.

4

(ii) more/higher/quicker/faster
gains 1 mark

but
7500 more/from 5,000 to 12,500 more
gains 2 marks

but
7500 cm3/min more
gains 3 marks

or 2½ times more
3
[9]

(a) (i) increasing one increases the other

29.
gains 1 mark

but
they increase in proportion/ 1/5 taken in at first / 3/10 taken in after 2 weeks
gains 2 marks
2

(ii) idea that more/faster diffusion with higher concentration

for 1 mark

or
with more oxygen particles/molecules (in same space)
1

Page 191 of 241

 (b) (i) can take more oxygen from (the same) air/changes from 30 to
45/increases by 15
gains 1 mark

but
takes 50% more or 1.5 times as much
gains 2 marks

or
increases by 15 mg breath
2

(ii) more red blood cells develop

or
more haemoglobin in the blood
(not just ‘acclimatises’)
for 1 mark
1

(iii) 75
60
each for 1 mark
2
[8]

(a) pathogens
30. 1

(b) viruses reproduce inside cells, damaging them

1

(c) any one from:

• they do not have a cell membrane
do not accept they do not have a cell wall
• they do not have cytoplasm
• they do not have a nucleus
• they do not have mitochondria (like most eukaryotic cells)
• they do not have ribosomes
do not accept they do not have chloroplasts /
chlorophyll
ignore they are not living / alive
ignore they can only replicate inside cells
ignore virus has a protein coat
1

(d) a weakened form of a virus

1

Page 192 of 241

(e)

(f) leaf
1

(g) y-axis labelled rate of photosynthesis in arbitrary units

1

correct scale
1

all bars plotted correctly

allow a tolerance of ± ½ small square
allow 2 correct bars for 1 mark
allow bars touching
allow any width of bars
2

all bars correctly labelled

ignore letters
1

(h) as the level of infection (with TMV) increases, (the rate of) photosynthesis decreases
allow as TMV increases, photosynthesis decreases
allow (the rate of) photosynthesis decreases as the level
of infection (with TMV) increases
allow as infection gets worse, photosynthesis decreases
allow TMV reduces photosynthesis
1

(i) less chlorophyll

allow fewer chloroplasts
allow less light absorbed
ignore less photosynthesis
1

(so) less glucose / starch / protein made

1
[14]

Page 193 of 241

 (a) less blood flows through or less blood flows to the heart (muscle / cells / tissue)
31. 1

less oxygen (reaches the heart muscle)

allow less respiration
allow less energy released
do not accept less energy produced / made / created
1

(b) D
1

(c) B
1

(d) is more likely to get a blockage (with high cholesterol)

or
blockage could be biggest
ignore has the highest blood cholesterol concentration
1

(e) 4 and 5.6

1

allow correct division using

either 5.3 or 5.8 (for person D)
1

(f) opens / widens (artery)

allow pushes blockage to the side
1

so (more) blood can flow through

allow (more) oxygen(ated blood) can flow through
1

(g) platelets
1

(h) Level 2: A judgement, strongly linked and logically supported by a sufficient range of
correct reasons, is given.
3−4

Level 1: Relevant points are made. They are not logically linked. 1‒2
1−2

No relevant content
0

Page 194 of 241

 Indicative content:

Advantages:

• only have to take the tablet once a day

• only a tablet so easy to take or only a tablet so not painful to take

• (drugs are effective so) less likely to get a blood clot

• drugs are cheap so less cost to NHS or drugs are cheap so (more) people can
afford them

• drugs have been used for a long time so must be safe / trusted

Disadvantages:

• patients have to make sure they always have a supply of drugs

• patients could forget to take the drugs (every day)

• patients could still get a blood clot in the first week

• restrictions on lifestyle because patients have to have a blood test every few
weeks

• restrictions on lifestyle because patient can’t eat certain foods

• patients may get a blood clot if they eat the wrong food

• risks associated with puncturing skin / infection

• patient may have a fear of needles

• higher risk of bleeding / bruising

For Level 2 students must evaluate, including consideration of, the advantage and
disadvantage of anti-clotting drugs.
[14]

(a) any two from:

32. • sterilise equipment / surfaces (before use)
• (use) sterilised agar
ignore ‘clean’ unqualified
ignore wash hands
allow description of how to sterilise equipment
allow description of how to sterilise agar
• secure lid of the Petri dish with (adhesive) tape
• only lift lid of Petri dish a little (when setting up plate) or lift lid of Petri dish at an
angle (when setting up plate)
2

Page 195 of 241

(b) B

and

it kills the fewest bacteria

or
it has the smallest area where no bacteria were growing
allow it has the smallest clear / white area
an incorrect answer for one step does not prevent
allocation of marks for subsequent steps
ignore calculation and subtraction of filter paper disc
area from total area
1

Page 196 of 241

(c) (correct measurement)

Note: In Exampro, the measurement of 1.1 cm or 2.2. cm will depend on the

printing of the exported diagram and should therefore be checked by the
teacher/student using this mark scheme.

r = 1.1 (cm)
or
r = 11 (mm)
allow d = 2.2 (cm)
or
d = 22 (mm)
allow a tolerance of ±1 mm
1

(recall of the equation)

πr2
1

(calculation/substitution)
3.14 x 1.12
or
3.14 x 112
allow correct calculation / substitution using an incorrect
measurement
1

= 3.799(4) (from 3.14 x 1.12)

or
= 379.9(4) (from 3.14 x 112)
allow 3.8
allow 380
1

correct unit
(3.7994) cm2
or
(379.94) mm2
do not accept unit with no attempt at working / answer
1

(d) any one from:

• repeat and calculate a mean
• repeat and eliminate anomalies
• use a control disc
allow description of control disc e.g. disc with water /
nothing ignore set up a control
• use different types of bacteria
1
[9]

Page 197 of 241

 (a) normal
33. 1

(b) 92 ÷ 1.712
1

31.46(…)
allow correctly calculated value using 92 ÷ 1.71
1

31.5
1

(c) any two from:

allow ‘more overweight’ or ‘more obese’ for higher BMI
category throughout

• the higher the BMI (category) the lower the number of years living in good
health
allow the lower the BMI (category) the higher the
number of years living in good health

• the higher the BMI (category) the higher the number of years living in bad
health
allow the lower the BMI (category) the lower the number
of years living in bad health

• the higher the BMI (category), the lower total life expectancy
allow the lower the BMI (category), the higher total life
expectancy
if no other marks awarded, allow for 1 mark idea that as
BMI increases, quality of life decreases
2

(d) costs the NHS / UK health service / Government / hospitals more money

(because need to pay for) additional surgery / medication / hospital stay to treat
stroke / diabetes
allow other correct named conditions e.g. heart attack /
immobility / disability / arthritis
1

or
more time off work (if in hospital / unwell) (1)
allow more people unable to work

(so) employer / Government have to give financial support (1)

allow (so) decreased productivity (in workplace)
1

Page 198 of 241

 (e) allow any one from:
• movement issues
allow example of movement issue

• loss of job / income

• disability
• mental health impact of lack of movement
or
mental health impact of pain
• need to visit the doctor / take medication regularly
• may need surgery
1

(f) type 2 diabetes

allow atherosclerosis
1

CVD / CHD
or
heart attack / disease
or
stroke
allow two named vascular conditions for 2 marks from
heart attack or stroke or high blood pressure or high
(blood) cholesterol
allow cancer
allow liver disease
1
[11]

(a) cells grow / divide abnormally / uncontrollably

34.
ignore mutation
1

(b) has spread to other parts / organs of the body

or
has spread to the liver / lung
or
has formed a secondary tumour
allow tumour has metastasised
1

Page 199 of 241

(c) Level 3: Relevant points (reasons/causes) are identified, given in detail and logically
linked to form a clear account.
5−6

Level 2: Relevant points (reasons/causes) are identified, and there are attempts at
logical linking. The resulting account is not fully clear.
3−4

Level 1: Points are identified and stated simply, but their relevance is not clear and
there is no attempt at logical linking.
1−2

No relevant content.
0

Indicative content:

Tiredness
• fewer red blood cells
• so less haemoglobin
• so less oxygen transported around the body
• so less (aerobic) respiration can take place
• so more anaerobic respiration takes place
• less energy released for metabolic processes or less energy released so
organs cannot function as well
• lactic acid produced (during anaerobic respiration) causes muscle fatigue

Frequent infections
• fewer white blood cells / phagocytes / lymphocytes
• so fewer antibodies produced or less phagocytosis
• so fewer pathogens / bacteria / viruses killed

Bleeding
• fewer platelets
• so blood does not clot as easily

For Level 3, reference to all three symptoms must be made.

Page 200 of 241

(d) anti-B antibodies in patient / receiver / recipient will bind to type B antigens on
person’s / donor’s red blood cells
1

(so) red blood cells clump together and are wider than capillaries
or
(so) red blood cells clump together and block capillaries
allow (so) red blood cells clump together and capillaries
burst
1

(so) cells have reduced supply of oxygen / glucose

or
(so) cells can’t respire
ignore references to energy
if no other mark awarded allow antibodies from patient
and antigens from donor are matching / complementary
shapes for 1 mark
1

(e) no antigens (on type O red blood cells)

1

(so) antibodies cannot bind (to the antigens / red blood cells)
allow no clumping (of red blood cells)
1

(f) hepatitis C infection

1

(g) no / less bile reaches the small intestine

ignore less / no bile produced
1

(so) less / no emulsification of fat

allow correct description of emulsification
do not accept reference to chemical digestion
1

(so) smaller surface area for lipase to break down fat

1

pH of small intestine is not neutralised / alkaline

allow pH of small intestine is acid / low
1

(so) lipase is not at its optimum pH to break down fat

pH (of small intestine) is not suitable for lipase to break
down fat
1
[19]

Page 201 of 241

 (a) any one from:
35. • bacteria
• fungi
• protists
allow singular
allow names of pathogens
e.g. Salmonella
ignore virus / germ
1

(b) hydrochloric acid is produced by the stomach

1

the skin is a barrier covering the whole body

1

(c) white blood cells engulf the microorganisms.

1

(d) weakened
1

fast
in this order only
1

(e) by coughs / sneezes

allow ‘by droplets in the air’
do not accept other means of transmission e.g. touch
1

(f) (from day) 10 (to day) 18

allow (from day) 18 (to day) 10
1

(g) 14 (days)
allow in the range 13 to 15 (days)
1

(h) any one from:

• they had been vaccinated
• they already had antibodies
• they were immune
ignore they were resistant
• they had had it before
• they did not get any / enough virus from infected child
ignore they wore a mask unqualified
• they did not play (much) with the infected child
1

Page 202 of 241

 (i) antibiotics do not kill viruses
allow antibiotics do not work on viruses
allow antibiotics only kill bacteria
1
[11]

(a) will stop animals / herbivores eating it

36.
allow it will not be eaten
1

(b) chemical
1

(c) thorns / spikes / spines / prickles (to stop animals / herbivores eating it)
1

(d) for respiration

1

to store as starch
1

(e) add Benedict’s (solution / reagent to the liquid)

1

boil / heat
allow any temperature of 65 °C or above
1

(if glucose is present the blue) colour changes to yellow / green / orange / brown /
(brick) red
1

(f) (nitrate ions are needed) to make proteins / amino acids

allow to make chlorophyll / DNA / ATP / nucleic acid
1

which are needed for growth / enzymes / new cells

allow correct process for named molecule in mp1
1

(g) in / on the (soil) water

allow through air (spaces) in the soil
1

(h) dosage
1

toxicity
1

(i) placebos
1
[14]

Page 203 of 241

 (a) mechanical
37.
allow physical
allow structural
1

(b) any one from:

• to deter herbivores
ignore to injure animals, unqualified
allow to deter animals eating it
do not accept to deter predators

• to prevent animals damaging it

1

(c) chemical
1

Page 204 of 241

(d) any two from :
• lack of magnesium (ions) (1)

(so) not enough chlorophyll for (efficient) photosynthesis (1)

(so) not enough glucose to make proteins for growth

or not enough glucose to release energy for growth (1)
allow (so) lack of chlorophyll produced causes yellow
leaves (1), (so) not enough
photosynthesis to produce glucose which is used to
make proteins for growth (1)

• infection by pathogen / bacteria / virus / fungus (1)

allow correctly named pathogen
allow has rose black spot / TMV

(so) leaves become discoloured / yellow so less photosynthesis (1)

allow other symptoms of named pathogens / disease

(so) not enough glucose to make proteins for growth or not enough glucose to
release energy for growth (1)
award once only

• infected by aphids (1)

(which) remove sugars from phloem (1)

(so) not enough glucose to make proteins for growth or not enough glucose to
release energy for growth (1)
award once only

• lack of (available) light (1)

(so) chlorophyll breaks down (1)

(so) not enough glucose to make proteins for growth or not enough glucose to
release energy for growth (1)
award once only
5

(e) (bacteria) obtain glucose / sugar (from the plant)

1

(glucose used) for respiration or (glucose used) for making other named substances
allow (glucose used) to release energy
1

(f) (gorse plant) obtains nitrate (ions)

1

needed for amino acids / proteins

allow needed to make chlorophyll / DNA
1

Page 205 of 241

 (g) willow bark
1
[13]

(a) any two from:

38.
ignore genetic factors

• BMI / morphology / obesity level

allow mass / weight and height
• smoking habits
• diet
allow previous drinking habits
• medication
allow medical conditions
allow drug use
• family history of liver disease
• fitness levels
allow level of exercise
• ethnicity
allow race
• area of UK they live in
2

(b) 2.55 – 1.60 (= 0.95)

allow 1.60 − 2.55 (= −0.95)
allow value for with meals in range 1.60 to 1.65 (for
1.60)
1

37 (.2549019608…) (%)
allow answer correctly calculated from values in ranges
1.60 to 1.65 and 2.50 to 2.60
allow – 37(.2549019608...)(%)
1

(c) 12 × 2 × 7 = 168 (g/week)

1

1.8
allow in range 1.8-1.9
allow correct reading from a calculation that omits the 2
or the 7
do not accept if a unit is given
1

Page 206 of 241

(d) any two from:
• consuming alcohol increases the RR (with / without meals) and supporting data
allow risk for RR throughout
allow data in terms of number of glasses of wine
allow increasing alcohol consumption increases the RR
at an increasing rate

• consuming less than 50 g/week of alcohol with meals does not increase the RR
allow any value between 35 and 60 g / week

• even (small amounts of alcohol at) 25 g / week increases the RR if not with
meals
2

(e) any two from:

• large number in survey
• long term / 15 year survey
allow 800 000 in survey
if neither mark awarded allow large study
• well controlled
allow many controls
2

(f) any one from:

• people underestimate / overestimate alcohol consumption
allow people lie about alcohol consumption
or people lie about other named control variables
• people may change (lifestyle / drinking) habits over time
• some people may drink all their weekly alcohol at once
ignore survey only tested women
1

Page 207 of 241

(g) Level 2: Scientifically relevant facts, events or processes are identified and given in detail
to form an accurate account.
3−4

Level 1: Facts, events or processes are identified and simply stated but their
relevance is not clear.
1−2

No relevant content
0

Indicative content

Responses may refer to either total or partial liver failure

• no bile made (in the liver)

○ fats / lipids are not emulsified
○ surface area of fats / lipids not increased
○ pH of small intestine will not be alkaline / neutralised
○ enzymes (in small intestine) will not work effectively or (named) food not
digested / absorbed
○ so may lose weight

• lactic acid not broken down / oxidised

○ accumulation of lactic acid in blood / body
○ lactic acid is toxic or body will be poisoned
○ oxygen debt higher / prolonged
○ so muscle pain / fatigue

• proteins / amino acids will not be broken down (in liver)

○ (amino acids) not deaminated
○ amino acids not made into urea or will not form ammonia
○ (however) any ammonia formed is toxic
○ so accumulation of amino acids in blood / body

• liver does not break down / remove other toxins (like alcohol)
○ toxins accumulate in blood / body
○ body will be poisoned
○ so pain or jaundice or swollen liver or portal hypertension occurs

• glycogen stores will not be formed

○ cannot control blood glucose
○ so hyperglycaemia / hypoglycaemia / diabetes / coma may occur
[15]

Page 208 of 241

 (a) bind fluorescent dye to mAbs
39. 1

put (bound) fluorescent mAbs on the slide (and rinse off)

ignore add mAbs and dye to slide (unbound)
1

mAbs will bind to Candida albicans / pathogens and show up under the microscope
allow mAbs will bind to Candida albicans / pathogens
and show up under UV (lamp)
1

(b) more Candida albicans / pathogens will be engulfed / killed by phagocytes / white blood
cells
allow Candida albicans / pathogens will be engulfed /
killed by phagocytes / white blood cells more quickly
do not accept white blood cells produce antibodies
do not accept lymphocytes engulf Candida albicans
1

therefore less damage to cells / tissues / organs

ignore less toxin released (by Candida albicans)
1

(c) Level 2: Scientifically relevant facts, events or processes are identified and given in detail
to form an accurate account.
4−6

Level 1: Facts, events or processes are identified and simply stated but their
relevance is not clear.
1−3

No relevant content
0

Indicative content

• given first to healthy volunteers

○ at (very) low dose
○ to test it is safe or to test for toxicity or to check for any side effects

• then to some patients (with the disease) or people with the disease
○ to test for the correct / optimum dose
○ to check for any side effects
○ to test for efficacy or to test if it works
○ in a double blind trial
○ where neither patients nor doctors know who has the mAbs and who has
a placebo (or alternative treatment)

• reference to large trial or long duration or control variables

Page 209 of 241

 (d) any one from:
• (the body will) not reject the mAbs
or (the body is) less likely to reject the mAbs
do not accept idea of rejection of cells

• mouse mAbs are (more likely to be) rejected

• the human lymphocytes have already responded to that infection / cancer cell
so they are known to work against the disease
1
[12]

(a)
40.

55 (%)
1

(b) (volume) increases

allow (volume) goes up
1

(c) drink (a lot / more)

1

(d) filtration
1

reabsorption
1

excretion
this order only
1

(e) Level 2: Scientifically relevant facts, events or processes are identified and given in
detail to form an accurate account.
3−4

Level 1: Facts, events or processes are identified and simply stated but their
relevance is not clear.
1−2

No relevant content
0

Page 210 of 241

 Indicative content

Advantages of kidney transplant

• no need for regular / long hospital visits or is a long-term solution
• flexible lifestyle, such as can go on holidays
• may not live near a hospital or reference to transport costs
• no risk of infection from frequent needles / treatment
• less / no need to control diet
• maintains correct concentration of substances in blood / body
• cheaper long term for NHS / hospital

Disadvantages of kidney transplant

• may be rejected
• have to keep taking anti-rejection drugs or immunosuppressants
• (suitable) donor may not be available or need for tissue matching
• risk from surgery (e.g. anaesthesia or infection)
• recovery from surgery will take a long time
• does not last forever (therefore further surgery needed)

For Level 2, answers must refer to both advantages and disadvantages

[11]

(a) gonorrhoea
41. 1

(b) the bacteria are resistant to the antibiotics

1

(c) abstain from sex(ual intercourse)

allow abstinence
or
wash hands after touching penis / urinating / using the toilet
ignore wash hands unqualified
1

(d) Level 2: Scientifically relevant features are identified; the way(s) in which they are
similar / different is made clear and (where appropriate) the magnitude of the
similarity / difference is noted.
4–6

Level 1: Relevant features are identified and differences noted.

1–3

No relevant content
0

Page 211 of 241

 Indicative content:
qualitative statements
• 3 works best on A
• 1 works best on B
• 2 works best on C

• 1 is least effective on A
• 3 is least effective on B
• 3 is least effective
or has no effect on C

quantitative statements
• 1 kills more of B and C compared to A
• 2 kills more of C than A / B
• 3 kills more of A than B and C
• 2 kills the same amount of A and B
• 2 and 3 killed similar amounts of B
• C are resistant to 3
• only 2 worked well on all of the bacteria
• for A, 3 works best, 2 is next and 1 is least effective
• for B, 1 works best, 2 is next and 3 is least effective
• for C, 2 works best, 1 is next and 3 is least effective

for level 2 reference to qualitative and quantitative statements is required

(e) sample E
1

(f)
an answer of 14 scores 2 marks

15 + 12 + 13 + 16
4
1
or

56
4

14
1

(g)
an answer of 140 000 scores 3 marks
an incorrect answer for one step does not prevent
allocation of marks for subsequent steps

(area = 0.1 × 0.1 =) 0.01

allow 1 × 10−2
1

(volume = 0.01 × 0.01 =) 0.0001

allow 1 × 10−4
1

Page 212 of 241

 (number = 14 =) 140 000
0.0001
allow ecf from part (f)
allow 1.4 × 105
do not accept 14 × 104
1

(h) Q
1

(i)
allow reverse argument

(bacteria) could make humans ill

allow (bacteria) cause infection / disease
or
(bacteria) could kill humans
allow (bacteria) cause appropriately named disease
or
(bacteria) could release toxins
ignore harmful
1
[17]

(a) a protist
42. 1

(b) lower percentage of people with malaria when using (mosquito) nets
allow converse if clearly describing people who do not
use (mosquito) nets
allow fewer people with malaria when using (mosquito)
nets
allow only 1.2% of people with malaria when using
(mosquito) nets
ignore reference to data from table unqualified
do not accept incorrectly calculated figures
1

Page 213 of 241

(c) any one from:
• some people who use (mosquito) nets have malaria
allow people can get malaria when they are not sleeping
• data from only one area / part of Africa
• size of group too small or sample size too small or only 476 people
allow correlation does not imply causation
• only 50 people did not use (mosquito) nets
or
uneven group sizes (nets vs. no nets)
• no other information about people considered
allow examples of information not considered e.g. age,
other medical issues such as sickle cell, whether taking
anti-malarial medication, vaccination
ignore ref to other factors unqualified
• people may have lied about using (mosquito) nets
1

(d) any value between 88 - 91

allow decimal values
1

(e) any one from:

• improved health care
allow examples of improved health care such as more /
cheaper / new treatments / vaccinations / antibiotics
• use of mosquito control methods
allow descriptions such as spraying of insecticides /
repellent or draining water holes or preventing
mosquitoes from breeding
• changing behaviour to avoid being bitten (by mosquitoes)
allow descriptions such as wear long clothing or avoid
going out at dusk
1

(f) Level 2: Scientifically relevant facts, events or processes are identified and given in
detail to form an accurate account.
4–6

Level 1: Facts, events or processes are identified and simply stated but their
relevance is not clear.
1–3

No relevant content
0

Page 214 of 241

 Indicative content

prevents pathogens from entering

skin
• tough / dry / dead outer layer
• skin acts as a barrier
• sebum / oil on (surface of) skin
• sebum / oil repels pathogens
• scabs form over cuts or scabs form a barrier
• platelets are involved in forming clots / scab

stomach
• contains (hydrochloric) acid
• (HCl) kills bacteria
• in food or in swallowed mucus

eyes
• produce tears
• contains enzymes to kill bacteria
• tears are antiseptic

breathing system
• trachea / bronchi / nose produce mucus
• mucus is sticky
• (mucus) traps bacteria
• (mucus) carried away by cilia

defends itself against pathogens inside the body

• immune system / white blood cells (WBCs)
• WBCs engulf pathogens
• antitoxins are produced
• (antitoxins) neutralise toxins / poisons (produced by pathogen)
• antibodies are produced
• (antibodies) help destroy pathogens
• memory cells (are formed)
• (memory cells give a) more rapid response if pathogen re-enters

a level 2 response should refer to body defence and the immune system
[11]

(a) plasma
43. 1

(b) Benedict’s (reagent / solution)

allow Fehling’s (reagent / solution)
1

Page 215 of 241

(c) add chemical / Benedict’s (reagent to urine) and boil / heat
allow ecf from part (b)
allow any temperature above 65 °C
ignore water bath unqualified
1

positive result – (colour changes from blue to brick) red

allow orange / yellow / green / brown
if no other mark awarded, allow 1 mark for reference to
glucose testing stick / strip
1

(d) the blood is more concentrated or less dilute (than the solution in the cells)
allow the solution in the cells is less concentrated or
more dilute than the blood
allow correct references to water concentration or water
potential or hypotonic / hypertonic
ignore reference to amount of water or glucose
1

(so) water moves out of cells by osmosis

allow (so) water moves into the blood by osmosis
1

water moves through a partially permeable membrane

allow semi-permeable / selectively permeable
membrane
1

(e) projections / folds / villi provide a large surface area

ignore small intestine has a large surface area
do not allow cilia
1

walls of projections / folds / villi / capillaries are thin / one cell thick for shorter
absorption / diffusion distance
1

(small intestine is) very long, increasing time (for absorption)

1

good / efficient blood supply to maintain concentration gradient

allow many capillaries to maintain concentration
gradient
1

cells have many mitochondria for (aerobic) respiration for active transport
do not accept anaerobic
or
cells have many mitochondria for energy release for active transport
do not accept producing energy
1
[12]

Page 216 of 241

 (a) any one from:
44. • (chemical which) catalyses / speeds up reactions in living organisms
allow biological catalyst
allow reduces activation energy (of reactions) in living
organisms
• (chemical which) catalyses / speeds up biological reactions
1

idea of specificity
or
(is a) protein
allow made of amino acids
1

(b) salivary gland

ignore mouth
ignore liver
1

small intestine
allow duodenum / ileum
ignore intestine unqualified
do not accept large intestine
1

Page 217 of 241

(c) reduced / no enzyme production / release (from pancreas)
allow named example of enzymes
ignore reference to hormones
1

food is not broken down fully or food is not digested fully

allow no food is broken down / digested
allow example
1

plus any one of the following routes for max 2 marks:

mark as pairs

less glucose / sugar absorbed or less glucose / sugar passes into the blood(stream)
1

(so) less glucose available for respiration so more (body / stored) fat used up in
metabolism / respiration
1
or

fewer amino acids absorbed or fewer amino acids pass into the blood(stream) (1)

(so) fewer amino acids are available for making new protein for repair / replacement
(1)

or

fewer fatty acids absorbed or fewer fatty acids pass into the blood(stream) (1)
ignore glycerol

(so) fewer fatty acids available so less fat is stored in the body (1)
ignore glycerol
or

chemotherapy / radiotherapy causes nausea / loss of appetite (1)

(so) less intake of food (1)

Page 218 of 241

(d) (cancer) cells cannot divide
or
(cancer) cells are destroyed / killed
do not accept reference to the drug killing (cancer) cells
1

(so) tumour doesn’t grow / get bigger or tumour less likely to spread or tumour less
likely to form secondary tumours
allow cancer cells less likely to spread / metastasise
1

(because) enzymes A and B are not working / active / effective / present

or
(because) enzymes A and B are inhibited
allow reference to both enzymes
ignore enzymes unqualified
1

(e) (functional) enzyme B would still be made / present

allow enzyme B is not inhibited
1

(therefore cancer) cells would still divide uncontrollably

or
(therefore cancer) cells would not be destroyed
or
(therefore) the tumour will (continue to) grow / get bigger / spread or the tumour will
form secondary tumours
1

(f)
ignore to make it more valid unqualified

any two from:

• to avoid the patients thinking they feel better with the drug
or
to take into account a psychological effect
• as a control / comparison
ignore to provide an independent variable

• to avoid bias(ed results)

2

Page 219 of 241

 (g) testing on volunteers with the disease
1

(h) monoclonal antibody is attached to radioactive substance / toxin / drug / chemical

1

monoclonal antibody will (only) attach to / target (antigen on) cancer cells / tumour
1

(so) radioactive substance / toxin / drug / chemical will (bind to cancer cells and) stop
them growing / dividing
allow radioactive substance / toxin / drug / chemical will
kill / destroy the cancer cells
OR
monoclonal antibody interrupts the cell cycle or
monoclonal antibody aids immune response (1)
monoclonal antibody will (only) target cancer cells /
tumour (1)
(so) action of monoclonal antibody stops cancer cells
growing / dividing or (so) action of monoclonal
antibodies helps immune system kill / destroy cancer
cells (1)
1
[19]

(a) protein
45. 1

(b) urea is a waste (product)

allow toxic / poisonous or may damage cells or
denatures proteins
ignore harmful / dangerous
1

(c)
in this order

respiration
1

breathing
1

(d)
in this order

least

medium

most
3 correct = 2 marks
1 or 2 correct = 1 mark
2

Page 220 of 241

 (e) diffusion
1

(f) protein
1

(molecules too) large

this mark may only be awarded if mp1 is correct or not
attempted
allow pores in membrane are too small
1

(g) 3
allow three
1

(h) increases
ignore numbers
1

(i) any two from:

allow converse points for person A / dialysis
• has a low(er) concentration of urea
• constant urea concentration / level
allow substance (if named must be correct)
• less time attached to machine or fewer hospital visits
• no / less restriction on travel
• not piercing skin repeatedly
• less chance of infection / blood clots
• cheaper in the long term
ignore cheaper unqualified
• no restrictions on diet
2
[13]

(a) pituitary
46. 1

(b) ADH
1

Page 221 of 241

 (c)
allow ecf for name of hormone from part (b)
ignore name of gland

high(er) concentration of blood causes (more) ADH / hormone release

allow low(er) water potential of blood causes (more)
ADH / hormone release
allow alternative descriptions in terms of – eg low(er)
water concentration / level or high(er) osmotic pressure
or high(er) solute concentration / level
1

(and hormone / ADH causes) increased permeability of kidney tubules (to water)
allow increased permeability of collecting duct / distal
convoluted tubule
1

(so) increased water reabsorption

allow more water taken back into blood
ignore reference to urine
1

(d)
allow converse if clearly describing dialysis
explanation must match reason

changes in concentrations / levels of substances / urea are minimised

allow no change in concentration / level of substances /
urea
allow correctly named substances
1

(so) less / no chance of causing damage to body cells / tissues

allow eg less / no osmotic stress or not poisoned by
urea
1

not repeatedly puncturing skin or blood not in contact with machine

allow blood does not leave the body
1

(so) less / no chance of infection or less / no chance of blood clots

or no need to take anti-clotting drugs
allow less / no chance of microorganisms entering body
allow only one operation so less chance of infection for
2 marks
allow dialysis requires anti-clotting drugs and so may
lose more blood if cut for 2 marks
1
[9]

(a) Level 2: The method would lead to the production of a valid outcome. All key steps are
47. identified and logically sequenced.
3–4

Page 222 of 241

 Level 1: The method would not necessarily lead to a valid outcome. Most steps are
identified, but the plan is not fully logically sequenced.
1–2

No relevant content
0

Indicative content
• use of quadrat
• (quadrat) of given area / dimensions – e.g. 0.25 m2 or 1 m × 1 m
• quadrats are placed randomly
• method of obtaining randomness – e.g. random coordinates
from a calculator or throw over shoulder or throw with eyes
closed
• suitable number of quadrats (10 or more or a large number)
• count number of plants (in each quadrat)
• calculation of mean per quadrat or per unit area
• determination of area of field (length × width)
• population = mean per m2 × area of field

(b) more bacteria so more divisions / reproduction (per unit time)

1

(c) any three from:

• add (more) sugar
• add (more) amino acids / protein
if neither point given, allow add (more) nutrients
• add (more) oxygen
• increase temperature
allow in range 26 °C to 40 °C
allow maintain optimum temperature
• remove toxins / waste or maintain pH
• stir the culture
if no other mark awarded allow 1 mark for add more
food
3

Page 223 of 241

 (d)
an answer in the range of 2.9 to 3.4 scores 4 marks
an answer in the range of 2.08 to 3.77 scores 3 marks

tangent drawn to the curve at 12 hours

do not accept if there is an incorrect tangent at 7 hours
1

calculation of rate at 7 hours

allow an answer that correctly rounds to a value in
range 10.0 to 11.7
1

calculation of rate at 12 hours

allow an answer that correctly rounds to a value in
range 3.1 to 4.8
1

3.3
allow in range 2.9 to 3.4 if both rates are in the correct
ranges
1

(e) can use the glyphosate / weed killer to kill weeds but not kill / affect crop
allow only kills weeds
1

(so) less competition for light / water / minerals / ions

allow less competition for nutrients
ignore food / carbon dioxide / space
1

(so) crops have high(er) yield

allow crops grow better / well
1
[15]

(a) toxins / poisons (secreted by / from / in bacteria)

48. 1

Page 224 of 241

(b) any two from:
• wash hands after using toilet / being sick
or
wash hands before preparing / handling food
or
do not prepare food (whilst infected)
ignore ‘wash hands’ unqualified
ignore reference to coughing / sneezing

• isolate yourself
allow examples of how isolation could be achieved

• disinfect clothes / surfaces

• do not share utensils / cutlery / towels

2

(c) antibiotics
allow named examples of antibiotics
1

(d) immune system is damaged / weakened or immune system doesn’t function properly
allow immunocompromised
allow lack of / no white blood cells
1

white blood cells cannot kill bacteria / Salmonella (as effectively)

allow no / fewer antibodies so bacteria not killed or less
phagocytosis so bacteria not killed or no / fewer
antitoxins to counter toxins
1

(e) any one from:

• (give chickens) antibiotics

allow (give chickens) monoclonal antibodies

• don’t sell infected chickens / eggs

allow don’t sell the chickens / eggs
ignore don’t sell chickens / eggs

• keep infected chickens isolated / indoors

allow keep the chickens indoors
ignore keep chickens indoors

• slaughter the infected chickens

ignore vaccination / chlorination / disinfection
1

Page 225 of 241

(f) (cleaning liquid) B
and
greater reduction in number of bacteria (after cleaning) in both locations
ignore few bacteria in both locations
allow neither / both and idea of experimental error
1

(g) radius (of area with no bacteria growing)

allow diameter (of the area with no bacteria growing)
ignore πr2 unqualified
allow idea of placing agar plate onto graph paper and
counting the squares not covered with bacteria
1

(h) repeat and look to see if results are similar

ignore repeat unqualified
allow repeat and look to see if results are different
allow repeat and see if there are anomalies
ignore repeat and identify anomalies
ignore repeat and compare unqualified
1

(i) any one from:

• toxicity / side / health effects
ignore harmful / dangerous
allow reference to allergies

• effect on other types of bacteria / pathogens

allow not tested on other types of bacteria
ignore germs

• interaction with other cleaners

• ease of use
• dilution factor of each cleaner (vs. cost)
ignore concentration unqualified

• time cleaner is effective for

ignore how long the cleaner lasts for
allow reference to odour of cleaning liquid
ignore reference to cost unqualified
ignore environmental effects / flammability
1
[11]

Page 226 of 241

 (a) any one from:
49. • respiration
• formation of proteins
• formation / breakdown of glycogen
• breakdown of (excess) protein or formation of urea
• photosynthesis or formation of glucose / starch (in plants)
ignore formation of carbohydrates
1
allow other correct reference to metabolic reactions in
cells
ignore reference to digestion

(b) males have a higher metabolic rate than females after five years of age
1

the mean metabolic rate of females decreases faster than males up to 25 years of
age
1
each additional tick negates a mark

(c)
1

32.075472…
allow correct rounding of this to at least 4 significant
figures
1

32.1
allow a correct reduction to 3 significant figures from an
incorrect calculation for marking point 2
1
an answer of 32.1 scores 3 marks

(d) any two from:

allow converse
• (person) R heart rate rose / increased more slowly than (person) S

• (person) R heart rate levelled off whereas (person) S continued to increase

• (person) R heart rate rose less (overall / after 5 minutes of exercise) than S
allow correct use of figures
e.g. R increased (overall) by 39 bpm / 65% and S by 54
bpm / 69%
ignore lack of units
2

Page 227 of 241

(e) correct scale and axis labelled
allow min(s)
do not accept ‘m’
the zero is not required on the x-axis
1

all points plotted correctly (to within ± ½ square)

allow 4 or 5 correct plots for 1 mark
2

line joined point to point or correct curved line of best fit

1

(f)

allow sequential deductions of 12 four or five times

1

4.5 (minutes) / 4½ minutes / 4 minutes 30 seconds / 4:30

do not accept 4:50 or 4 minutes 50 seconds
1
an answer of 4.5 minutes scores 2 marks

(g) Level 3: The method would lead to the production of a valid outcome. All key steps
are identified and logically sequenced.
5−6

Level 2: The method would not necessarily lead to a valid outcome. Most steps are
identified, but the method is not fully logically sequenced.
3−4

Level 1: The method would not lead to a valid outcome. Some relevant steps are
identified, but links are not made clear.
1−2

No relevant content
0

Page 228 of 241

 Indicative content

• two groups of people − non-smokers and smokers

• have at least five people in each group or large groups
• get each person to do (named) exercise
• controlled variables:
− same number of people in each group or large groups
− same gender
− same level of activity / exercise
− same age
− no health issues / illnesses
− same type of exercise
− same time for exercise
• record heart rate for each person before and after exercise
• calculate increase in heart rate for each person after exercise
• compare results for each group

for level 3, students should refer to at least 5 smokers and 5 non-smokers, carrying
out exercise with control variables and a means of determining an increase in heart
rate

for level 2, students should refer to ‘groups’ of smokers and non-smokers exercising
[20]

(a) a fungus
50. 1

(b) Level 3 (5-6 marks):

Relevant points (reasons / causes) are identified, given in detail and logically linked to form
a clear account.

Level 2 (3-4 marks):

Relevant points (reasons / causes) are identified, and there are attempts at logical linking.
The resulting account is not fully clear.

Level 1 (1-2 marks):

Points are identified and stated simply, but their relevance is not clear and there is no
attempt at logical linking.

Level 0
No relevant content

Page 229 of 241

 Indicative content

defence description of defence

animals skin sebum / oils to kill microbes

dead layer difficult to penetrate

nose hairs keep out dust and microbes

trachea / bronchi mucus traps microbes

cilia moves mucus

stomach (hydrochloric) acid kills bacteria

white blood cells produces antibodies

produces antitoxins
engulf microbes / phagocytosis

plants cell wall tough / difficult to penetrate

waxy cuticle tough / difficult to penetrate

dead cells / bark fall off, taking pathogens with them

production of kill bacteria

antibacterial
chemicals

fungi antibiotic kill bacteria

production
6
(c) any three from:
• sterilise agar (before use)
• sterilise (Petri) dish before use
• disinfect bench (before use)
• pass inoculating loop (through flame)
• secure lid with (adhesive) tape
• minimise exposure of agar / culture to air / lift and replace lid as quickly as possible
allow:
• dip loop into ethanol (after flaming)
• keep the lid on the plate for as long as possible
or
minimise exposure of agar to air
or
only tilt the lid off (rather than remove it)
• flame the neck of the bottle
3

(d) to prevent the growth of a harmful pathogen

1
[11]

Page 230 of 241

 (a) 2400 and 2280
51. or
500 and 380
1

120
1
an answer of 120 scores 2 marks

(b) respiration of glucose

1

(c) (more) sweating

ignore reference to vasodilation / vasoconstriction
1

(because) exercise releases heat

or
need to cool the body
or
need to lose heat
or
need to maintain body temperature
do not accept energy being produced
1

(d) more energy needed

do not accept energy production
do not accept energy needed for respiration
1

(so) more (aerobic) respiration

1

(so) increased breathing (rate / depth) (to supply oxygen or remove carbon dioxide /
water)
1
‘more’ does not need to be stated a second time to gain
marking point 1 and marking point 2
[8]

(a) (i) rate of chemical reactions (in the body)

52. 1

Page 231 of 241

 (ii) any two from:

• heredity / inheritance / genetics

• proportion of muscle to fat or (body) mass

allow (body) weight / BMI

• age / growth rate

• gender
accept hormone balance or environmental temperature
ignore exercise / activity
2

(b) (i) 77
correct answer with or without working gains 2 marks
allow 1 mark for 70 / 56 or 1.25 or 5
2

(ii) increase exercise

accept a way of increasing exercise
1

reduce food intake

accept examples such as eat less fat / sugar
allow go on a diet or take in fewer calories
ignore lose weight
ignore medical treatments such as gastric band / liposuction
1
[7]

(a)
53.

73.77…
1

74 (:1)
allow a correctly derived whole number from an
incorrect calculation
1

(b) as size increases, surface area to volume ratio decreases

allow converse
1

Page 232 of 241

(c) D has a smaller surface area to volume ratio than B
allow converse for B throughout
1

(so) diffusion distance is too large (to meet demands of cells / organism)
allow (so) diffusion is too slow (to meet demands of
cells / organism)
1

(d) D has a larger surface area to volume ratio so will lose heat more quickly (than E)
allow converse for E throughout
1

(D) requires greater rate of respiration

1

(as) respiration is a (large) part of metabolism

1

(so) need to generate more heat (to keep itself warm)

allow to release more heat (to keep itself warm)
do not accept ref to energy production
1

(e) Level 2: Scientifically relevant facts, events or processes are identified and given in
detail to form an accurate account.
3−4

Level 1: Facts, events or processes are identified and simply stated but their
relevance is not clear.
1−2

No relevant content.
0

Indicative content:

• both have a large surface area

• to maximise diffusion

• both have thin walls or have walls that are one cell thick
• to reduce diffusion distance

• both have a good blood supply

• to maintain concentration gradient

• villi have microvilli

• to further increase surface area

• cells of villi contain many mitochondria

• for active transport

For Level 2 reference to functions of structural details of both alveoli and villi is
required.
[14]
Page 233 of 241
 (a) trachea
54. 1

(b) any two from:

• only one air space (per balloon)
or
alveoli not represented
• blood vessels / capillaries not represented
• bronchioles not represented
do not accept bronchi not represented

• glass tube not flexible (like trachea / bronchi)

• bell jar does not move during breathing (like ribs)
• ribs have gaps between them
• rib cage contains muscles
• pleural cavity not represented
2

(c) any two from:

• speed (of treadmill)
• type of exercise or all were running
• (biological) sex or all male
• all were non-smokers
• time spent running
allow ran for 8 minutes
ignore reference to time interval for counting breaths
2

(d) 0 minutes = 20
8 minutes = 42
allow value for 8 minutes in the range 41.5 to 42.5
1

(42 - 20) ÷ 20 × 100

or
22 ÷ 20 × 100
allow correct substitution from incorrect graph readings
(i.e. ±1 small square) at 0 minutes and / or 8 minutes
1

110 (%)
allow correct calculation from incorrect graph readings
from previous step
1

Page 234 of 241

 (e) to get more oxygen (into the blood)
allow using more oxygen (in muscles)
1

for use in respiration or for releasing energy (for muscle contraction)

or

to remove more carbon dioxide (1)

produced in respiration (1)

allow to reduce anaerobic respiration
do not accept produces / makes / creates energy
1

(f) any one from:

• heart / pulse rate
allow heart beat per minute
• depth / volume of breathing
allow amount of sweat
• volume of sweat
• body temperature
allow body mass / measurement
1

(g) any one from:

• (lung) cancer
• increased blood pressure
• lung disease
allow named example of lung disease e.g. asthma
• low birth weight in babies of mothers who smoke
• increased risk of heart / cardiovascular disease
allow persistent cough ignore cough unqualified
1
[12]

(a) 6O2 + C6H12O6 → 6H2O + 6CO2

55. 1

(b) mitochondria / mitochondrion

1

Page 235 of 241

(c) any two from:

• movement / muscle contraction

• keeping warm
• active transport
• building larger molecules
ignore reference to metabolism unqualified
allow examples of movement
allow examples of building larger molecules e.g. making
(named) proteins / cellulose
allow cell division
ignore growth
2

(d) any two from:

• anaerobic produces lactic acid and aerobic does not
allow anaerobic creates an oxygen debt and aerobic
does not
• aerobic produces carbon dioxide and anaerobic does not
• aerobic produces water and anaerobic does not
• aerobic occurs (mainly) in the mitochondria and anaerobic does not
allow anaerobic only occurs in the cytoplasm
• anaerobic releases less energy than aerobic
allow anaerobic releases less ATP (than anaerobic)
do not accept anaerobic produces / makes / creates
less energy
2

(e) carbon dioxide

1

ethanol
1

(f) pondweed takes in CO2 for photosynthesis

1

snail and pondweed are respiring producing CO2

if no other mark awarded allow rate of respiration = rate
of photosynthesis for 1 mark
1

(g) (no light so) no photosynthesis

or
plant is not taking in CO2

and

snail and plant are respiring and so are releasing CO2

1

Page 236 of 241

 (h) snail is being decayed / decomposed / broken down
ignore being fed on
1

(by) decomposers / bacteria (in pond water / snail)

allow fungi / microbes / microorganisms
1

(therefore) respiration (of decomposers / bacteria) releases CO2

do not accept anaerobic respiration
1
[14]

(a) A
56. 1

(b) D
1

(c) liver
1

(d) glycogen
1

(e) 2.6
allow answers in the range 2.5 to 2.7
1

7.6 (mmol/dm3)
allow a correctly calculated value using student’s value
from graph + 5
1

(f) 30 (minutes)
allow ½-hour or 0.5 hour
1

(g) points too far apart

or
no reading between 30 and 50 mins
allow no reading at 40 mins
or
points joined by straight lines
or
values could have fallen to zero change before 50 mins
allow not a curve of best fit
1

Page 237 of 241

 (h) higher values of y than given line
1

returning to(wards) zero change later than given line

1
[10]

(a) Phytophthora
57. 1

(b) the fungus can get oxygen from the air

1

(c) the variety of species of organisms in the river

1

(d) pesticide washed into river

allow spray drift
allow reference to run-off
allow carried by rainfall
1

pesticide kills (some) organisms / plants / animals in river

1

(e)

all 3 correct = 2 marks

2 correct = 1 mark
0 or 1 correct = 0 marks
2

(f) ring drawn around RR / rr in the diagram

allow around both RR and rr
1

(g) 75%
percentage must match student’s answer in the diagram
allow 75% if no answer to question (e)
1

Page 238 of 241

 (h) no fusion of gametes
or
(asexual reproduction involves) mitosis
allow no fertilisation
1

(so) offspring are genetically identical (to parent plant)

allow offspring are a clone
allow offspring have same DNA
allow no mixing of genes / DNA
allow no mixing of genetic material
allow all offspring inherit R
1
[11]

(a) any one from:

58. • movement would release (extra) heat
• movement would increase body temperature
• movement would increase sweating
1

(b) 37.4 °C
1

(c) blood is cooled at stomach / mouth

1

(cooled) blood flows to the brain

1

(d) via nerve(s) / neurones

or
via (nerve) impulse(s)
ignore type of neurone
allow electrical signals
allow via the nervous system
1

(e) less sweating occurs

allow less sweat evaporates
do not accept no sweating
1

so less heat is lost or less cooling

allow less heat used for evaporation of sweat / water
1

(f) dilation of blood vessels in the skin

1
[8]

Page 239 of 241

 Level 2: Scientifically relevant facts, events or processes are identified and given in detail to form
59. an accurate account.
4−6

Level 1: Facts, events or processes are identified and simply stated but their relevance is
not clear.
1−3

No relevant content
0

Indicative content

in microorganisms
• digestion or large molecules to small molecules
• enzymes or named example
• respiration
• production of carbon dioxide
• release of mineral ions or named example such as nitrate / phosphate / magnesium

in plants
• carbon dioxide (from air) taken in by leaves
• by diffusion
• via stomata
• carbon dioxide used in photosynthesis
• making glucose / sugar / starch / cellulose or making other correctly named example

• (named) ions taken in by roots

• by active transport
• nitrate ions for making amino acids / proteins / DNA / chlorophyll
• phosphate for making DNA

For Level 2 processes in microorganisms and in plants should be considered

[6]

(a) increased (at first)

60. 1

until 4 minutes or 50 breaths per minute

1

(then) stayed constant (from 4 minutes or at 50 breaths per minute)

1

(b) 175 (beats per minute)

1

(c) 140 (beats per minute)

1

(d) because his rate is lower than the maximum safe rate
allow ecf for incorrect values in question (b) and
question (c)
1

Page 240 of 241

(e) Level 3: Relevant points (reasons/causes) are identified, given in detail and logically
linked to form a clear account.
5−6

Level 2: Relevant points (reasons/causes) are identified, and there are attempts at
logical linking. The resulting account is not fully clear.
3−4

Level 1: Points are identified and stated simply, but their relevance is not clear and
there is no attempt at logical linking.
1−2

No relevant content
0

Indicative content

• heart rate increased

○ to increase blood flowing to muscles / lungs
○ to provide more oxygen (to muscles)
○ to provide more glucose (to muscles)
○ to remove carbon dioxide more quickly (from the muscles / blood)
○ to remove lactic acid more quickly (from the muscles)

• breathing rate increased

○ supplies more oxygen / air to lungs
○ so more oxygen to blood
○ more carbon dioxide removed

• more oxygen to muscles

○ needed for (increased) respiration
○ to release / provide energy
○ for muscle contraction

• anaerobic respiration occurs

○ due to lack of oxygen
○ which causes a build-up of lactic acid
○ oxygen debt
○ muscle fatigue / pain

To reach Level 3, there must be reference to heart rate, breathing rate and
respiration
[12]

Page 241 of 241

 (a) The volume of blood pumped out of the left ventricle at each beat was measured for a
1. person during six different activities. These activities showed an increasing energy
demand, with rest requiring the least energy and rowing a boat the most. The results of
these measurements are shown on the bar chart.

(i) The pulse rate was also measured for the person during the same activities. The
table shows the results that were obtained.

Activity Pulse rate in

beats per minute

Rest 70
Writing 85
Cleaning the floor 100
Wallpapering 120
Walking fast 132
Rowing a boat 153

Page 1 of 184
 On the graph paper below draw a bar chart of the results obtained for the
measurements of the pulse rate.

(2)

(ii) Undertaking activities with increasing energy demand has an effect on the volume of
blood pumped from the left ventricle (per beat) and on the pulse rate. What do the bar
charts show these effects to be? Use only information shown in the bar charts in your
answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(b) The pulse rate changed when the activity changed. Explain the reason for this.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 6 marks)

Page 2 of 184
 Figure 1 shows:
2.
• a food chain for organisms in a river
• the biomass of the organisms at each trophic level.

Figure 1

(a) Draw a pyramid of biomass for the food chain in Figure 1 on Figure 2.

You should:
• use a suitable scale
• label the x-axis
• label each trophic level.

Figure 2

(4)

Page 3 of 184
(b) Calculate the percentage of the biomass lost between the algae and the large fish.

Give your answer to 2 significant figures.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Percentage loss = __________________

(3)

(c) Give one way that biomass is lost between trophic levels.

___________________________________________________________________

___________________________________________________________________
(1)

Page 4 of 184
(d) A large amount of untreated sewage entered the river. Many fish died.

Untreated sewage contains organic matter and bacteria.

Explain why many fish died.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)
(Total 13 marks)

Page 5 of 184
 An echidna is a mammal that lives in Australia.
3.
Figure 1 shows an echidna.

Figure 1

Figure 2 shows how the body temperature of the echidna varies in warm weather and in cold
weather.

Figure 2

Page 6 of 184
Figure 3 shows how human body temperature varies.

Figure 3

(a) Compare the variation in body temperature of the echidna in warm weather with the
variation in body temperature of the human.

Use data from Figure 2 and Figure 3.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

In the cold winter months, the echidna hibernates.

During hibernation:
• the echidna’s body temperature decreases to below 5 °C
• the echidna sleeps for up to 17 days at a time
• the echidna’s rate of metabolism slows down.

(b) Explain why the decrease in body temperature is an advantage to the echidna during
hibernation.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 7 of 184
(c) During hibernation the echidna wakes up several times.

Each time the echidna wakes up it becomes active and its body temperature increases to
over 30 °C.

Explain why the echidna has a higher body temperature when it is active.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(d) An echidna can dilate and constrict blood vessels in its skin.

Explain how the dilation of blood vessels in the skin can help to decrease body
temperature.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Page 8 of 184
An athlete trained in a hot climate.

The athlete lost a large volume of water each day in sweat.

(e) The athlete’s energy intake each day from food was 20 000 kJ.

Evaporation of 1 cm3 of sweat requires 2.5 kJ of energy.

40% of the athlete’s daily energy intake was used to evaporate sweat.

Calculate the volume of sweat the athlete lost each day.

Give your answer in dm3

1 dm3 = 1 000 cm3

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Volume of sweat lost in one day = _______________dm3

(3)

(f) Suggest why the athlete was advised to take salt tablets each day.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 13 marks)

Page 9 of 184
 A student‘s breathing was monitored before and after vigorous exercise. The student breathed in
4. and out through a special apparatus. The graphs show the changes in the volume of air inside
the apparatus. Each time the student breathed in, the line on the graph dropped. Each time the
student breathed out, the line went up.

Page 10 of 184
 (a) How many times did the student breathe in per minute:

before exercise; _____________________________________________________

after exercise? ______________________________________________________

(1)

(b) On each graph, the line A – B shows how much oxygen was used. The rate of oxygen use
before exercise was 0.5 dm3 per minute. Calculate the rate of oxygen use after exercise.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Rate of oxygen use after exercise = ________________________ dm3 per minute

(2)

(c) The breathing rate and the amount of oxygen used were still higher after exercise, even
though the student sat down to rest. Why were they still higher?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 7 marks)

Paula is training for a marathon. When she runs, her heart beats faster than it does when she is
5. resting.

Complete the sentences, using words from the box.

blood breathe carbon dioxide glucose

heat nitrogen oxygen respire

Page 11 of 184
 When she is running, Paula‘s muscle activity increases. To do this, her muscle cells

______________________ at a faster rate to give her more energy. Her muscles need to

be supplied with _____________________ and _______________________________

more quickly. Her heart beats faster to increase the flow of ________________________

which carries the products ______________________________________________ and

______________________________ away from her muscles.

(Total 6 marks)

A student pedalled an exercise cycle at constant speed for 5 minutes. The student’s heart rate
6. was recorded at one-minute intervals during the exercise and also during recovery.

The results are shown in the graph.

(a) Describe, in as much detail as you can, the changes in heart rate between 0 and 14
minutes.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
Page 12 of 184
 (b) How do arteries supplying the leg muscles alter the rate of blood flow through them during
exercise?

___________________________________________________________________

___________________________________________________________________
(1)

(c) Explain how an increase in heart rate helped the student during exercise.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 8 marks)

The diagram shows the human breathing system.

7.

Page 13 of 184
 (a) On the diagram, label structures B and C.

Choose your answers from the list in the box.

alveoli diaphragm rib trachea

(2)

(b) (i) Which letter, A, B, C or D, shows the site of gas exchange? _____________
(1)

(ii) Which one of the following gases has a higher concentration in exhaled air than in
inhaled air?

Draw a circle around one answer.

carbon dioxide nitrogen oxygen

(1)
(Total 4 marks)

(a) The concentration of sulfate ions was measured in the roots of barley plants and in the
8. water in the surrounding soil.

The table shows the results.

Concentration of sulfate ions in mmol per

dm3

Roots of barley plants 1.4

Soil 0.15

Is it possible for the barley roots to take up sulfate ions from the soil by diffusion?

Draw a ring around your answer. Yes / No

Explain your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 14 of 184
(b) Some scientists investigated the amounts of sulfate ions taken up by barley roots in the
presence of oxygen and when no oxygen was present.

The graph below shows the results.

(i) The graph shows that the rate of sulfate ion uptake between 100 and 200 minutes,
without oxygen, was 0.4 arbitrary units per minute.

The rate of sulfate ion uptake between 100 and 200 minutes, with oxygen, was
greater.

How much greater was it? Show clearly how you work out your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Answer __________ arbitrary units

(2)

Page 15 of 184
 (ii) The barley roots were able to take up more sulfate ions with oxygen than without
oxygen.

Explain how.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)
(Total 7 marks)

Glucose is broken down in respiration.

9.
(a) What is the chemical formula for glucose?

Tick one box.

C6H6O6

C3H6O3

C6H12O6

C6H10O6

(1)

The diagram shows the apparatus a student used to investigate aerobic respiration.

Limewater goes cloudy when carbon dioxide is added to it.

Page 16 of 184
(b) After 10 minutes the limewater in flask B was cloudy, but the limewater in flask A remained
colourless.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) Flask A acts as a control in this investigation.

What is the purpose of a control?

___________________________________________________________________

___________________________________________________________________
(1)

(d) The student repeated the investigation with no woodlice.

Describe the appearance of the limewater in flask A and flask B after 10 minutes.

Flask A ____________________________________________________________

___________________________________________________________________

Flask B ____________________________________________________________

___________________________________________________________________
(2)

Page 17 of 184
 Anaerobic respiration is another form of respiration in living organisms.

(e) What is produced during anaerobic respiration in humans?

Tick one box.

Carbon dioxide

Carbon dioxide and lactic acid

Lactic acid

Oxygen and water

(1)

(f) Complete the equation for anaerobic respiration in yeast.

glucose ⟶ carbon dioxide + ________________________

(1)
(Total 8 marks)

The image below shows part of a root from a cress plant.

10.

(a) What type of microscope was used to create the image above?

___________________________________________________________________
(1)

Page 18 of 184
(b) The magnification of the cress root in the image above is × 200.
There are 1000 micrometres (μm) in a millimetre (mm).

Calculate the real length of the root hair, X.

Give your answer in micrometres (μm).

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Real length X = ____________________ μm

(2)

(c) Root hair cells take up water from the soil.

Explain one way in which the root hair cell is adapted to this function.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

The table shows the water uptake by a plant’s roots on two different days.

Mean water uptake in cm3 per hour

Cold day 1.8

Hot day 3.4

(d) Explain why the mean rate of water uptake is higher on a hot day than on a cold day.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Page 19 of 184
 (e) The concentration of mineral ions in the soil is lower than in root hair cells.
Root hair cells take up mineral ions from the soil.
Root hair cells contain mitochondria.

Explain why root hair cells contain mitochondria.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 12 marks)

Stem cells can be used to treat some diseases.

11.
(a) What is a stem cell?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 20 of 184
Figure 1 shows a malignant tumour in the trachea of a patient.

(b) Give one way a malignant tumour differs from a benign tumour.

___________________________________________________________________

___________________________________________________________________
(1)

Page 21 of 184
Scientists can treat the patient’s tumour by replacing the trachea with a plastic trachea.

The plastic trachea has a layer of the patient’s own stem cells covering it.

Figure 2 shows the procedure.

(c) In Step 3 the cells are left for 48 hours to divide.

Name the type of cell division in Step 3.

___________________________________________________________________
(1)

Page 22 of 184
(d) In Step 3 the cells are given oxygen and water.

Name two other substances the cells need so they can grow and divide.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

(e) Give two advantages of using the stem cell trachea compared with a trachea from a dead
human donor.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

(f) Sometimes the stem cell trachea is not strong enough.

Doctors can put a stent into the trachea.

Suggest how a stent in the trachea helps to keep the patient alive.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 23 of 184
 (g) Stem cells can also be obtained from human embryos.

Evaluate the use of stem cells from a patient’s own bone marrow instead of stem cells from
an embryo.

Give a conclusion to your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 16 marks)

Amylase is an enzyme found in the human body.

12.
Amylase breaks down starch into sugars.

(a) Where is amylase produced in the human body?

Tick one box.

Liver and pancreas

Liver and stomach

Salivary glands and pancreas

Salivary glands and stomach

(1)

Page 24 of 184
(b) Enzymes speed up chemical reactions.

Explain how amylase breaks down starch.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c) One sugar in the body is glucose.

Glucose is used for respiration.

Give one other use for glucose in the body.

___________________________________________________________________
(1)

(d) A student investigated the effect of temperature on the activity of human amylase.

This is the method used.

1. Put 2 cm3 of 1% starch solution into a boiling tube.

2. Put 2 cm3 of amylase solution into a second boiling tube.
3. Put both boiling tubes into a water bath at 20 °C.
4. After 5 minutes, mix the amylase and the starch together in one boiling tube.
5. After 30 seconds, add a drop of the starch and amylase mixture to a drop of iodine
solution in one well of a spotting tile.
6. Repeat step 5 until the iodine solution no longer changes colour.
7. Repeat steps 1 – 6 at 40 °C and at 60 °C and at 80 °C

Why did the student leave the starch and amylase solutions in the water bath for 5 minutes
in step 3?

___________________________________________________________________

___________________________________________________________________
(1)

Page 25 of 184
(e) The temperature of the human body is 37 °C

The diagram below shows the results of the investigation at 20 °C and at 80 °C

Complete the diagram to show the results you would expect at 40 °C and at 60 °C

You should write a tick or a cross in each well of the spotting tile.

(2)

(f) There are different ways to investigate the breakdown of starch by amylase.

One other method is to measure the concentration of starch present in the solution every
30 seconds.

Why is this method better than the method the student used?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 26 of 184
 A colorimeter can be used to measure the concentration of starch present in the solution
every 30 seconds.

A colorimeter measures the amount of light that cannot pass through a solution.

This is known as absorbance.

Below shows a graph of absorbance against concentration of starch.

(g) The absorbance of the solution at 40 °C was 0.56 arbitrary units after 30 seconds.

What was the concentration of starch in this solution?

___________________________________________________________________

Concentration of starch = ____________________ %

(1)

Page 27 of 184
(h) The concentration of starch in the solution at 20 °C after 1 minute is different from the
concentration at 40 °C after 1 minute.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(i) Predict the absorbance for the solution at 80 °C after 30 seconds.

Give a reason for your answer.

Absorbance = ______________________ arbitrary units

Reason ____________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 16 marks)

Page 28 of 184
 The graph shows information about the yield of cereal crops grown in the European Union.
13.

(a) Calculate the increase in the yield of cereal between 1970 and 2010.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Increase in yield = ____________________ tonnes/hectare

(2)

(b) Estimate by what fraction the yield of cereal increased between 1971 and 1992.

Tick one box.

(1)

Page 29 of 184
(c) The increase in yield is partly due to increased use of nitrate fertilisers.

Which substance do plants make using nitrate ions?

Tick one box.

Cellulose

Fat

Protein

Starch

(1)

(d) The yield of cereal in 2004 was much greater than the yield in 2003.

Suggest three possible reasons for the increased yield in 2004.

Tick three boxes.

A genetically-modified variety of seed was sown in 2004.

A pathogenic fungus grew on the cereal in 2004.

Farmers added more nitrate to the soil in 2003.

More cereal seeds were sown in 2003.

More rain fell in spring and early summer in 2004.

The mean summer temperature was lower in 2003.

(3)

Page 30 of 184
Humans eat cereals.

Humans also eat the animals that feed on cereals.

Figure 1 and Figure 2 show two food chains.

Page 31 of 184
(e) Which pyramid of biomass is correct for the food chain shown in Figure 2?

Tick one box.

In Figure 1, 1 hectare of cereal crop would provide enough energy for 8 people for a year.

In Figure 2, 10 hectares of cereal crop would be needed to provide enough energy for only 1
person for a year.

(f) It is much more efficient for humans to get energy by eating cereals than by eating
chickens.

Calculate how many times more efficient.

___________________________________________________________________

___________________________________________________________________

Answer = ____________________ times

(1)

Page 32 of 184
(g) Why is it more efficient for humans to get energy by eating cereals than by eating
chickens?

Tick two boxes.

Cereals gain extra energy from mineral ions in the soil.

Chickens contain more protein per gram than cereals.

Chickens use energy for movement and for keeping warm.

Much of the food eaten by chickens is wasted as faeces.

Not all parts of the cereal plants are edible.

(2)
(Total 11 marks)

Page 33 of 184
 Pollution of rivers with untreated sewage can kill plants and animals.
14.
Figure 1 shows a sprinkler bed at a sewage works.

The sewage trickles slowly downwards over the surfaces of the stones.

Some of the microorganisms on the stones feed on organic matter in the sewage.

The treated sewage is safe enough to pass into a river.

(a) Most of the microorganisms in the sprinkler bed respire aerobically.

Describe two features of the sprinkler bed that encourage aerobic respiration.

Use information from Figure 1.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

Page 34 of 184
Figure 2 shows the feeding relationships between the microorganisms in the sprinkler bed.

(b) Which organisms in Figure 2 are producers?

Tick one box.

Bacteria

Green algae

Large protists

Small protists

(1)

(c) Name one organism in Figure 2 which is both a primary and a secondary consumer.

___________________________________________________________________
(1)

Page 35 of 184
 (d) The bacteria are decomposers.

Figure 2 shows that the bacteria change organic matter into carbon dioxide and inorganic
mineral ions.

Describe how the bacteria do this.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 8 marks)

Anaerobic respiration happens in muscle cells and yeast cells.

15.
The equation describes anaerobic respiration in muscle cells.

glucose lactic acid

(a) How can you tell from the equation that this process is anaerobic?

___________________________________________________________________

___________________________________________________________________
(1)

(b) Exercise cannot be sustained when anaerobic respiration takes place in muscle cells.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 36 of 184
(c) The diagram below shows an experiment to investigate anaerobic respiration in yeast
cells.

What gas will bubble into Tube B?

Tick one box.

Carbon dioxide

Nitrogen

Oxygen

Water vapour

(1)

(d) Describe how you could use tube B to measure the rate of the reaction in tube A.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 37 of 184
 (e) Anaerobic respiration in yeast is also called fermentation.

Fermentation produces ethanol.

Give one use of fermentation in the food industry.

___________________________________________________________________
(1)
(Total 7 marks)

All living cells respire.

16.
(a) Respiration transfers energy from glucose for muscle contraction.

Describe how glucose from the small intestine is moved to a muscle cell.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 38 of 184
(b) The diagram below shows an experiment to investigate anaerobic respiration in yeast
cells.

What is the purpose of the liquid paraffin in Tube A?

Tick one box.

To prevent evaporation

To stop air getting in

To stop the temperature going up

To stop water getting in

(1)

Page 39 of 184
(c) The indicator solution in Tube B shows changes in the concentration of carbon dioxide
(CO2).

The indicator is:

• blue when the concentration of CO2 is very low

• green when the concentration of CO2 is low

• yellow when the concentration of CO2 is high.

What colour would you expect the indicator to be in Tube B during maximum rate of
anaerobic respiration?

Tick one box.

Blue

Green

Yellow

(1)

(d) Suggest how the experiment could be changed to give a reproducible way to measure the
rate of the reaction.

Include any apparatus you would use.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 40 of 184
 (e) Compare anaerobic respiration in a yeast cell with anaerobic respiration in a muscle cell.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 9 marks)

A gardener wants to add compost to the soil to increase his yield of strawberries.
17.
The gardener wants to make his own compost.

(a) An airtight compost heap causes anaerobic decay.

Explain why the gardener might be against producing compost using this method.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 41 of 184
(b) The gardener finds this research on the Internet:

‘A carbon to nitrogen ratio of 25:1 will produce fertile compost.’

Look at the table below.

Type of material Mass of carbon Mass of nitrogen

Carbon:nitrogen ratio
to compost in sample in g in sample in g

Chicken manure 8.75 1.25 7:1

Horse manure 10.00 0.50 20:1

Peat moss 9.80 0.20 X

Determine the ratio X in the table above.

___________________________________________________________________

Ratio ________________
(1)

(c) Which type of material in the table above would be best for the gardener to use to make his
compost?

Justify your answer.

___________________________________________________________________

___________________________________________________________________
(1)

Page 42 of 184
(d) Some of the leaves from the gardener’s strawberry plant die.

The dead leaves fall off the strawberry plant onto the ground.

The carbon in the dead leaves is recycled through the carbon cycle.

Explain how the carbon is recycled into the growth of new leaves.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

Page 43 of 184
(e) The diagram below shows two strawberries.

• Both strawberries were picked from the same strawberry plant.

• Both strawberries were picked 3 days ago.

• The strawberries were stored in different conditions.

Strawberry A Strawberry B

A © sarahdoow/iStock/Thinkstock, B © Mariusz Vlack/iStock/Thinkstock

Give three possible reasons that may have caused strawberry A to decay.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

3. _________________________________________________________________

___________________________________________________________________
(3)
(Total 13 marks)

Page 44 of 184
 Students investigated decomposition.
18.
The students:
• put some decaying grass cuttings into a vacuum flask
• put a carbon dioxide sensor and a temperature sensor in the flask
• attached the sensors to a data logger
• closed the flask with cotton wool.

A vacuum flask was used to reduce the loss of thermal energy.

Figure 1 shows the investigation.

Figure 1

(a) Give one advantage of using a temperature sensor attached to a data logger instead of a
thermometer.

___________________________________________________________________

___________________________________________________________________
(1)

Page 45 of 184
(b) Figure 2 shows the results from the data logger for carbon dioxide concentration in the
flask for the next 25 days.

Figure 2

(i) Why did the concentration of carbon dioxide in the flask increase?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(ii) Suggest what has happened in the flask to cause the carbon dioxide concentration to
level off after 20 days.

______________________________________________________________

______________________________________________________________
(1)
(Total 5 marks)

Page 46 of 184
 An athlete ran as fast as he could until he was exhausted.
19.
(a) Figure 1 shows the concentrations of glucose and of lactic acid in the athlete’s blood at the
start and at the end of the run.

(i) Lactic acid is made during anaerobic respiration.

What does anaerobic mean?

______________________________________________________________

______________________________________________________________
(1)

(ii) Give evidence from Figure 1 that the athlete respired anaerobically during the run.

______________________________________________________________

______________________________________________________________
(1)

Page 47 of 184
(b) Figure 2 shows the effect of running on the rate of blood flow through the athlete’s
muscles.

(i) For how many minutes did the athlete run?

Time = ______________________ minutes

(1)

(ii) Describe what happens to the rate of blood flow through the athlete’s muscles during
the run.

Use data from Figure 2 in your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

Page 48 of 184
(iii) Explain how the change in blood flow to the athlete’s muscles helps him to run.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(4)
(Total 9 marks)

Page 49 of 184
 The diagram below shows an alveolus from a healthy lung and an alveolus from a damaged
20. lung.

(a) Which one of the following is a difference between the alveolus from the damaged lung
and the alveolus from the healthy lung?

Tick (✔) one box.

The damaged alveolus has a smaller surface area.

The damaged alveolus has a shorter diffusion pathway.

The damaged alveolus has a better blood supply.

(1)

Page 50 of 184
 (b) A person with damaged alveoli finds exercising difficult.

Which one of the following is the reason why the damaged alveoli will make exercising
difficult?

Tick (✔) one box.

Less carbon dioxide is taken in.

Less energy is needed for exercise.

Less oxygen is taken in.

(1)
(Total 2 marks)

The heart is part of the circulatory system.

21.
(a) (i) Name one substance transported by the blood in the circulatory system.

______________________________________________________________
(1)

(ii) What is the main type of tissue in the heart wall?

______________________________________________________________
(1)

(b) Figure 1 shows the human heart.

Page 51 of 184
 (i) Which blood vessel, A, B or C, takes blood to the lungs?

(1)

(ii) Name parts D and E shown in Figure 1.

D _______________________________________

E _______________________________________
(2)

(c) Figure 2 shows three types of blood vessel, F, G and H.

(i) What type of blood vessel is F?

Tick (✔) one box.

an artery

a capillary

a vein

(1)

Page 52 of 184
 (ii) A man needs to have a stent fitted to prevent a heart attack.

In which type of blood vessel would the stent be placed?

Tick (✔) one box.

an artery

a capillary

a vein

(1)

(iii) Explain how a stent helps to prevent a heart attack.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 9 marks)

Photosynthesis needs light.

22.
(a) Complete the balanced symbol equation for photosynthesis.

light
6CO2 + _______________________ _______________________ + 6O2
(2)

Page 53 of 184
(b) A green chemical indicator shows changes in the concentration of carbon dioxide (CO2) in
a solution.

The indicator solution is green when the concentration of CO2 is normal.

The indicator solution turns yellow when the concentration of CO2 is high.

The indicator solution turns blue when the concentration of CO2 is very low or when there
is no CO2.

The indicator solution does not harm aquatic organisms.

Students investigated the balance of respiration and photosynthesis using an aquatic snail
and some pondweed.

The students set up four tubes, A, B, C and D, as shown in the table below.

The colour change in each tube, after 24 hours in the light, is recorded.

Tube A Tube B Tube C Tube D

Indicator solution
Indicator solution Indicator solution Indicator solution
+ pondweed
only + pondweed + snail
+ snail

Stays green Turns blue Turns yellow Stays green

(i) What is the purpose of Tube A?

______________________________________________________________

______________________________________________________________
(1)

Page 54 of 184
(ii) Explain why the indicator solution in Tube C turns yellow.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(iii) Predict the result for Tube D if it had been placed in the dark for 24 hours and
not in the light.

Explain your prediction.

Prediction _____________________________________________________

______________________________________________________________

Explanation ____________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)
(Total 8 marks)

Page 55 of 184
 A student ran on a treadmill for 5 minutes.
23.
The speed of the treadmill was set at 12 km per hour.

The graph below shows the effect of the run on the student’s heart rate.

(a) (i) What was the student’s heart rate at rest?

_______________ beats per minute

(1)

(ii) After the end of the run, how long did it take for the student’s heart rate to return
to the resting heart rate?

_______________ minutes
(1)

Page 56 of 184
(b) During the run, the student’s muscles needed larger amounts of some substances than
they needed at rest.

(i) Which two of the following substances were needed in larger amounts during
the run?

Tick ( ) two boxes.

carbon dioxide

glucose

lactic acid

oxygen

protein

(2)

(ii) Why are the two substances you chose in part (b)(i) needed in larger amounts
during the run?

Tick ( ) one box.

To help make more muscle fibres

To release more energy

To help the muscles to cool down

(1)

Page 57 of 184
(c) After exercise, a fit person recovers faster than an unfit person.

Let the student’s heart rate at the end of exercise = a.

Let the student’s heart rate after 2 minutes of recovery = b.

The table below shows how the difference between a and b, (a − b), is related to a
person’s level of fitness.

(a − b) Level of fitness

< 22 Unfit

22 to 52 Normal fitness

53 to 58 Fit

59 to 65 Very fit

> 65 Top athlete

What is the student’s level of fitness?

Use information from the graph and the table.

a = _______________ beats per minute

b = _______________ beats per minute

(a − b) = _______________ beats per minute

Level of fitness = __________________________________

(3)

Page 58 of 184
(d) The student repeated the run with the treadmill set at 16 km per hour.

The student’s heart rate took 3 minutes longer to return to the normal resting rate than
when running at 12 km per hour.

Give reasons why it took longer to recover after running faster.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 12 marks)

Page 59 of 184
 The diagram below shows the parts of the body that digest and absorb food.
24.
It also shows some details about the structure of the stomach.

(a) Complete the table to show whether each structure is an organ, an organ system or a
tissue.

For each structure, tick ( ) one box.

Organ
Structure Organ Tissue
system

Stomach

Cells lining the stomach

Mouth, oesophagus, stomach, liver,

pancreas, small and large intestine

(2)

(b) (i) The blood going to the stomach has a high concentration of oxygen.
The cells lining the stomach have a low concentration of oxygen.

Complete the following sentence.

Oxygen moves from the blood to the cells lining the stomach by

the process of ___________________________________ .

(1)

Page 60 of 184
 (ii) What other substance must move from the blood to the cells lining the stomach so
that respiration can take place?

Draw a ring around the correct answer.

glucose protein starch

(1)

(iii) In which part of a cell does aerobic respiration take place?

Draw a ring around the correct answer.

cell membrane mitochondria nucleus

(1)
(Total 5 marks)

During exercise, the heart beats faster and with greater force.
25.
The ‘heart rate’ is the number of times the heart beats each minute.The volume of blood that
travels out of the heart each time the heart beats is called the ‘stroke volume’.

In an investigation, Person 1 and Person 2 ran as fast as they could for 1 minute. Scientists
measured the heart rates and stroke volumes of Person 1 and Person 2 at rest, during the
exercise and after the exercise.

The graph below shows the scientists’ results.

Page 61 of 184
(a) The ‘cardiac output’ is the volume of blood sent from the heart to the muscles each minute.

Cardiac output = Heart rate × Stroke volume

At the end of the exercise, Person 1’s cardiac output = 160 × 77 = 12 320 cm 3 per minute.

Use information from the figure above to complete the following calculation of Person 2’s
cardiac output at the end of the exercise.

At the end of the exercise:

Person 2’s heart rate = _______________ beats per minute

Person 2’s stroke volume = _______________ cm 3

Person 2’s cardiac output = _______________ cm 3 per minute

(3)

(b) Person 2 had a much lower cardiac output than Person 1.

(i) Use information from the figure above to suggest the main reason for the lower
cardiac output of Person 2.

______________________________________________________________

______________________________________________________________
(1)

(ii) Person 1 was able to run much faster than Person 2.

Use information from the figure above and your own knowledge to explain why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(5)
(Total 9 marks)

Page 62 of 184
 Many runners drink sports drinks to improve their performance in races.
26.
A group of students investigated the effects of three brands of sports drink, A, B and C, on the
performance of three runners on a running machine. One of the runners is shown in the image
below.

© Keith Brofsky/Photodisc/Thinkstock

Table 1 gives information for each drink.

Table 1

Brand of sports drink

Nutrient per dm3 A B C

Glucose in g 63 31 72

Fat in g 9 0 2

Ions in mg 312 332 495

Page 63 of 184
(a) (i) In the investigation, performance was measured as the time taken to reach the point
of exhaustion.

Exhaustion is when the runners could not run anymore.

All three runners:

• ran on a running machine until the point of exhaustion
• each drank 500 cm 3 of a different brand of sports drink
• rested for 4 hours to recover
• ran on the running machine again and recorded how much time they ran until
the point of exhaustion.

The speed at which the runners ran was the same and all other variables were
controlled.

The students predicted that the runner drinking brand B would run for the shortest
time on the second run before reaching the point of exhaustion.

Use information from Table 1 to suggest an explanation for the students’ prediction.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) If the balance between ions and water in a runner’s body is not correct, the runner’s
body cells will be affected.

Describe one possible effect on the cells if the balance between ions and water is
not correct.

______________________________________________________________

______________________________________________________________
(1)

Page 64 of 184
(b) When running, a runner’s body temperature increases.

Describe how the brain monitors body temperature.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c) (i) Table 2 is repeated here to help you answer this question.

Table 2

Brand of sports drink

Nutrient per dm3 A B C

Glucose in g 63 31 72

Fat in g 9 0 2

Ions in mg 312 332 495

Page 65 of 184
 People with diabetes need to be careful about drinking too much sports drink.

Use information from Table 2 to explain why drinking too much sports drink could
make people with diabetes ill.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(ii) Other than paying attention to diet, how do people with diabetes control their
diabetes?

______________________________________________________________

______________________________________________________________
(1)
(Total 10 marks)

Page 66 of 184
 Freshwater streams may have different levels of pollution. The level of pollution affects which
27. species of invertebrate will live in the water.

Table 1 shows the biomass of different invertebrate species found in two different streams,
X and Y.

Table 1

Biomass in g

Invertebrate species Stream X Stream Y

Mayfly nymph 4 0

Caddis fly larva 30 0

Freshwater shrimp 70 5

Water louse 34 10

Bloodworm 10 45

Sludge worm 2 90

Total 150 150

Page 67 of 184
(a) The bar chart below shows the biomass of invertebrate species found in Stream X.

(i) Complete the bar chart by drawing the bars for water louse, bloodworm and sludge
worm in Stream Y.

Use the data in Table 1.

Species present
(2)

(ii) Table 2 shows which invertebrates can live in different levels of water pollution.

Table 2

Pollution level Invertebrate species likely to be present

Clean water Mayfly nymph

Low pollution Caddis fly larva, Freshwater shrimp

Medium pollution Water louse, Bloodworm

High pollution Sludge worm

Page 68 of 184
 Which stream, X or Y, is more polluted?
Use the information from Table 1 and Table 2 to justify your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(b) There is a sewage works near another stream, Z.

An accident caused sewage to overflow into Stream Z.

Two weeks later scientists took samples of water and invertebrates from the stream.
They took samples at different distances downstream from where the sewage overflowed.
The scientists plotted the results shown in Graphs P and Q.

Graph P: change in water quality downstream of sewage overflow

Page 69 of 184
Graph Q: change in invertebrates found downstream of sewage overflow

(i) Describe the patterns shown in Graph P.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(4)

(ii) Describe the relationship between dissolved oxygen and the survival of mayfly
nymphs in Stream Z. Suggest a reason for the pattern you have described.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

Page 70 of 184
 (c) Many microorganisms are present in the sewage overflow.

Explain why microorganisms cause the level of oxygen in the water to decrease.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 13 marks)

Figure 1 shows an athlete running on a treadmill.

28.
Figure 1

© Starush/istock/Thinkstock

After running for several minutes, the athlete’s leg muscles began to ache.
This ache was caused by a high concentration of lactic acid in the muscles.

(a) The equation shows how lactic acid is made.

glucose lactic acid (+ energy)

Name the process that makes lactic acid in the athlete’s muscles.

___________________________________________________________________
(1)

Page 71 of 184
(b) Scientists investigated the production of lactic acid by an athlete running at different
speeds.

In the investigation:

• the athlete ran on the treadmill at 4 km per hour

• the scientists measured the concentration of lactic acid in the athlete’s blood after 2
minutes of running.

The investigation was repeated for different running speeds.

Figure 2 shows the scientists’ results.

Figure 2

Treadmill speed in km per hour

(i) How much more lactic acid was there in the athlete’s blood when he ran at 14 km per
hour than when he ran at 8 km per hour?

______________________________________________________________

______________________________________________________________

______________________________________________________________

Answer = _____________ mmol per dm3

(2)

Page 72 of 184
(ii) Why is more lactic acid made in the muscles when running at 14 km per hour than
when running at 8 km per hour?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)
(Total 6 marks)

Page 73 of 184
 Scientists investigated how exercise affects blood flow to different organs in the body.
29.
The scientists made measurements of blood flow to different organs of:

• a person resting in a room at 20°C

• the same person, in the same room, doing vigorous exercise at constant speed on an
exercise cycle.

The table shows the scientists’ results.

Blood flow in cm3 per minute whilst …

Organ

doing vigorous
resting
exercise

Brain 750 750

Heart 250 1000

Muscles 1200 22 000

Skin 500 600

Other 3100 650

(a) In this investigation, it was better to do the exercise indoors on an exercise cycle than to go
cycling outdoors on the road.

Suggest two reasons why.

Do not include safety reasons.

1. _________________________________________________________________

___________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) Blood flow to one organ did not change between resting and vigorous exercise.

Which organ?________________________________________________
(1)

Page 74 of 184
(c) (i) How much more blood flowed to the muscles during vigorous exercise than when
resting?

______________________________________________________________

______________________________________________________________

Answer = _________________ cm3 per minute

(2)

(ii) Name two substances needed in larger amounts by the muscles during vigorous
exercise than when resting.

1. ____________________________________________________________

2. ____________________________________________________________
(2)

(iii) Tick ( ) one box to complete the sentence.

The substances you named in part (c)(ii) helped the muscles to

make more lactic acid.

respire aerobically.

make more glycogen.

(1)

Page 75 of 184
 (iv) The higher rate of blood flow to the muscles during exercise removed larger amounts
of waste products made by the muscles.

Which two substances need to be removed from the muscles in larger amounts
during vigorous exercise?

Tick ( ) two boxes.

Amino acids

Carbon dioxide

Glycogen

Lactic acid

(2)

(d) The total blood flow was much higher during exercise than when resting.

One way to increase the total blood flow is for the heart to pump out a larger volume of
blood each beat.

Give one other way to increase the blood flow.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 11 marks)

Page 76 of 184
 The diagrams show four types of cell, A, B, C and D.
30. Two of the cells are plant cells and two are animal cells.

(a) (i) Which two of the cells are plant cells?

Tick ( ) one box.

A and B

A and D

C and D

(1)

(ii) Give one reason for your answer.

______________________________________________________________

______________________________________________________________
(1)

Page 77 of 184
 (b) (i) Which cell, A, B, C or D, is adapted for swimming?
(1)

(ii) Which cell, A, B, C or D, can produce glucose by photosynthesis?

(1)

(c) Cells A, B, C and D all use oxygen.

For what process do cells use oxygen?

Draw a ring around one answer.

osmosis photosynthesis respiration

(1)
(Total 5 marks)

The diagram shows one type of biogas generator.

31.

Page 78 of 184
(a) With this type of biogas generator, the concentration of solids that are fed into the
reactor must be kept very low.

Suggest one reason for this.

Tick ( ) one box.

A higher concentration contains too little oxygen.

A higher concentration would be difficult to stir.

A higher concentration contains too much carbon dioxide.

(1)

(b) The pie chart shows the percentages of the different gases found in the biogas.

Gas X is the main fuel gas found in the biogas.

(i) What is the name of gas X?

Draw a ring around one answer.

methane nitrogen oxygen

(1)

Page 79 of 184
 (ii) What is the percentage of gas X in the biogas?

Show clearly how you work out your answer.

______________________________________________________________

______________________________________________________________

Percentage of gas X = ____________________

(2)

(c) If the biogas generator is not airtight, the biogas contains a much higher percentage
of carbon dioxide.

Draw a ring around one answer in each part of this question.

aerobic respiration.

(i) The air that leaks in will increase the rate of anaerobic respiration.

fermentation.

(1)

ammonia.

(ii) The process in part (c)(i) occurs because the air contains nitrogen.

oxygen.

(1)
(Total 6 marks)

Page 80 of 184
 The mould Penicillium can be grown in a fermenter. Penicillium produces the antibiotic
32. penicillin.

The graph shows changes that occurred in a fermenter during the production of
penicillin.

Time in hours

(a) During which time period was penicillin produced most quickly?

Draw a ring around one answer.

0 – 20 hours 40 – 60 hours 80 – 100 hours

(1)

(b) (i) Describe how the concentration of glucose in the fermenter changes between 0 and
30 hours.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

Page 81 of 184
(ii) How does the change in the concentration of oxygen in the fermenter compare with
the change in concentration of glucose between 0 and 30 hours?

Tick ( ) two boxes.

The oxygen concentration changes after the glucose concentration.

The oxygen concentration changes before the glucose concentration.

The oxygen concentration changes less than the glucose concentration.

The oxygen concentration changes more than the glucose concentration.

(2)

(iii) What is the name of the process that uses glucose?

Draw a ring around one answer.

distillation filtration respiration

(1)
(Total 6 marks)

Page 82 of 184
 The heart pumps the blood around the body. This causes blood to leave the heart at
33. high pressure.

The graph shows blood pressure measurements for a person at rest.

The blood pressure was measured in an artery and in a vein.

Time in seconds

(a) Which blood vessel, A or B, is the artery?

Blood vessel ________

Give two reasons for your answer.

Reason 1 ___________________________________________________________

___________________________________________________________________

Reason 2 ___________________________________________________________

___________________________________________________________________
(2)

Page 83 of 184
(b) Use information from the graph to answer these questions.

(i) How many times did the heart beat in 15 seconds? ___________
(1)

(ii) Use your answer from part (b)(i) to calculate the person’s heart rate per minute.

______________________________________________________________

______________________________________________________________

Heart rate = __________ beats per minute

(1)

(c) During exercise, the heart rate increases.

The increased heart rate supplies useful substances to the muscles at a faster rate.

Name two useful substances that must be supplied to the muscles at a faster rate
during exercise.

1. _________________________________________________________________

2. _________________________________________________________________
(2)
(Total 6 marks)

Page 84 of 184
 The diagram shows a fermenter. This fermenter is used for growing the fungus Fusarium.
34.
Fusarium is used to make mycoprotein.

(a) Bubbles of air enter the fermenter at A.

Give two functions of the air bubbles.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

(b) Why is glucose added to the fermenter?

___________________________________________________________________

___________________________________________________________________
(1)

Page 85 of 184
(c) The fermenter is prevented from overheating by the cold water flowing in through the heat
exchanger coils at C.

Name the process that causes the fermenter to heat up.

___________________________________________________________________
(1)

(d) It is important to prevent microorganisms other than Fusarium growing in the fermenter.

(i) Why is this important?

______________________________________________________________

______________________________________________________________
(1)

(ii) Suggest one way in which contamination of the fermenter by microorganisms could
be prevented.

______________________________________________________________

______________________________________________________________
(1)

(e) Human cells cannot make some of the amino acids which we need. We must obtain these
amino acids from our diet.

The table shows the amounts of four of these amino acids present in mycoprotein, in beef
and in wheat.

Amount of amino acid per 100 g Daily amount

Name of amino in mg needed by a 70
acid kg human
Mycoprotein Beef Wheat in mg

Lysine 910 1600 300 840

Methionine 230 500 220 910

Phenylalanine 540 760 680 980

Threonine 610 840 370 490

Page 86 of 184
 A diet book states that mycoprotein is the best source of amino acids for the human diet.

Evaluate this statement.

Remember to include a conclusion in your evaluation.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 10 marks)

(a) Diagram 1 shows part of the breathing system.

35.
Diagram 1

Page 87 of 184
 (i) Use words from the box to name the parts labelled A, B, C and D.

alveolus diaphragm lung rib trachea

A ____________________________

B ____________________________

C ____________________________

D ____________________________
(4)

(ii) Parts B and C move when we breathe in.

Part B moves ____________________________________________

Part C moves ____________________________________________

(2)

(b) A student used the apparatus shown in Diagram 2 to measure the maximum volume of air
that he could breathe in one breath.
When the student breathes in, the piston moves upwards.
The piston moves back down after the student has breathed out.

Diagram 2

Page 88 of 184
The student breathes in through the apparatus three times.
The drawings show the position of the piston after each of the three breaths.
The volumes are measured in cm3.

(i) Read the volume of each breath and write the volume in the table.

Breath 1 Breath 2 Breath 3

Volume in cm3 ___________ ___________ ___________

(3)

(ii) Calculate the mean volume of air breathed in.

______________________________________________________________

______________________________________________________________

Mean volume of air breathed in = ___________________ cm3

(2)

Page 89 of 184
(c) A teacher asks the student to investigate if students who take part in sports activities can
breathe in a larger volume of air than students who do not take part.

Describe briefly how the student could use the same apparatus to do the investigation.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(d) Photograph 1 shows a different piece of apparatus used to measure the volume of air that
a person can breathe in one breath.

Photograph 1

© Digital Vision/Photodisc

Page 90 of 184
 When the student breathes out through the apparatus the pointer on the scale moves. The
pointer stays in the same position when the student has finished.

Explain one advantage, apart from size, of using this apparatus rather than the apparatus
described in part (b).

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(e) Photograph 2 shows one type of mechanical ventilator.

Photograph 2

© Emine Donmaz/iStock

(i) Use information from Photograph 2 to suggest how this type of ventilator works.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

Page 91 of 184
(ii) Use information from Photograph 2 to suggest two disadvantages of this type of
ventilator.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)
(Total 20 marks)

Page 92 of 184
 The photograph shows an athlete at the start of a race.
36.

© Wavebreakmedia Ltd./Thinkstock

(a) The athlete’s sense organs contain special cells.

These special cells detect changes in the environment.

(i) List A shows changes in the environment.

List B shows some of the athlete’s sense organs.

Draw one line from each change in the environment in List A to the sense organ
detecting the change in List B.

List A List B
Change in the Sense
environment organ

Ear
Sight of the finishing
line
Nose
Sound of the
starting
gun
Eye
Pressure of the
ground
on the fingers
Skin

(3)

Page 93 of 184
 (ii) Which cells detect changes in the environment?

Tick ( ) one box.

Gland cells

Muscle cells

eceptor cells

(1)

(b) During the race, the concentration of sugar in the athlete’s blood decreases.

Why?

___________________________________________________________________

___________________________________________________________________
(1)

(c) Some athletes use anabolic steroids to improve performance.

(i) Draw a ring around the correct answer to complete the sentence.

breathing rate.

Anabolic steroids increase growth of muscles.

heart rate.

(1)

(ii) Sporting regulations ban the use of anabolic steroids.

Suggest one reason why.

______________________________________________________________

______________________________________________________________
(1)
(Total 7 marks)

Page 94 of 184
 One factor that may affect body mass is metabolic rate.
37.
(a) (i) What is meant by metabolic rate ?

______________________________________________________________

______________________________________________________________
(1)

(ii) Metabolic rate is affected by the amount of activity a person does.

Give two other factors that may affect a person’s metabolic rate.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)

Page 95 of 184
(b) Predicted early death is the number of years that a person will die before the mean age of
death for the whole population. The predicted early death of a person is affected by their
body mass.

Scientists have calculated the effect of body mass on predicted early death.

The graph shows the results of the scientists’ calculations.

Ideal body mass

The number of times above or below ideal body mass is given by the equation:

In the UK the mean age of death for women is 82.

A woman has a body mass of 70 kg. The woman’s ideal body mass is 56 kg.

(i) Use the information from the graph to predict the age of this woman when she dies.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Age at death = ___________ years

(2)

Page 96 of 184
 (ii) The woman could live longer by changing her lifestyle.

Give two changes she should make.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)
(Total 7 marks)

(a) Use words from the box to complete the equation for aerobic respiration.
38.

alcohol glucose lactic acid water

______________ + oxygen carbon dioxide + ______________ (+ energy)

(2)

Page 97 of 184
(b) Some students investigated the effect of temperature on the rate of aerobic respiration in
earthworms.

The diagram shows the apparatus the students used.

When the tap is closed, the bead of liquid moves to the left as the earthworms take in
oxygen.

The students put the test tube into a water bath at 20°C for 10 minutes.
They left the tap open during this time.

Why did the students put the test tube in the water bath at 20°C for 10 minutes?

Tick ( ) one box.

Because the air contains more oxygen at 20°C.

Because the air contains less carbon dioxide at 20°C.

So the earthworms’ body temperature would change to 20°C.

(1)

Page 98 of 184
(c) The students then:

• closed the tap

• started a stopwatch

• recorded the position of the bead of liquid every 2 minutes for 10 minutes

• repeated the experiment at 10°C.

The graph shows the students’ results.

Time in minutes

(i) How much oxygen did the earthworms take in during the 10 minutes at 20°C?

Use information from the graph to work out your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Volume of oxygen taken in = ___________________ mm3

(2)

Page 99 of 184
 (ii) The earthworms took in this volume of oxygen in 10 minutes.

Use your answer from part (c)(i) to calculate how much oxygen the earthworms took
in each minute.

______________________________________________________________

______________________________________________________________

Volume of oxygen taken in = _______________________ mm3 per minute

(1)

(iii) The earthworms took in less oxygen each minute at 10°C than they took in at 20°C.

Explain why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(d) When drawing the line on the graph for the experiment at 10°C, the students ignored the
reading at 8 minutes.

(i) Suggest why they ignored the reading at 8 minutes.

______________________________________________________________

______________________________________________________________
(1)

(ii) One student suggested they should repeat the experiment twice more at each
temperature.

How would repeating the experiment improve the investigation?

______________________________________________________________

______________________________________________________________
(1)
(Total 10 marks)

Page 100 of 184

 (a) Yeast cells can respire anaerobically.
39.
The equation for anaerobic respiration in yeast is:

glucose alcohol + carbon dioxide (+ energy)

Give one way in which anaerobic respiration in yeast cells is different from anaerobic
respiration in human muscle cells.

___________________________________________________________________

___________________________________________________________________
(1)

(b) Yeast can use other types of sugar instead of glucose.

Some scientists investigated the effect of three different types of sugar on the rate of
anaerobic respiration in yeast.

The scientists:

• used the apparatus shown in Diagram 1 with glucose sugar

• kept the apparatus at 20 °C

• repeated the investigation with fructose sugar and then with mannose sugar

• repeated the investigation with water instead of the sugar solution.

Diagram 1

(i) Give two control variables the scientists used in this investigation.

______________________________________________________________

______________________________________________________________
(2)

Page 101 of 184

(ii) The graph shows the scientists’ results.

Time in minutes

From this information, a company decided to use fructose to produce alcohol and not
mannose or glucose.

Explain the reason for the company’s choice.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 5 marks)

Page 102 of 184

 Some students investigated the best temperature for gas production by yeast.
40.
The students set up the apparatus as shown in Diagram 1.

Diagram 2 shows the results after one hour.

(a) In each apparatus the yeast produced a gas.

(i) Name this gas.

______________________________________________________________
(1)

(ii) Name the process which produces this gas.

______________________________________________________________
(1)

Page 103 of 184

(b) One student said that the best temperature for the yeast to produce the gas was 30 °C.

What is the evidence for this in Diagram 2?

___________________________________________________________________

___________________________________________________________________
(1)

(c) A second student said that the investigation might not have produced reliable results.

(i) What should the students do next to check the reliability of their results?

______________________________________________________________

______________________________________________________________
(1)

(ii) How would the students then know if their results were reliable?

______________________________________________________________

______________________________________________________________
(1)

(d) A third student said that the investigation might not have produced an accurate value for
the best temperature for gas production.

What should the students do next to check that 30 °C was an accurate value for the best
temperature?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 7 marks)

Page 104 of 184

 Two people did the same amount of gentle exercise on an exercise cycle.
41. One person had a muscle disease and the other had healthy muscles.

The graph shows the effect of the exercise on the heart rates of these two people.

(a) Describe three ways in which the results for the person with the muscle disease are
different from the results for the healthy person.

To gain full marks in this question you need to include data from the graph in your answer.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

3. _________________________________________________________________

___________________________________________________________________
(3)

(b) The blood transports glucose to the muscles at a faster rate during exercise than when a
person is at rest.

(i) Name one other substance that the blood transports to the muscles at a faster rate
during exercise.

______________________________________________________________
(1)

Page 105 of 184

 (ii) People with the muscle disease are not able to store glycogen in their muscles.

The results shown in the graph for the person with the muscle disease are different
from the results for the healthy person.

Suggest an explanation for the difference in the results.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)
(Total 7 marks)

Glycogen is stored in the muscles.

42.
Scientists investigated changes in the amount of glycogen stored in the muscles of two
20-year-old male athletes, A and B.
Athlete A ate a high-carbohydrate diet. Athlete B ate a low-carbohydrate diet.

Each athlete did one 2-hour training session each day.

Page 106 of 184

The graph shows the results for the first 3 days.

(a) (i) Give three variables that the scientists controlled in this investigation.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(ii) Suggest two variables that would be difficult to control in this investigation.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(iii) Describe one way in which the results of Athlete B were different from the results of
Athlete A.

______________________________________________________________

______________________________________________________________
(1)

Page 107 of 184

 (b) Both athletes were training to run a marathon.

Which athlete, A or B, would be more likely to complete the marathon?

Use information from the graph to explain your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 10 marks)

(a) Complete the equation for photosynthesis.

43.
light
energy
____________ + ____________ ____________ + oxygen
(2)

(b) Scientists investigated how temperature affects the rate of photosynthesis.

The scientists grew some orange trees in a greenhouse.
They used discs cut from the leaves of the young orange trees.

The scientists used the rate of oxygen production by the leaf discs to show the rate of
photosynthesis.

(i) The leaf discs did not produce any oxygen in the dark.

Why?

______________________________________________________________

______________________________________________________________
(1)

Page 108 of 184

 (ii) The leaf discs took in oxygen in the dark.

Explain why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(c) In their investigation, the scientists measured the rate of oxygen release by the leaf discs in
the light. The scientists then measured the rate of oxygen uptake by the leaf discs in the
dark.

The graph shows the effect of temperature on

• oxygen production in the light

• oxygen production in the light added to oxygen uptake in the dark.

Page 109 of 184

Use the information from the graph to answer each of the following questions.

(i) Describe the effect of temperature on oxygen production in the light.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) Explain the effect of temperature on oxygen production in the light when the
temperature is increased:

from 25 °C to 35 °C

______________________________________________________________

______________________________________________________________

______________________________________________________________

from 40 °C to 50 °C.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
Page 110 of 184
(d) A farmer in the UK wants to grow orange trees in a greenhouse. He wants to sell the
oranges he produces at a local market.
He decides to heat the greenhouse to 35 °C.

Explain why he should not heat the greenhouse to a temperature higher than 35 °C.
Use information from the graph in your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 12 marks)

Page 111 of 184

 The graph shows the uptake of carbon dioxide and the release of carbon dioxide by a bean plant
44. on a hot summer’s day.

(a) At which two times in the day did the rate of photosynthesis exactly match the rate of
respiration in the bean plant?

1. ______________________________ 2. ______________________________
(1)

(b) The bean plant respires at the same rate all through the 24 hour period.

(i) How much carbon dioxide is released each hour during respiration?

____________________________ arbitrary units

(1)

(ii) How much carbon dioxide is used by photosynthesis in the hour beginning at 3 pm?

______________________________________________________________

______________________________________________________________

Answer = ____________________________ arbitrary units

(1)

Page 112 of 184

 (c) Over the 24 hour period, the total amount of carbon dioxide taken in by the bean plant was
greater than the total amount of carbon dioxide given out by the bean plant.

Explain, in detail, why this was important for the bean plant.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 5 marks)

One type of training exercise involves alternating periods of walking and running.
45.
The graph shows how an athlete’s heart rate changed during one 30-minute training session.

Page 113 of 184

(a) (i) The athlete ran 6 times during the 30-minute training session.

Describe the evidence for this in the graph.

______________________________________________________________

______________________________________________________________
(1)

(ii) Immediately after the final run, the athlete rested for a short time before he started to
walk again.

For how many minutes did this rest last?

____________________ minutes
(1)

(b) The heart rate increases during exercise.

This increase in heart rate increases blood flow to the muscles.

Explain, as fully as you can, why this increase in heart rate is necessary.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 6 marks)

Page 114 of 184

 The diagram shows a plant cell from a leaf.
46.

(a) List A gives the names of three parts of the cell.

List B gives the functions of parts of the cell.

Draw a line from each part of the cell in List A to its function in List B.

List A List B
Parts of the cell Functions

Where most of the chemical

reactions take place

Nucleus

Absorbs light energy to make food

Cytoplasm

Strengthens the cell

Chloroplast

Controls the activities of the cell

(3)

Page 115 of 184

 (b) Respiration takes place in the cell.

Draw a ring around the correct answer to complete the sentence.

energy

All cells use respiration to release oxygen.

sugar.

(1)
(Total 4 marks)

The table shows the volume of blood flowing through different organs at three levels of exercise.
47.
Organ(s) Volume of blood flowing through organ(s)
in cm3 per minute

Light Moderate Heavy

exercise exercise exercise

Gut 1 100 600 300

Kidneys 900 600 250

Brain 750 750 750

Heart muscles 350 750 1 000

Skeletal muscles 4 500 12 500 22 000

Skin 1 500 1 900 600

Other 400 500 100

Total 9 500 17 600 25 000

(a) (i) Which organ has a constant flow of blood through it?

______________________________________________________________
(1)

(ii) Which organ has the greatest reduction in the volume of blood supplied during heavy
exercise compared with light exercise?

______________________________________________________________
(1)

(iii) What proportion of the blood flows through the heart muscle during heavy exercise?

______________________________________________________________
(1)

Page 116 of 184

 (b) The volume of blood flowing through the skeletal muscles increases greatly during
exercise.

Give two ways in which the body brings about this increase.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

(c) During exercise, the concentration of carbon dioxide in the blood increases.

Explain what causes this increase.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 8 marks)

Muscles need energy during exercise.

48.
Draw a ring around the correct answer in parts (a) and (b) to complete each sentence.

glycogen.

(a) (i) The substance stored in the muscles and used during exercise is lactic acid.

protein.

(1)

digestion.

(ii) The process that releases energy in muscles is respiration.

transpiration.

(1)

Page 117 of 184

(b) The table shows how much energy is used by two men of different masses when swimming
at different speeds.

Energy used in kJ per hour

Speed of swimming in
metres per minute
34 kg man 70 kg man

25 651 1155

50 1134 2103

(i) When the 34 kg man swims at 50 metres per minute instead of at 25 metres per
minute,

36 kJ.

the extra energy he uses each hour is 483 kJ.

948 kJ.

(1)

(ii) When swimming at 50 metres per minute, each man’s heart rate is faster than when
swimming at 25 metres per minute.

carbon dioxide.

A faster heart rate helps to supply the muscles with more glycogen.

oxygen.

(1)

constrict.

(iii) During the exercise the arteries supplying the muscles would dilate.

pump harder.

(1)

(c) When a person starts to swim, the breathing rate increases.

Give one way in which this increase helps the swimmer.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 6 marks)

Page 118 of 184

 The diagram shows the human circulation system.
49.

(a) (i) Give the letter of one blood vessel that is an artery.

(1)

(ii) Give the letter of one blood vessel that carries oxygenated blood.

(1)

Page 119 of 184

 (b) During exercise, the heart rate increases.

Explain, as fully as you can, why this increase is necessary.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 6 marks)

Lactic acid production during exercise affects an athlete’s performance.

50.
Explain why lactic acid is produced during exercise.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 2 marks)

Page 120 of 184

 The diagrams show four types of cell, A, B, C and D.
51. Two of the cells are plant cells and two are animal cells.

(a) (i) Which two of the cells are plant cells?

Tick ( ) one box.

A and B

A and D

C and D

(1)

(ii) Which part is found only in plant cells?

Draw a ring around one answer.

cell membrane cell wall nucleus

(1)

Page 121 of 184

 (b) (i) Which cell, A, B, C or D, is adapted for swimming?

(1)

(ii) Which cell, A, B, C or D, can produce glucose by photosynthesis?

(1)

(c) Cells A, B, C and D all use oxygen.

For what process do cells use oxygen?

Draw a ring around one answer.

osmosis photosynthesis respiration

(1)
(Total 5 marks)

This question is about what happens during decay.

52.
Draw a ring around the correct word to complete each sentence.

animals.

(a) After living things die, they are decayed by microorganisms.

plants.

(1)

cold.

(b) Decay happens faster when there is plenty of oxygen and conditions are dry.

moist.

(1)

osmosis.

(c) During decay carbon dioxide is produced by respiration.

photosynthesis.

(1)

Page 122 of 184

(d) Decay releases mineral salts into the soil.

leaves.

These mineral salts are absorbed by plant roots.

stems.

(1)
(Total 4 marks)

Page 123 of 184

 An athlete did a 6-month training programme.
53.
The graph shows the effect of the same amount of exercise on his heart rate before and after the
training programme.

(a) (i) What was the maximum heart rate of the athlete during exercise before the training
programme?

_________________________ beats per minute

(1)

Page 124 of 184

 (ii) Give two differences between the heart rate of the athlete before and after the
training programme.

After the training programme

Difference 1 ____________________________________________________

______________________________________________________________

Difference 2 ____________________________________________________

______________________________________________________________
(2)

(b) Which two substances need to be supplied to the muscles in larger amounts during
exercise?

Tick ( ) two boxes.

Carbon dioxide

Glucose

Lactic acid

Oxygen

Urea

(2)
(Total 5 marks)

Page 125 of 184

 An athlete carried out a 6-month training programme.
54.
Graph 1 shows the effect of the same amount of exercise on his heart rate before and after the
training programme.

(a) (i) Use Graph 1 to find the heart rate of the trained athlete 5 minutes after the start of
the exercise.

Heart rate = _______________________ beats per minute

(1)

Page 126 of 184

The stroke volume of the heart is the volume of blood pumped out of the left side of the
heart in one heart beat.

Graph 2 shows the relationship between the stroke volume and the heart rate before and
after the athlete did the training programme.

(ii) The cardiac output is defined as

cardiac output = heart rate × stroke volume

Calculate the cardiac output of the trained athlete 5 minutes after the start of the
exercise. Use your answer to part (a)(i), and information from Graph 2.

Show clearly how you work out your answer.

______________________________________________________________

______________________________________________________________

Cardiac output = _________________________ cm3 blood per minute

(2)

Page 127 of 184

 (b) Graph 1 shows that, for the same amount of exercise, the heart of the trained athlete was
beating more slowly than it did before the training programme.

Use information from Graph 2 to explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) An increased cardiac output will provide more oxygen and more glucose to the working
muscles.

Explain how this helps the athlete during exercise.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 9 marks)

(a) The table shows the effect of exercise on the action of one person’s heart.
55.
At rest During
exercise

Heart rate in beats per minute 72 165

Volume of blood leaving the heart in each beat 75 120

in cm3

Heart output in cm3 per minute 5400

Page 128 of 184

 (i) Calculate the heart output for this person during exercise.

Show clearly how you work out your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Answer = _______________ cm3 per minute

(2)

(ii) During exercise, more oxygen is carried to the working muscles.

Explain why this is helpful during exercise.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(b) Give two other changes in the body that help to increase the amount of oxygen delivered
to the working muscles during exercise.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)
(Total 6 marks)

Page 129 of 184

 Many people who are overweight try slimming programmes.
56.
A research study evaluated four different slimming programmes over 6 months.

Scientists selected a group of 40 people for each slimming programme and a control group.

Each of the five groups was matched for age, gender and mass.

The graph shows the results of the study.

Adapted from British Medical Journal, 2006, volume 332, pages 1309 –1314.

(a) Give two control variables that were used in this study.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

(b) Give two conclusions that can be drawn from the results of this study.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

Page 130 of 184

(c) The costs of the four programmes were:

• Atkins book cost £3

• Rosemary Conley classes cost £140 for 6 months
• Weight Watchers classes cost £170 for 6 months
• Twice-daily Slim-Fast meal replacements cost £240 for 6 months.

Use this information and the graph to answer this question.

Which is the most cost effective of the four programmes?

___________________________________________________________________

Explain the reason for your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(d) Some slimming programmes include daily exercise.

Explain how daily exercise helps a person to lose mass.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 8 marks)

Page 131 of 184

 (a) The diagrams show cells containing and surrounded by oxygen molecules.
57. Oxygen can move into cells or out of cells.

Into which cell, A, B, C or D, will oxygen move the fastest?

Write your answer, A, B, C or D, in the box.

(1)

(b) Draw a ring around the correct word to complete each sentence.

diffusion
(i) Oxygen is taken into cells by the process of osmosis .
respiration

(1)

breathing
(ii) Cells need oxygen for photosynthesis .
respiration

(1)

Page 132 of 184

 membranes
(iii) The parts of cells that use up the most oxygen are the mitochondria .
nuclei

(1)

diffusion
(iv) Some cells produce oxygen in the process of photosynthesis .
respiration

(1)
(Total 5 marks)

The heart pumps blood around the body. This causes blood to leave the heart at high pressure.
58.
The graph shows blood pressure measurements for a person at rest.
The blood pressure was measured in an artery and in a vein.

Page 133 of 184

(a) Which blood vessel, A or B, is the artery?

Blood vessel ____________

Give two reasons for your answer.

Reason 1 ___________________________________________________________

___________________________________________________________________

Reason 2 ___________________________________________________________

___________________________________________________________________
(2)

(b) Use information from the graph to answer these questions.

(i) How many times did the heart beat in 15 seconds? ________________
(1)

(ii) Use your answer from part (b)(i) to calculate the person’s heart rate per minute.

______________________________________________________________

______________________________________________________________

Heart rate = ___________ beats per minute

(1)

(c) During exercise, the heart rate increases. This supplies useful substances to the muscles
and removes waste materials from the muscles at a faster rate.

(i) Name two useful substances that must be supplied to the muscles at a faster rate
during exercise.

1. ____________________________________________________________

2. ____________________________________________________________
(2)

(ii) Name one waste substance that must be removed from the muscles at a faster rate
during exercise.

______________________________________________________________
(1)
(Total 7 marks)

Page 134 of 184

 The diagram represents the human blood circulation system.
59.

(a) A, B, C and D are blood vessels.

(i) Give the letter of one blood vessel that is an artery. __________________
(1)

(ii) Give the letter of one blood vessel that is a vein. __________________
(1)

Page 135 of 184

(b) A student pedalled an exercise cycle at constant speed for 5 minutes. The student’s heart
rate was recorded at one-minute intervals during the exercise. The results are shown in the
graph.

(i) What was the student’s heart rate before the exercise began?

________________________ per minute

(1)

(ii) How long was it before the student’s heart rate reached 124 beats per minute?

___________________________ minutes
(1)

(c) Which of the following parts of the blood carries most oxygen?

Draw a circle around one answer.

plasma red blood cells white blood cells

(1)
(Total 5 marks)

Page 136 of 184

Mark schemes
(a) (i) plotting values for pulse rates;
1.
2 marks- minus 1 mark for each error to a maximum of 2
Accept values if plotted on blood volume bar chart
Non-horizontal tops to bars producing variable values = 1 error
If drawn as a line graph =1 mark maximum
2

(ii) Either

volume of blood went up then fell;

Accept went to a maximum then fell

pulse rate increased (steadily);

Accept went up steadily or kept going up
2

Or

at first or with low activity or with moderate activity both pulse and
volume increased;
Accept activity up to wall- papering

with more activity pulse continued to increase but volume fell;

Page 137 of 184

 (b) Any two of

with increased activity greater muscle use or greater respiration;

need more glucose or oxygen;

Accept more sugar

heart beat faster;

Do not accept more air
Accept more blood needed or blood flows faster
If ‘more’ or equivalent stated once it can be accepted elsewhere by
implication
2
[6]

(a) x-axis: scale + labelled, including units

2.
scale ≥ ½ width of graph paper label: biomass in g/m2
1

bar widths correct

± ½-square each side
allow 1 mark if 3 correct
2

all 4 bars correctly labelled

large fish + small fish + invertebrate (animals) + algae
or
(trophic level) 4 + 3 + 2 + 1
or
tertiary consumer + secondary consumer + primary
consumer + producer
ignore bar heights
1

(b)

allow equivalent calculation

1

98.809523... / 98.810 / 98.81 / 98.8

1

99
allow answer given to two significant figures from an
incorrect calculation in step 2
1
an answer of 99 scores 3 marks

Page 138 of 184

(c) inedible parts / example
allow eaten by other animals or not all organisms eaten

or

egested / faeces
allow not digested
allow excretion / urine
ignore waste

or

respiration / as CO2
ignore energy losses
ignore movement
1

(d) bacteria decay organic matter / sewage / algae / dead plants

1

(by) digestion
allow example such as starch broken down to sugar
or
protein broken down to amino acids
1

(and) bacteria respire aerobically

or
respire using oxygen
1

(which) lowers oxygen concentration (in water)

or
fish have less oxygen
allow reduced respiration of fish
1

(so) reduced energy supply causes death of fish

allow toxins in the sewage kill fish
ignore pathogens or (pathogenic) bacteria cause
disease in fish and kills them
1
[13]

Page 139 of 184

 (a) echidna: 27 to 35 or by 8 (°C)
3. and
human: 36.2 to 37.2 or by 1 (°C)
allow a tolerance of ± 0.2 (°C)
allow a tolerance of ± 0.1 (°C)
1

echidna is more variable

allow echidna is 7 (°C) more variable for 2 marks
allow echidna is 8 times more variable for 2 marks
1

(b) loses less energy (from its body)

allow loses / wastes less heat
1

(so) body energy store lasts longer

allow glycogen / fat lasts longer

or

lower temperature gradient (between echidna and air) (1)

allow loses less heat

(so) loses less energy (1)

or

less energy used maintaining (higher) body temperature (1)

allow more energy for eg heart / brain function

(so) more energy available for processes vital for life (1)

(c) activity / movement requires energy from respiration

1

respiration / metabolism releases heat which increases body temperature

do not accept energy produced
1

(d) more blood flow near surface (of skin)

do not accept blood vessels move nearer to surface of
skin
1

(so) more heat / energy is lost (from the blood)

1

cools blood which flows to rest of body

or
cool blood takes heat from body tissues / organs
1

Page 140 of 184

 (e)

3 200 (cm3)
1

3.2 (dm3)
allow mp2 ÷ 1000
1

(f) to replace ions / salt lost in sweat

allow named example eg Na+
1
[13]

(a) (before exercise) – 9 to 11 and (after exercise) – 12 or 13

4.
both correct
1

(b) 0.75 to 0.90

ignore working or lack of working

eg. 2.35 – 1.55 or

or other suitable figures
for 1 mark 2

(c) any four from:

still need to remove extra carbon dioxide

still need to remove heat / to cool

(some) anaerobic respiration (in exercise)

lactic acid made (in exercise)

oxygen needed to break down lactic acid or suitable reference to oxygen debt

lactic acid broken down to CO2 and water or lactic acid changed into glucose
4
[7]

Page 141 of 184

 (a) respire
5. 1

blood
1

2
[6]

(a) any three from:

6.
• rose rapidly (during exercise) / use of approximate figures

• then more slowly (during exercise)

accept rate (of increase) slows down

• to max 126 / at 5 minutes / end of exercise

• rapid fall (during recovery) or use of approximate numbers

• then less rapid fall / use of approximate numbers

• returned to resting rate (60 bpm) by 11 minutes

3

(b) arteries dilate / widen

accept muscle in wall relaxes
1

(c)

4
[8]

Page 142 of 184

 (a) B = rib
7. 1

C = diaphragm
1

(b) (i) D
allow lower case
1

(ii) carbon dioxide

1
[4]

(a) No
8.
no mark
if yes max 1 for correct statement

diffusion is down the concentration gradient

accept by diffusion ions would leave the root
1

to enter must go up / against the concentration gradient

or concentration higher in the root
or concentration lower in the soil
1

(b) (i) 0.9 or 3.25

for correct answer with or without working
if answer incorrect 1.3 or their rate – 0.4 gains 1 mark
or 130 – 40 or 90 gains 1 mark
2

(ii) (uptake) by active transport

1

requires energy

more energy from aerobic respiration

1

or

more energy when oxygen is present

1
[7]

(a) C6H12O6
9. 1

Page 143 of 184

 (b) atmospheric air contains less carbon dioxide than exhaled air
allow converse
1

(flask B goes more cloudy because) carbon dioxide is produced in (aerobic) respiration (by
woodlice)
do not accept anaerobic respiration
1

(c) for comparison / to compare

allow answers in the context of the investigation e.g.

or
to check that no other factor / variable is influencing the results
to prove that the results obtained were due to the woodlice respiring
and nothing else
or
to prove that the woodlice produced the carbon dioxide and nothing
else
1

(d) (flask A) would remain colourless

ignore references to clear
allow not cloudy
1

(flask B) would remain colourless

1

(e) lactic acid

1

(f) alcohol / ethanol

1
[8]

(a) electron (microscope)

10. 1

(b)

an answer of 150 (μm) scores 2 marks

1

150 (μm)
if answer is incorrect allow for 1 mark sight of 0.015 / 0.15 / 1.5 / 15
allow ecf for incorrect measurement of line X for max 1 mark
1

Page 144 of 184

 (c) either
large surface area
allow (vacuole contains) cell sap that is more concentrated than soil
water (1)
1

for more / faster osmosis

create / maintain concentration / water potential gradient (1)

or

allow thin (cell) walls

for short(er) diffusion distance

1

(d) (on hot day) more water lost

allow converse for a cold day if clearly indicated
1

more transpiration
or
more evaporation
1

so more water taken up (by roots) to replace (water) loss (from leaves)
1

(e) (aerobic) respiration occurs in mitochondria

do not accept anaerobic respiration
1

(mitochondria / respiration) release energy

do not accept energy produced / made / created
1

(energy used for) active transport

1

to transport ions, against the concentration gradient

or
from a low concentration to a high concentration
1
[12]

(a) an undifferentiated / unspecialised cell

11. 1

that can differentiate / become / change into (many) other cell types
1

Page 145 of 184

(b) (malignant tumours) invade / spread to other tissues via the blood (benign don’t)
or
(malignant tumours) form secondary tumours in other organs
ignore cancer unqualified
allow converse
allow metastasises
1

(c) mitosis
correct spelling only
1

(d) glucose
answers in any order
ignore sugar
1

protein / amino acids

1

(e) no need to wait for a donor

or
can be done immediately
1

(so) no risk of rejection

or
no need for immunosuppressant drugs
if no other marks awarded, allow for 1 mark idea of ethics
surrounding the use of tissue from another / dead person
1

(f) stent opens up the trachea

1

allowing air to flow through

or
allowing patient to breathe
1

Page 146 of 184

 (g) Level 3 (5-6 marks):
A judgement, strongly linked and logically supported by a sufficient range of correct
reasons, is given.

Level 2 (3-4 marks):

Some logically linked reasons are given. There may also be a simple judgement.

Level 1 (1-2 marks):

Relevant points are made. They are not logically linked.

Level 0
No relevant content

Indicative content

embryos advantages
• can create many embryos in a lab
• painless technique
• can treat many diseases / stem cells are pluripotent / can become any type of cell
(whereas bone marrow can treat a limited number)
embryos disadvantages
• harm / death to embryo
• embryo rights / embryo cannot consent
• unreliable technique / may not work

bone marrow advantages

• no ethical issues / patient can give permission
• can treat some diseases
• procedure is (relatively) safe / doesn’t kill donor
• tried and tested / reliable technique
• patients recover quickly from procedure
bone marrow disadvantages
• risk of infection from procedure
• can only treat a few diseases
• procedure can be painful

both procedures advantage

can treat the disease / problem

both procedures disadvantages
• risk of transfer of viral infection
• some stem cells can grow out of control / become cancerous
[16]

(a) salivary glands and pancreas

12. 1

Page 147 of 184

(b) starch / substrate fits into active site (of enzyme)
1

shape of active site is unique / complementary to substrate

allow converse
or
substrate is specific to active site / enzyme
allow enzyme has a high specificity for substrate
1
bonds (within starch / substrate
or
between sugar molecules) are broken
1

(c) converted to new carbohydrates / glycogen / named organic compound (e.g. protein / fat)
1

(d) to allow (the starch and amylase / solutions) to equilibrate (to the temperature of the water
bath)
or
to get the starch and amylase / solutions to the same temperature / 20 °C
or
to get the starch and amylase / solutions to the (same) temperature of the water bath
1

(e) 40 °C
all wells contain a symbol
and
must contain at least two crossed wells at the end
allow final three wells crossed

1
60 °C
all wells contain a symbol
and
must have fewer crossed wells at the end than at 40 °C

allow all wells ticked (✔)

for either mp do not allow a crossed well followed by a ticked well
1

(f) more accurate

allow (so) closer to (the) true value
1

(because) it is a quantitative measure

allow (it’s) an actual value as opposed to an opinion
or
less / not subjective
allow colour is only qualitative
1

Page 148 of 184

 (g) 0.07 (%)
1

(h) starch is broken down less quickly (at 20 °C)

allow converse
1

because, at 20 °C, substrates / enzymes / molecules have less (kinetic) energy

1

(i) 1.08 (arbitrary units)

1

at 80 °C, enzyme / amylase has denatured

allow description of denaturation
do not allow enzyme is killed
1

so starch is not broken down (at all)

allow the concentration of starch is still 0.5%
1
[16]

(a) correct figures from graph: 5.0 / 5 and 2.60 / 2.6

13.
2.40 / 2.4
an answer of 2.40 / 2.4 scores 2 marks
1
allow correct answer from candidate’s figures from graph for 1 mark
1

(b)
1

(c) protein
1

(d) a genetically-modified variety of seed was sown in 2004

1

more rain fell in spring and early summer in 2004

1

the mean summer temperature was lower in 2003

1

(e)

(f) 80
1

Page 149 of 184

 (g) chickens use energy for movement and for keeping warm
1

much of the food eaten by chickens is wasted as faeces

1
[11]

(a) any two from:

14. • sprinkled through air
• air spaces between stones
• thin layer over stones (for efficient diffusion)
• slow flow (for efficient diffusion)
2

(b) green algae

1

(c) (large / small) protist

1

(d) Level 2 (3-4 marks):

Scientifically relevant facts, events or processes are identified and given in detail to form an
accurate account.

Level 1 (1-2 marks):

Facts, events or processes are identified and simply stated but their relevance is not clear.

No relevant content (0 marks)

Indicative content

digestion:
• (external) enzymes released
• role of enzymes – e.g. amylase / protease / lipase
• substrates & products – e.g. starch ⟶ sugar / protein ⟶ amino acids / fat ⟶ fatty
acids

absorption:
• by diffusion / active transport

deamination:
• amino acids ⟶ ammonia / ammonium ions

release of other ions:

• e.g. phosphate / nitrate / magnesium

respiration:
• produces carbon dioxide (+ water)
or
equation is given
• release of energy allows other processes to take place e.g. active transport
[8]

(a) no oxygen (is used)

15. 1
Page 150 of 184
 (b) muscles become fatigued / stop contracting
1

because not enough energy is transferred

1

(c) carbon dioxide

1

(d) count the bubbles

or
measure volume of gas
1

in a given time
1

(e) brewing / bread making

allow other suitable use of fermentation in food industry
1
[7]

(a) glucose is absorbed by diffusion into the bloodstream

16. 1

then blood delivers glucose to muscles in capillaries

1

(b) to stop air getting in

1

(c) yellow
1

(d) collect the CO2 / gas with a measuring cylinder / gas syringe
1

(volume collected) in a certain time using a timer / watch

1

(e) yeast produces ethanol but muscles produce lactic acid

marks can be awarded from correct word or balanced symbol
equations
1

yeast produces CO2 but muscles do not

answers must be comparative
1

both release small amounts of energy

1
ignore both occur without oxygen
[9]

Page 151 of 184

 (a) methane is produced
17.
ignore bad smell
1

which is a greenhouse gas / causes global warming

1

(b) (9.80 / 0.20 = 49 therefore) 49:1

1

(c) horse (manure)

allow ecf from 11.2

closest to 25:1 (ratio)

1

(d) Level 3 (5–6 marks):

A detailed and coherent explanation is given, which logically links how carbon is released
from dead leaves and how carbon is taken up by a plant then used in growth.

Level 2 (3–4 marks):

A description of how carbon is released from dead leaves and how carbon is taken up
by a plant, with attempts at relevant explanation, but linking is not clear.

Level 1 (1–2 marks):

Simple statements are made, but no attempt to link to explanations.

0 marks:
No relevant content.

Indicative content

statements:
• (carbon compounds in) dead leaves are broken down by microorganisms /
decomposers / bacteria / fungi
• photosynthesis uses carbon dioxide

explanations:
• (microorganisms) respire
• (and) release the carbon from the leaves as carbon dioxide
• plants take in the carbon dioxide released to use in photosynthesis to produce
glucose

use of carbon in growth:

• glucose produced in photosynthesis is used to make amino acids / proteins /
cellulose
• (which are) required for the growth of new leaves
6

Page 152 of 184

 (e) any three from:
(storage conditions)
• (at) higher temperature / hotter
• (had) more oxygen
• (had) more water / moisture
• (contained) more microorganisms (that cause decay)
allow reference to bacteria / fungi / mould
3
[13]

(a) any one from:

18. • continuous readings
• do not need to be there
allow automatic readings
• (more likely to be) accurate
allow greater resolution
do not allow valid
• reduces human error
allow easier to read
1

(b) (i) microorganisms

allow microbes / bacteria / fungi / decomposers for microorganisms,
throughout
1

(microorganisms) respire
1

respiration / decay / microorganisms releases carbon dioxide

ignore carbon released
1

(ii) all grass decomposed / decayed / rotted

allow idea that all microorganisms dead (due to accumulation of
waste or lack of oxygen)
allow lack of / no oxygen (for respiration of microorganisms)
1
[5]

(a) (i) without oxygen

19.
allow not enough oxygen
ignore air
ignore production of CO2
ignore energy
1

(ii) more / high / increased lactic acid (at end)

allow approximate figures (to show increase)
ignore reference to glucose
1

Page 153 of 184

 (b) (i) 1.5
allow only 1.5 / 1½ / one and a half
1

(ii) increases at first and levels off

ignore subsequent decrease
1

suitable use of numbers eg

rises to 10 / by 9 (dm3 per min)
or
increases up to 1.5 (min) / levels off after 1.5 (min) (of x axis timescale)
allow answer in range 1.4 to 1.5
or
after the first minute (of the run)
1

(iii) supplies (more) oxygen

1
supplies (more) glucose
1
need ‘more/faster’ once only for full marks
allow removes (more) CO2 / lactic acid / heat as an alternative for
either marking point one or two, once only

for (more) respiration

1

releases (more) energy (for muscle contraction)

do not allow energy production or for respiration
1
[9]

(a) The damaged alveolus has a smaller surface area.

20. 1

(b) Less oxygen is taken in.

1
[2]

(a) (i) any one from:

21. • glucose
• oxygen
• carbon dioxide
• urea
• water
allow hormones
allow named example of a product of digestion
1

(ii) (cardiac) muscle

allow muscular
1

Page 154 of 184

 (b) (i) B
1

(ii) D atrium / atria

ignore references to left or right
1

E ventricle(s)
ignore references to left or right
1

(c) (i) a vein

1

(ii) an artery
1

(iii) keeps artery open / wider

allow ecf from part cii
1

(so) blood / oxygen can pass through (to the heart muscle)
1
[9]

(a) 6H2O
22.
in the correct order
1

C6H12O6
1

Page 155 of 184

 (b) (i) control
do not accept ‘control variable’
allow:
to show the effect of the organisms
or
to allow comparison
or
to show the indicator doesn’t change on its own
1

(ii) snail respires

1

releases CO2
1

(iii) turns yellow

1

plant can't photosynthesise so CO2 not used up

1

but the snail (and plant) still respires so CO2 produced

1
[8]

(a) (i) 50
23. 1

(ii) 4
accept 3.9 − 4.0
1

(b) (i) glucose

1

oxygen
1

(ii) to release more energy

1

Page 156 of 184

 (c) correct readings from graph:

a = 120

b = 60
allow 60 - 61
1

calculation correct for candidate’s figures:

e.g. a − b = 60
1

level of fitness correct for candidate’s figures:

e.g. very fit

1

(d) any four from:

• higher heart rate (at 16 km / h) (so takes longer to slow to normal)
• more energy needed
• not enough O 2 supplied / more O2 needed / reference to O2-debt
• (more) anaerobic respiration
• (more) lactic acid made / to be broken down / to remove / to oxidise
• higher blood flow needed to deliver (the required amount of) oxygen.
‘more’ must be given at least once for full marks
do not allow more energy produced
allow higher blood flow to remove lactic acid / remove (additional)
CO2
4
[12]

(a)
24.
Organ
Structure Organ Tissue
system

Stomach

Cells lining the stomach

Mouth, oesophagus,
stomach, liver,
pancreas, small and
large intestine

all 3 correct = 2 marks

2 correct = 1 mark
1 or 0 correct = 0 marks
2

(b) (i) diffusion

allow phonetic spelling
1
Page 157 of 184
 (ii) glucose
1

(iii) mitochondria
1
[5]

(a) 5624
25.
allow 2 marks for:
• correct HR = 148 and correct SV = 38 plus wrong answer / no
answer
or
• only one value correct and ecf for answer
allow 1 mark for:
• incorrect values and ecf for answer
or
• only one value correct
3

(b) (i) Person 2 has low(er) stroke volume / SV / described

eg Person 2 pumps out smaller volume each beat
do not allow Person 2 has lower heart rate
1

(ii) Person 1 sends more blood (to muscles / body / lungs)

1

(which) supplies (more) oxygen

1

(and) supplies (more) glucose

1

(faster rate of) respiration or transfers (more) energy for use

ignore aerobic / anaerobic
allow (more) energy release
allow aerobic respiration transfers / releases more energy (than
anaerobic)
do not allow makes (more) energy
1

removes (more) CO2 / lactic acid / heat

allow less oxygen debt

or less lactic acid made

or (more) muscle contraction / less muscle fatigue
if no other mark awarded,
allow person 1 is fitter (than person 2) for max 1 mark
1
[9]

Page 158 of 184

 (a) (i) has the least amount of glucose
26.
allow least amount of fat or no fat
1

(to) transfer energy (for the run)

allow (to) release energy (for the run)
do not allow produces energy
do not allow ‘energy for respiration’
1

(ii) any one from:

• cells will work inefficiently
• absorb too much water / swell / overhydrate
• lose too much water / shrink / dehydrate
ignore turgid / flaccid
cells burst is insufficient
allow cramp in muscle.
1

(b) any three from:

• thermoregulatory centre
• (has temperature) receptors
• (which) monitor blood temperature (as it flows through the brain)
• (temperature) receptors in the skin
• (receptors) send impulses to the brain
ignore vasoconstriction / vasodilation / sweating
allow hypothalamus
impulses sent to the thermoregulatory centre = 2 marks.
3

Page 159 of 184

 (c) (i) (sports drinks) contain a lot of glucose
1

(a person with diabetes) does not produce insulin or does not produce enough
insulin
allow (person with diabetes) has cells which do not respond to
insulin
do not allow insulin produced by liver
1

so blood glucose / sugar levels will rise too high or to a dangerous level
1

(ii) inject insulin

or
have an insulin pump (fitted)
do not allow swallow insulin
accept exercise
accept inhale insulin
accept take metformin or other correctly named drug
allow pancreatic transplant
1
[10]

(a) (i) correct bar heights

27.
three correct 2 marks
two correct 1 mark
one or none correct 0 marks
ignore width
2

(ii) (Stream Y)

has many sludge worms / bloodworms

or

has no mayflies / caddis or few shrimp

allow 1 mark if invertebrate not named but correct association given
1

which indicate medium or high pollution

1

Page 160 of 184

 (b) (i) suspended solids increase (as a result of sewage overflow)
1

then decrease downstream / return to original levels

1

oxygen levels decrease (after sewage overflow)

1

and then rise again

1

(ii) any three from:

• mayflies decrease (to zero) near overflow

accept ‘have died out’
• because oxygen is low or mayflies have high oxygen demand
• mayflies repopulate / increase as oxygen increases again
• can’t be sure if dissolved oxygen or suspended solids is the cause
3

(c) they respire / respiration

aerobic respiration gains 2 marks
1

this requires / uses up the oxygen

1
[13]

(a) anaerobic respiration

28.
allow phonetic spelling
1

(b) (i) 4.4

4.2, 4.3, 4.5 or 4.6 with figures in tolerance (6.7 to 6.9 and 2.3 to
2.5) and correct working gains 2 marks
4.2, 4.3, 4.5 or 4.6 with no working shown or correct working with
one reading out of tolerance gains 1 mark
correct readings from graph in the ranges of 6.7 to 6.9 and 2.3 to
2.5 but no answer / wrong answer gains 1 mark
2

(ii) more energy is needed / used / released

do not allow energy production

(at 14 km per hour)

ignore work
1

not enough oxygen (can be taken in / can be supplied to muscles)

allow reference to oxygen debt
do not allow less / no oxygen
1

Page 161 of 184

 so more anaerobic respiration (to supply the extra energy) or more glucose
changed to lactic acid
allow not enough aerobic respiration
1
[6]

(a) any two from:

29.
or allow converse for outdoors

• constant speed
• variable speed

• constant effort
• variable terrain

• constant temperature
• traffic conditions

• variable temperature
• wind (resistance)
• rain / snow
allow weather

allow pollution only if qualified by effect on body function but ignore

pollution unqualified
if no other marks obtained allow variable conditions outdoors
2

(b) Brain
1

(c) (i) 20 800

correct answer with or without working gains 2 marks
if answer incorrect, allow 1 mark for use of 1200 and 22 000 only
2

(ii) oxygen
apply list principle
1
do not accept other named substances eg CO2 water

glucose / sugar
allow glycogen
ignore food / carbohydrate
1

(iii) respire aerobically

1

(iv) carbon dioxide

1

Page 162 of 184

 lactic acid
1

(d) increased heart rate

ignore adrenaline / drugs
accept heart beats more but not heart pumps more
1
[11]

(a) (i) C and D

30.
no mark if more than one box is ticked
1

(ii) any one from:

do not allow if other cell parts are given in a list

• (have) cell wall(s)

• (have) vacuole(s)
1

(b) (i) A
apply list principle
1

(ii) D
apply list principle
1

(c) respiration
apply list principle
1
[5]

(a) a higher concentration would be difficult to stir

31. 1

(b) (i) methane

1

(ii) 60
100 - (5 + 35) but incorrect answer allow 1 mark
2

(c) (i) aerobic respiration

1

(ii) oxygen
1
[6]

(a) 40 – 60 hours
32. 1

Page 163 of 184

 (b) (i) decrease
1

1st slowly then faster / appropriate detail from the graph – e.g. from 7.8 to 0 /
faster after 4 – 10h
1

(ii) oxygen after glucose

extra box ticked cancels 1 mark
1

oxygen less than glucose

1

(iii) respiration
1
[6]

(a) A
33.
no mark - can be specified in reason part
if B given - no marks throughout
if unspecified + 2 good reasons = 1 mark

high(er) pressure in A
allow opposite for B
do not accept ‘zero pressure’ for B

pulse / described in A
accept fluctuates / ‘changes’
allow reference to beats / beating
ignore reference to artery pumping
2

(b) (i) 17
1

(ii) 68
accept correct answer from student’s (b)(i) × 4
1

(c) oxygen / oxygenated blood

allow adrenaline
ignore air

glucose / sugar
extra wrong answer cancels - eg sucrose / starch / glycogen /
glucagon / water
allow fructose
ignore energy
ignore food
2
[6]
Page 164 of 184
 (a) circulating / mixing / described or temperature maintenance
34. 1

supply oxygen
or for aerobic conditions
or for faster respiration
do not allow oxygen for anaerobic respiration
1

(b) energy supply / fuel / use in respiration

do not allow just food / growth
ignore reference to aerobic / anaerobic

or material for growth / to make mycoprotein

1

(c) respiration
allow exothermic reaction
allow catabolism
ignore metabolism
ignore aerobic / anaerobic
1

(d) (i) any one from:

• compete (with Fusarium) for food / oxygen or reduce yield of Fusarium

• make toxic waste products or they might cause disease / pathogenic or

harmful to people / to Fusarium
do not allow harmful unqualified
1

(ii) steam / heat treat / sterilise fermenter (before use)

not just clean

or
steam / heat treat / sterilise
glucose / minerals / nutrients / water (before use)
or
filter / sterilise air intake
or
check there are no leaks
allow sterilisation unqualified not just use pure glucose
1

Page 165 of 184

 (e) any three from:

• beef is best or beef is better than mycoprotein

• mycoprotein mainly better than wheat

• more phenylalanine in wheat than in mycoprotein

allow equivalent numerical statements

• but no information given on other amino acids / costs / foods

3

overall conclusion:

statement is incorrect because

either
it would be the best source for vegetarians
or
for given amino acids, beef is the best source
or
three foods provide insufficient data to draw a valid conclusion
1
[10]

(a) (i) A lung

35. 1

B rib
1

C diaphragm
1

D alveolus / alveoli
1

(ii) (B moves) up(wards) / out / up and out

1

(C moves) down(wards) / flattens

do not allow inwards
ignore outwards
if neither mark gained allow 1 mark for correct reference to muscle
contraction
1

Page 166 of 184

(b) (i) 1640
1

1440
1

1720
allow max 1 for 3 correct values using of bottom of piston:
1380 + 1180 + 1480 to 1485
1

(ii) 1600
correct answer gains 2 marks
if answer incorrect allow 1 mark for evidence of
(1640 + 1440 + 1720) ÷ 3
allow ecf from (b)(i)
allow use of two numbers divided by two if one is considered
anomalous:

= 1680
for 2 marks
2

(c) two groups of students − one group sports activity participants, other not
allow students as a group
1

fair test eg groups same height / same mass / same sex

1

measure air breathed in by each student / repeat previous experiment then calculate
mean for group
1

(d) pointer remains still after breathing / cylinder will move down after breathing (in)
1

error reading volume less likely

allow more accurate / reliable
1

(e) (i) operator squeezes bag

1

air forced / pushed into lungs

or

positive pressure ventilator

1

Page 167 of 184

 (ii) any two from:

• air pressure / volume not regulated

• operator will tire / must be present at all times / variable intervals
• too much / too little air
allow may ‘overbreathe’ the patient
2
[20]

(a) (i)
36.

1 mark for each line

do not award a mark for a ‘change’ that has two lines
3

(ii) receptor cells

1

(b) used to provide (extra) energy

allow (more) used in respiration
allow suitable reference to muscles
do not accept used for sweat
1

(c) (i) growth of muscles

1

(ii) (these drugs have) possible side / harmful effects

or
answers that refer to ‘fairness of competition’ e.g. cheating
1
[7]

(a) (i) rate of chemical reactions (in the body)

37. 1

Page 168 of 184

 (ii) any two from:

• heredity / inheritance / genetics

• proportion of muscle to fat or (body) mass

allow (body) weight / BMI

• age / growth rate

• gender
accept hormone balance or environmental temperature
ignore exercise / activity
2

(b) (i) 77
correct answer with or without working gains 2 marks
allow 1 mark for 70 / 56 or 1.25 or 5
2

(ii) increase exercise

accept a way of increasing exercise
1

reduce food intake

accept examples such as eat less fat / sugar
allow go on a diet or take in fewer calories
ignore lose weight
ignore medical treatments such as gastric band / liposuction
1
[7]

(a) LHS – glucose

38. 1

RHS – water
allow H2O / H2O
1

(b) so the earthworms’ body temperature would change to 20°C

1

(c) (i) 56 or 55 or 54
if incorrect answer given accept 60 - 5 for 1 mark
or 60 – 6 for 1 mark
or 60 – 4 for 1 mark
2

Page 169 of 184

 (ii) one-tenth of answer to (c)(i) eg 5.5
1

(at 10°C / lower temperature):

lower rate of respiration

allow chemical reactions slower or enzymes less active
ignore breathing
do not allow anaerobic
1

worms less active / worms release less energy / worms use less energy
1

(d) (i) anomalous result / not in line with other data / does not fit the pattern
1

(ii) more representative / more reliable / can check ‘repeatability’ / see if get similar
values / identify anomalies
ignore valid / more fair
ignore reproducible
ignore ‘to remove’ anomalies
do not accept more accurate or more precise
1
[10]

(a) in yeast:
39.
’it’ equals yeast

makes alcohol / makes CO2 / does not make lactic acid

do not allow uses / involves alcohol / CO2
1

(b) (i) any two from:

allow amount of yeast

• volume of yeast / suspension

• volume of sugar / solution

• concentration of sugar
amount of sugar = max 1 for sugar

• temperature
(total) volume = 1 mark if no other volume
ignore concentration of yeast
2

Page 170 of 184

 (ii) most / more CO2 given off with fructose or
’it’ equals fructose

faster CO2 production

or

faster respiration
allow faster fermentation
1
do not allow aerobic respiration

so (rate of) alcohol production will be greatest / more (with fructose)

1
[5]

(a) (i) carbon dioxide

40.
accept CO2 / CO2
do not accept CO2
1

(ii) fermentation / respiration

ignore aerobic / anaerobic
1

(b) most / more gas (produced)

do not allow ‘a lot’

or
allow alternative descriptions

liquid level lowest

ignore name of gas
1

(c) (i) repeat

ignore reference to average or mean

or

compare with results of others

1

(ii) if reliable - get same / similar results

allow same pattern but not pattern alone

or
allow no anomalies

small range
ignore anomalies unqualified
1

Page 171 of 184

 (d) use smaller intervals
can be implied
1

around 30°C or between 25°C and 35°C

do not allow for temperatures below 25°C above 35°C
ignore references to sensitivity or precision (of thermometer)
NB do at 28°C, 30°C and 32°C = 2 marks
1
[7]

(a) person with muscle disease:

41.
allow reverse argument for healthy person

any three from:

NB all points are comparative except peak (point 3)
allow use of two approximate figures as a comparison

• higher resting rate or higher at start

• when exercise starts / then increases more / more rapidly

accept description eg rise …. fall

• peaks (then falls)

• levels off later than healthy person

• higher rate during exercise

if no other marks awarded allow 1 mark for ‘it’s higher’

• greater range
3

(b) (i) oxygen

accept adrenaline
accept O2
do not accept O, O2 or O2
1

(ii) cannot release sugar / glucose (from glycogen)

or

cannot store glucose / sugar (as glycogen)

1

need to receive glucose / sugar (from elsewhere)

ignore oxygen
1

Page 172 of 184

 for energy / respiration / cannot store energy
ignore aerobic / anaerobic
1
[7]

(a) (i) any three from:

42.
if diet given as answer = max 2

• age (of athlete)

• gender (of athlete)

• starting concentration of glycogen

• type / intensity of exercise

• length of exercise period

• number of training sessions

if none of these points gained amount of exercise = 1 mark

• time interval between exercise sessions

• exercise at same time of day

if last four points not awarded allow time (for exercise) for 1 mark
ignore references to amount of energy
ignore they are both athletes
3

(ii) any two from:

• intensity of exercise

• amount of exercise between sessions

• starting concentration of glycogen

• fitness / health

• metabolic rate / respiration rate

• amount / mass of muscle / physique

• aspects of diet qualified, eg amount of food eaten

do not accept amount of carbohydrate
if no other marks awarded allow height / mass / weight for 1 mark
2

Page 173 of 184

 (iii) (B has) less glycogen
he = B

or (B’s glycogen) fell more

accept use of approximate figures

or (B’s glycogen) built up less

allow other correct observations from graph eg A is lower at end of
first session
ignore rate of fall
1

(b) athlete A (no mark)

to gain full marks ‘more’ must be given at least once

athlete A had more glycogen / B has less (only if A chosen to complete marathon)
accept converse argument for B
1

(glycogen / glucose) used in respiration

ignore anaerobic
1

(more) energy released / available in athlete A

allow ‘energy made’
1

and either energy used for movement / muscle action / to run

or
(extra) glycogen → (more) glucose
1
[10]

(a) LHS: carbon dioxide AND water

43.
in either order
accept CO2 and H2O
allow CO2 and H2O
if names given ignore symbols
do not accept CO2 / H2O / Co / CO
ignore balancing
1

RHS: sugar(s) / glucose / starch / carbohydrate(s)

accept C6H12O6
allow C6H12O6
do not accept C6H12O6
1

Page 174 of 184

 (b) (i) light is needed for photosynthesis

or

no photosynthesis occurred (so no oxygen produced)

1

(ii) oxygen is needed / used for (aerobic) respiration

full statement
respiration occurs or oxygen is needed for anaerobic respiration
gains 1 mark
2

(c) (i) (with increasing temperature) rise then fall in rate

1

use of figures, ie

max. production at 40 °C
or maximum rate of 37.5 to 38
1

(ii) 25 – 35 °C

either faster movement of particles / molecules / more collisions

or particles have more energy / enzymes have more energy
1

or temperature is a limiting factor over this range

40 – 50 °C

denaturation of proteins / enzymes

ignore denaturation of cells
ignore stomata
1

(d) above 35 °C (to 40 °C) – little increase in rate

or > 40 °C – causes decrease in rate
1

so waste of money or less profit / expensive

1

because respiration rate is higher at > 35 °C

or
respiration reduces the effect of photosynthesis
1
[12]

(a) 7.15 to 7.45 am and 7.15 to 7.45 pm

44.
both required, either order
accept in 24 hr clock mode
1

Page 175 of 184

 (b) (i) 11
1

(ii) 32.5 to 33
allow answer to (b)(i) + 21.5 to 22
1

(c) any two from:

• more photosynthesis than respiration

• more biomass / carbohydrate made than used

allow more food made than used

• so plant able to grow / flower

accept plant able to store food
2
[5]

(a) (i) 6 peaks in heart rate

45.
accept 6 increases / spikes or goes very high 6 times
allow heart rate increases each time he runs
1

(ii) 2.5 / 2½
allow 2 minutes 30 seconds
do not accept 2.3 / 2:3 / 2.30
1

(b) more / faster / a lot must be stated at least once for full marks

(more) oxygen supplied / needed

allow less anaerobic (respiration)

or (more) aerobic respiration

or prevents oxygen debt
1

(more) glucose / sugar / food supplied / needed

ignore feeding
1

(more) energy needed / released

allow energy produced / made
1

(more) carbon dioxide / heat / lactic acid removed (from muscles) or more cooling

or less lactic acid formed

1
[6]

Page 176 of 184

 (a)
46.

1 mark for each correct line

mark each line from left hand box
two lines from left hand box cancels mark for that box
3

(b) energy
1
[4]

(a) (i) brain

47. 1

(ii) skin
1

(iii) 1/25 or 4% or 0.04 or 1 in 25 or 1:25 or 1 out of 25

Page 177 of 184

 (b) any two from:

• increased / high heart rate / pulse rate

do not allow pumps more blood unqualified

• dilation / widening of arteries / arterioles (to skeletal muscles)

accept vasodilation unqualified
do not accept reference to veins / capillaries

or
less blood flow to other organs

• increased stroke volume / described

2

(c) ignore references to breathing

more respiration / description

or
more energy required or to provide more energy
1

respiration / process described → CO2

do not accept anaerobic respiration
1

CO2 diffuses into blood

1
[8]

(a) (i) glycogen

48. 1

(ii) respiration
1

(b) (i) 483 kJ

1

(ii) oxygen
1

(iii) dilate
1

(c) supplies more / a lot of oxygen or removes more carbon dioxide

or release more energy / faster respiration
1
[6]

(a) (i) B or D
49. 1

(ii) A or B
1

Page 178 of 184

 (b) any four from:
more / faster must be implied at least once for full marks

• increased blood (flow)

ignore reference to breathing

• (more) oxygen supplied or aerobic respiration

allow less anaerobic (respiration) or and prevents oxygen debt

• (more) glucose / sugar / food supplied

ignore feeding

• (higher rate of) respiration

• (more) energy needed / released

allow made

• (more) carbon dioxide removed

• (muscles) doing (more) work or muscles contracting

• remove heat / cooling

• remove lactic acid or less lactic acid formed

4
[6]

insufficient / no oxygen available

50. 1

for (just) aerobic respiration

or
respires anaerobically
1
[2]

(a) (i) C and D

51. 1

(ii) cell wall

1

(b) (i) A
1

(ii) D
1

(c) respiration
1
[5]

(a) microorganisms
52. 1

Page 179 of 184

 (b) moist
1

(c) respiration
1

(d) roots
1
[4]

(a) (i) 150

53. 1

(ii) any two from:

accept correct use of numbers
accept pulse rate

• lower resting rate

• lower rate during exercise

• recovers faster after exercise

allow a general statement about lower rate if neither of the first two
points given
2

(b) glucose
1

oxygen
1
[5]

(a) (i) 120

54. 1

(ii) 11 760 or
correct answer from candidate’s answer to (a)(i)
correct answer with or without working
if answer incorrect
120 × 98 or
candidate’s answer to (a)(i) × corresponding SV gains 1 mark
if candidate uses dotted line / might have used dotted line(bod) in
(a)(i) and (a)(ii) no marks for (a)(i) but allow full ecf in (a)(ii) eg 140
x 88 = 12320 gains 2 marks
2

(b) trained athlete has higher stroke volume / more blood per beat
1

same volume blood expelled with fewer beats

or for same heart rate more blood is expelled

1

Page 180 of 184

 (c) increased aerobic respiration

or

decreased anaerobic respiration

allow correct equation for aerobic respiration
accept don’t have to respire anaerobically
1

increased energy supply / need

1

less lactic acid formed

or to breakdown lactic acid or less O2-debt

1

can do more work or can work harder / faster / longer

accept muscle contraction for work

or less fatigue / cramp / pain

1
[9]

(a) (i) 19 800

55.
for correct answer ignore working or lack of working
165 × 120 but no answer / wrong answer = 1 mark (ignore extras)
2

(ii) any two from:

• for respiration
ignore oxygen debt

• energy released
allow energy produced

• prevents anaerobic respiration

• prevents build-up of lactic acid

2

Page 181 of 184

 (b) any two from:

• increased breathing rate(*)

• increased depth of breathing or deep breathing(*)

(*)more breathing is max 1 mark
ignore increase in heart rate
allow heavier breathing
do not allow harder breathing

• dilation of arteries / vasodilation

allow blood vessels dilate
do not allow veins / capillaries dilate

• blood diverted from elsewhere

ignore name of organ
2
[6]

(a) any two from:

56.
• age

• gender

• mass

• number in group

• time
2

(b) any two from:

• highest (mean) mass loss on Rosemary Conley or Rosemary

Conley most effective

• least (mean) mass loss in control group or mean

2

(c) (Atkins)

costs least
1

mass loss very similar to other diets or second highest mass loss
or as effective as other diets
1

Page 182 of 184

 (d) any two from:

• (exercise) increases metabolic rate / respiration

ignore sweating

• (exercise) needs / uses energy / calories

allow burns fat / calories
do not accept energy for respiration

• (this) energy comes from food / fat

• less food / energy/ calories converted to fat

2
[8]

(a) A
57. 1

(b) (i) diffusion

1

(ii) respiration
1

(iii) mitochondria
1

(iv) photosynthesis
1
[5]

(a) A
58.
no mark – can be specified in reason part
if B given = no marks throughout
if unspecified plus two good reasons = 1 mark

high(er) pressure in A
allow opposite for B
do not accept ‘zero pressure’ for B
1

pulse / described in A
accept fluctuates / ‘changes’
allow reference to beats / beating
ignore reference to artery pumping
1

(b) (i) 17
1

(ii) 68
accept correct answer from candidate’s (b)(i) × 4
1

Page 183 of 184

 (c) (i) oxygen / oxygenated blood
allow adrenaline
ignore air
1

glucose / sugar
extra wrong answer cancels eg
sucrose / starch / glycogen / glucagons / water
allow fructose as an alternative to glucose
ignore energy
ignore food
1

(ii) carbon dioxide / CO2 / lactic acid

allow CO2 / CO2
ignore water
1
[7]

(a) (i) A or C
59.
allow lower case
1

(ii) B or D
allow lower case
1

(b) (i) 60
1

(ii) 4
1

(c) red blood cells

1
[5]

Page 184 of 184

 The diagram shows part of the human digestive system.
1.

(a) Name the parts of the digestive system labelled A, B, C and D.

A ________________________________________

B ________________________________________

C ________________________________________

D ________________________________________
(4)

(b) A student has eaten a steak for dinner. The steak contains protein and fat.

(i) Describe how the protein is digested.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

Page 1 of 191
 (ii) Explain two ways in which bile helps the body to digest fat.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(4)

(c) A group of students investigated the action of salivary amylase.

The students:

• collected a sample of salivary amylase

• put a different pH solution and 5 cm 3 of a food substance in each of 6 test tubes

• added 1 cm 3 of salivary amylase to each of the 6 test tubes

• recorded the amylase activity after 10 minutes.

The results are shown in the table.

pH 7 6 5 4 3 2

Amylase activity in
12 10 3 0 0 0
arbitrary units

(i) Name the food substance that amylase breaks down.

______________________________________________________________
(1)

Page 2 of 191
 (ii) Suggest what happens to the breakdown of this substance when food reaches the
stomach.

Use information from the table to help you to answer this question.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)
(Total 15 marks)

A man hurt his head in an accident.

2. Doctors found that he could not remember anything that had happened on the day of the
accident.

(a) (i) Name the part of the brain concerned with memory.

______________________________________________________________
(1)

(ii) Name one method the doctors could use to find out how much the brain was
damaged.

______________________________________________________________
(1)

(b) The doctors were worried that the man might also have injured his spine.
They touched different areas of his skin with a sharp point.
They asked him to tell them each time if he could feel the sharp point.

Page 3 of 191
(i) Explain how the information about the sharp point touching the skin reaches the
man’s brain.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(6)

(ii) The doctors found that the man could feel the sharp point when the point touched his
arms but not when the point touched his legs.

Suggest what this information could tell the doctors about the damage to the man’s
spinal cord. Explain your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 10 marks)

Page 4 of 191
 (a) Diagram 1 shows part of the breathing system.
3.
Diagram 1

(i) Use words from the box to name the parts labelled A, B, C and D.

alveolus diaphragm lung rib trachea

A ____________________________

B ____________________________

C ____________________________

D ____________________________
(4)

(ii) Parts B and C move when we breathe in.

Part B moves ____________________________________________

Part C moves ____________________________________________

(2)

Page 5 of 191
(b) A student used the apparatus shown in Diagram 2 to measure the maximum volume of air
that he could breathe in one breath.
When the student breathes in, the piston moves upwards.
The piston moves back down after the student has breathed out.

Diagram 2

The student breathes in through the apparatus three times.

The drawings show the position of the piston after each of the three breaths.
The volumes are measured in cm3.

(i) Read the volume of each breath and write the volume in the table.

Breath 1 Breath 2 Breath 3

Volume in cm3 ___________ ___________ ___________

(3)

Page 6 of 191
 (ii) Calculate the mean volume of air breathed in.

______________________________________________________________

______________________________________________________________

Mean volume of air breathed in = ___________________ cm3

(2)

(c) A teacher asks the student to investigate if students who take part in sports activities can
breathe in a larger volume of air than students who do not take part.

Describe briefly how the student could use the same apparatus to do the investigation.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(d) Photograph 1 shows a different piece of apparatus used to measure the volume of air that
a person can breathe in one breath.

Photograph 1

© Digital Vision/Photodisc

Page 7 of 191
 When the student breathes out through the apparatus the pointer on the scale moves. The
pointer stays in the same position when the student has finished.

Explain one advantage, apart from size, of using this apparatus rather than the apparatus
described in part (b).

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(e) Photograph 2 shows one type of mechanical ventilator.

Photograph 2

© Emine Donmaz/iStock

(i) Use information from Photograph 2 to suggest how this type of ventilator works.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

Page 8 of 191
 (ii) Use information from Photograph 2 to suggest two disadvantages of this type of
ventilator.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)
(Total 20 marks)

The diagram shows the structures involved in the knee-jerk reflex. When the person is hit at point
4. P, the lower leg is suddenly raised.

(a) Name the structures labelled A, B and C.

A __________________________________________________________

B __________________________________________________________

C __________________________________________________________
(3)

(b) How is information passed across a synapse?

___________________________________________________________________

___________________________________________________________________
(1)

Page 9 of 191
 (c) What is the effector in this response?

___________________________________________________________________
(1)
(Total 5 marks)

Villi are found in some parts of the digestive system.

5.
Diagram 1 shows two villi.

Diagram 1

(a) Draw a ring around the correct answer to complete each sentence.

muscle.

(i) Structure A is a nerve.

capillary.

(1)

dialysis.

(ii) The villi absorb the products of digestion by diffusion.

osmosis.

(1)

Page 10 of 191
 (b) Diagram 2 shows the digestive system.

Diagram 2

(i) In which part of the digestive system, X, Y or Z, are most villi found?
(1)

(ii) There are about 2000 villi in each cm2 of this part of the digestive system.

Why is it helpful to have lots of villi?

______________________________________________________________

______________________________________________________________
(1)
(Total 4 marks)

This question is about cells.

6.

Page 11 of 191
(a) Which diagram shows oxygen moving by diffusion?

✓) one box.
Tick (✓

(1)

(b) Complete the sentences.

Choose answers from the box.

carbon dioxide chlorophyll energy

light mineral ions water

Plant cells absorb substances from the soil.

Plant cells use osmosis to absorb ___________________________.

Plant cells use active transport to absorb ___________________________.

Active transport moves substances against the concentration gradient and needs

___________________________.
(3)

Figure 1 shows a specialised cell that absorbs substances from the soil.

Figure 1

Page 12 of 191
(c) Name the type of specialised cell in Figure 1.

___________________________________________________________________
(1)

(d) Describe how the cell in Figure 1 is adapted to increase the absorption of substances from
the soil.

___________________________________________________________________

___________________________________________________________________
(1)

A sperm cell is another specialised cell.

Figure 2 shows a sperm cell.

Figure 2

(e) Draw one line from each feature to how the feature helps the sperm cell carry out its
function.

Feature of sperm cell How the feature helps

To break the outer layer of

the egg

Contains a nucleus

To help the cell to swim to the

egg

To provide the chromosomes

for fertilisation

Has a long tail

To release energy

(2)

Page 13 of 191
 Figure 3 shows another specialised cell.

Figure 3

(f) Name the type of cell in Figure 3.

Describe one feature of the cell that helps it to carry out its function.

Name of the cell _____________________________________________________

Feature of the cell ___________________________________________________

___________________________________________________________________
(2)
(Total 10 marks)

CADASIL is an inherited disorder caused by a dominant allele.

7.
CADASIL leads to weakening of blood vessels in the brain.

The diagram shows the inheritance of CADASIL in one family.

(a) CADASIL is caused by a dominant allele.

(i) What is a dominant allele?

______________________________________________________________

______________________________________________________________
(1)

Page 14 of 191
 (ii) What is the evidence in the diagram that CADASIL is caused by a dominant allele?

______________________________________________________________

______________________________________________________________
(1)

(iii) Person 7 has CADASIL.

Is person 7 homozygous or heterozygous for the CADASIL allele?

Give evidence for your answer from the diagram.

______________________________________________________________

______________________________________________________________
(1)

(b) Persons 7 and 8 are planning to have another baby.

Use a genetic diagram to find the probability that the new baby will develop into a person
with CADASIL.

Use the following symbols to represent alleles.

D = allele for CADASIL

d = allele for not having CADASIL

Probability = ____________________________________
(4)

(c) Scientists are trying to develop a treatment for CADASIL using stem cells.

Specially treated stem cells would be injected into the damaged part of the brain.

(i) Why do the scientists use stem cells?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

Page 15 of 191
 (ii) Embryonic stem cells can be obtained by removing a few cells from a human embryo.
In 2006, scientists in Japan discovered how to change adult skin cells into stem cells.
Suggest one advantage of using stem cells from adult skin cells.

______________________________________________________________

______________________________________________________________
(1)
(Total 10 marks)

Diffusion is an important process in animals and plants.

8.
(a) What is meant by the term diffusion?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 16 of 191
(b) Figure 1 shows part of a leaf.

Figure 1

Molecules of carbon dioxide diffuse from the air into the mesophyll cells.

Which two changes will increase the rate at which carbon dioxide diffuses into the
mesophyll cells?

✓) two boxes.
Tick (✓

Decreased number of chloroplasts in the cells

Decreased surface area of cells in contact with the air

Increased carbon dioxide concentration in the air

Increased number of stomata that are open

Increased oxygen concentration in the air

(2)

Page 17 of 191
(c) Diffusion also happens in the human lungs.

Figure 2 shows the human breathing system.

Figure 2

Explain how the human lungs are adapted for efficient exchange of gases by diffusion.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

Figure 3 shows a root hair cell.

Figure 3

Page 18 of 191
(d) Name the process by which water molecules enter the root hair cell.

___________________________________________________________________
(1)

(e) Nitrate ions need a different method of transport into the root hair cell.

Explain how the nitrate ions in Figure 3 are transported into the root hair cell.

Use information from Figure 3 in your answer.

Name of process _____________________________________________________

Explanation _________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 14 marks)

Page 19 of 191
 An animal called an axolotl lives in water.
9.
Figure 1 shows an axolotl.

Figure 1

Oxygen enters the axolotl’s bloodstream through the gills by diffusion.

(a) What is diffusion?

✓) one box.
Tick (✓

The movement of particles from a high concentration to a low

concentration

The movement of particles from a low concentration to a high

concentration

The movement of water from a concentrated solution to a more

dilute solution

(1)

(b) Describe how one feature of the axolotl’s gills increases the rate of diffusion of oxygen.

Use information from Figure 1.

Feature ____________________________________________________________

Description _________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 20 of 191
If a gill of an axolotl is removed, stem cells in the damaged area will divide and a new gill will
grow.

(c) Complete the sentence.

Choose the answer from the box.

adaptation differentiation evolution variation

When stem cells specialise to produce gill cells, this process is

known as __________________________________.
(1)

(d) Complete the sentence.

Choose the answer from the box.

binary fission mitosis mutation

To grow a new gill the stem cells divide by ________________________________.

(1)

(e) Which one of the following does not contain stem cells?

✓) one box.
Tick (✓

Bone marrow

Embryos

Hair

Meristem tissue

(1)

Page 21 of 191
(f) Axolotls are small animals. Axolotls are used in stem cell research.

What are two advantages of using axolotls in stem cell research?

✓) two boxes.
Tick (✓

Axolotls are cheap to feed.

Axolotls are easy to breed.

Axolotls are endangered.

Axolotls live in water.

Axolotl research is cruel.

(2)

Page 22 of 191
Oxygen uptake in humans takes place in the lungs.

Figure 2 shows the human breathing system.

Figure 2

(g) Where does oxygen enter the bloodstream?

✓) one box.
Tick (✓

A B C D

(1)

(h) Name part E on Figure 2.

___________________________________________________________________
(1)

(i) Which blood vessel carries blood to the lungs?

✓) one box.
Tick (✓

Aorta

Pulmonary artery

Vena cava

(1)
(Total 11 marks)

Page 23 of 191
 People with diabetes have difficulty controlling their blood glucose concentration.
10.
(a) Which part of the blood transports glucose?

✓) one box.
Tick (✓

Lymphocytes

Plasma

Platelets

Red blood cells

(1)

Glucose is often found in the urine of people with diabetes.

(b) Name a chemical used to test for glucose.

___________________________________________________________________
(1)

(c) Describe a test that could be used to show that a person’s urine contains glucose.

Test _______________________________________________________________

___________________________________________________________________

Positive result _______________________________________________________

___________________________________________________________________
(2)

Page 24 of 191
(d) The body cells of a person with untreated diabetes lose more water than the body cells of a
person who does not have diabetes.

Explain how diabetes can cause the body cells to lose more water.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(e) Glucose is absorbed into the blood in the small intestine by both diffusion and active
transport.

Describe how the small intestine is adapted for efficient absorption.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)
(Total 12 marks)

Page 25 of 191
 The image below shows some cells in the lining of the stomach.
11.

(a) (i) Use words from the box to name structures A and B.

cell membrane chloroplast cytoplasm vacuole

A _____________________________________

B _____________________________________
(2)

(ii) What is the function of the nucleus?

Tick ( ) one box.

To control the activities of the cell

To control movement of substances into and out of the cell

To release energy in respiration

(1)

Page 26 of 191
 (b) Draw one line from each part of the human body to its correct scientific name.

Part of human body Scientific name

An organ

Layer of cells lining the stomach

An organism

Stomach

An organ system

Mouth, stomach, intestines,

liver and pancreas

A tissue

(3)
(Total 6 marks)

Earthworms are small animals that live in soil. Earthworms have no specialised gas exchange
12. system and absorb oxygen through their skin.

(a) What is the name of the process in which oxygen enters the skin cells?

Tick one box.

Active transport

Diffusion

Osmosis

Respiration

(1)

Page 27 of 191
The table below shows information about four skin cells of an earthworm.

Percentage of oxygen
Cell
Outside cell Inside cell

A 9 8

B 12 8

C 12 10

D 8 12

(b) Which cell has the smallest difference in percentage of oxygen between the outside and the
inside of the cell?

Tick one box.

(1)

(c) Which cell will oxygen move into the fastest?

Tick one box.

(1)

(d) Earthworms have a large surface area to volume ratio.

Suggest why a large surface area to volume ratio is an advantage to an earthworm.

___________________________________________________________________

___________________________________________________________________
(1)

(e) The earthworm uses enzymes to digest dead plants.

Many plants contain fats or oils.

Which type of enzyme would digest fats?

___________________________________________________________________

___________________________________________________________________
(1)

Page 28 of 191
 (f) Earthworms move through the soil.

This movement brings air into the soil.

Dead plants decay faster in soil containing earthworms compared with soil containing no
earthworms.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(g) When earthworms reproduce, a sperm cell from one earthworm fuses with an egg cell from
a different earthworm.

Name the process when an egg cell and a sperm cell fuse.

___________________________________________________________________
(1)

(h) Some types of worm reproduce by a process called fragmentation.

In fragmentation, the worm separates into two or more parts. Each part grows into a new
worm.

What type of reproduction is fragmentation?

___________________________________________________________________
(1)
(Total 10 marks)

Gases enter and leave the blood by diffusion.

13.
(a) Define the term diffusion.

___________________________________________________________________

___________________________________________________________________
(1)

Page 29 of 191
(b) Name the main gases that diffuse into and out of the blood in the lungs.

Into the blood _________________________________

Out of the blood _______________________________

(1)

(c) Smoking can cause emphysema.

Look at Figure 1 below.

Emphysema causes the walls of the air sacs in the lungs to break down

Explain how this will affect the diffusion of gases into and out of the blood.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 30 of 191
Smoking during pregnancy can cause low birth mass in babies.

Table 1 shows the World Health Organisation categories for birth mass.

Table 1

Category Birth mass in g

Above normal birth mass > 4500

Normal birth mass 2500–4500

Low birth mass 1500–2499

Very low birth mass 1000–1499

Extremely low birth mass < 1000

(d) Complete Table 2.

Use information in Table 1.

Table 2

Baby Birth mass in g Category

A 2678 Normal birth mass

B 1345

C 991

(2)

Page 31 of 191
Figure 2 shows data from a study about pregnancy and smoking in women in the UK.

(e) Sampling from the whole UK population would not be appropriate for this study.

Give one reason why.

___________________________________________________________________

___________________________________________________________________
(1)

Page 32 of 191
(f) Give three conclusions that can be made about smoking in pregnant women compared
with non-pregnant women.

Use information from Figure 2.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

3. _________________________________________________________________

___________________________________________________________________
(3)

Page 33 of 191
Other factors can also be linked to low birth mass.

Figure 3 shows the relationship between four of these factors and the risk of low birth mass.

Page 34 of 191
(g) What type of graph is shown in Figure 3?

Tick one box.

Bar graph

Histogram

Line graph

Scatter graph

(1)

(h) Which of the graphs in Figure 3 shows a positive correlation?

Tick one box.

A B C D

(1)

(i) A student concluded that the longer a woman spends giving birth, the greater the risk of low
birth mass.

Give one reason why the student’s conclusion is not correct.

Use evidence from Figure 3.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 13 marks)

Page 35 of 191
 The digestive system breaks down food into small molecules.
14.
The small molecules can be absorbed into the blood.

The diagram below shows the human digestive system.

(a) (i) Which letter, A, B, C, D, E or F, shows each of the following organs?

Write one letter in each box.

large intestine

small intestine

stomach

(3)

Page 36 of 191
 (ii) Different organs in the digestive system have different functions.

Draw one line from each function to the organ with that function.

(3)

(b) Glucose is absorbed into the blood in the small intestine.

Most of the glucose is absorbed by diffusion.

How does the glucose concentration in the blood compare to the glucose concentration in
the small intestine?

Tick (✔) one box.

The concentration in the blood is higher.

The concentration in the blood is lower.

The concentration in the blood is the same.

(1)
(Total 7 marks)

Page 37 of 191
 In this question you will be assessed on using good English, organising information
15. clearly and using specialist terms where appropriate.

Diffusion is an important process in animals and plants.

The movement of many substances into and out of cells occurs by diffusion.

Describe why diffusion is important to animals and plants.

In your answer you should refer to:

• animals

• plants

• examples of the diffusion of named substances.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Extra space _____________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 6 marks)

Page 38 of 191
 The diagram shows a cell.
16.

(a) (i) Use words from the box to name the structures labelled A and B .

cell membrane chloroplast cytoplasm nucleus

A ___________________________

B ___________________________
(2)

(ii) The cell in the diagram is an animal cell.

How can you tell it is an animal cell and not a plant cell?

Give two reasons.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)

(b) Oxygen will diffuse into the cell in the diagram.

Why?

Use information from the diagram.

___________________________________________________________________

___________________________________________________________________
(1)
Page 39 of 191
 (c) The cell shown in the diagram is usually found with similar cells.

Draw a ring around the correct answer to complete the sentence.

an organ.

Scientists call a group of similar cells a system.

a tissue.

(1)
(Total 6 marks)

The diagram shows a section through a plant leaf.

17.

(a) Use words from the box to name two tissues in the leaf that transport substances around
the plant.

epidermis mesophyll phloem xylem

______________________________ and ______________________________

(1)

Page 40 of 191
 (b) Gases diffuse between the leaf and the surrounding air.

(i) What is diffusion?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) Name one gas that will diffuse from point A to point B on the diagram on a sunny day.

______________________________________________________________
(1)
(Total 4 marks)

Substances can move into and out of cells.

18.
(a) (i) How does oxygen move into and out of cells?

Draw a ring around one answer.

diffusion digestion photosynthesis

(1)

(ii) Diagram 1 shows the percentage concentration of oxygen in three cells, A, B and C.

Oxygen can move from cell to cell.

Into which cell, A, B or C, will oxygen move the fastest?

(1)

Page 41 of 191
 (b) (i) How does water move into and out of cells?

Draw a ring around one answer.

breathing osmosis respiration

(1)

(ii) Differences in the concentration of sugars in cells cause water to move into or out of
cells at different rates.

Diagram 2 shows three different cells, P, Q and R.

The information shows the percentage concentration of sugar solution in cells P, Q

and R.

Water can move from cell to cell.

Into which cell, P, Q or R, will water move the fastest?

(1)
(Total 4 marks)

Diffusion and active transport take place in healthy kidneys.

19.
(a) Explain what is meant by:

(i) diffusion _______________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

Page 42 of 191
 (ii) active transport _________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(b) Describe, as fully as you can, how urine is produced by the kidneys.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)
(Total 9 marks)

Page 43 of 191
 (a) The diagrams show cells containing and surrounded by oxygen molecules.
20. Oxygen can move into cells or out of cells.

Into which cell, A, B, C or D, will oxygen move the fastest?

Write your answer, A, B, C or D, in the box.

(1)

(b) Draw a ring around the correct word to complete each sentence.

diffusion
(i) Oxygen is taken into cells by the process of osmosis .
respiration

(1)

breathing
(ii) Cells need oxygen for photosynthesis .
respiration

(1)

Page 44 of 191
 membranes
(iii) The parts of cells that use up the most oxygen are the mitochondria .
nuclei

(1)

diffusion
(iv) Some cells produce oxygen in the process of photosynthesis .
respiration

(1)
(Total 5 marks)

The diagram shows a cell from the lining of the lung. This cell is specialised to allow gases to
21. pass through quickly.

(a) Use words from the box to label structures A, B and C.

cell cytoplasm mitochondria

chloroplast nucleus
membrane

(3)

(b) (i) Which feature of this cell allows oxygen to pass through quickly?

Put a tick ( ) in the box next to your choice.

It is thin.

It has a large nucleus.

It has many mitochondria.

(1)

Page 45 of 191
 (ii) Complete the sentence by drawing a ring around the correct answer in the box.

diffusion
Oxygen passes through this cell by osmosis
respiration

(1)
(Total 5 marks)

Capillaries are blood vessels in the body which join the arteries to the veins. They have walls
22. which are one cell thick and so are able to exchange substances with the body cells.

(i) Name two substances that travel from the muscle cells to the blood in the capillaries.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

(ii) Glucose is one substance that travels from the blood in the capillaries to the body cells.
Explain how this happens.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 4 marks)

The drawing shows part of a root hair cell.

23.

Page 46 of 191
 (a) Use words from the list to label the parts of the root hair cell.

cell membrane cell wall cytoplasm nucleus vacuole

(4)

(b) The diagram shows four ways in which molecules may move into and out of a cell. The
dots show the concentration of molecules.

The cell is respiring aerobically.

Which arrow, A, B, C or D represents:

(i) movement of oxygen molecules; __________

(ii) movement of carbon dioxide molecules? __________

(2)

(c) Name the process by which these gases move into and out of the cell.

___________________________________________________________________
(1)
(Total 7 marks)

(a) The diagram shows four ways in which molecules may move into and out of a cell. The
24. dots show the concentration of molecules.

Page 47 of 191
 The cell is respiring aerobically.
Which arrow, A, B, C or D, represents:

(i) movement of oxygen molecules; __________

(ii) movement of carbon dioxide molecules? __________

(2)

(b) Name the process by which these gases move into and out of the cell.

___________________________________________________________________
(1)

(c) Which arrow, A, B, C or D, represents the active uptake of sugar molecules by the cell?

___________________________________________________________________

Explain the reason for your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 5 marks)

The table below shows information about four jellyfish.

25.
The jellyfish are listed in order of increasing size.

Surface area in Surface area to

Jellyfish Size of jellyfish Volume in mm3
mm2 volume ratio

A Smallest 3 600 1 200 X:1

B 50 000 25 000 2:1

C 1 800 000 6 000 000 0.3:1

D Largest 7 500 000 125 000 000 0.06:1

(a) Calculate value X in the table above.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

X = _______________
(2)

Page 48 of 191
(b) Describe the relationship between the size of a jellyfish and its surface area to volume ratio.

Use the table above.

___________________________________________________________________

___________________________________________________________________
(1)

The jellyfish in the table above take oxygen into their cells by diffusion.

(c) Name one other substance that enters cells by diffusion.

Do not refer to oxygen in your answer.

___________________________________________________________________
(1)

(d) Suggest two factors that affect the rate of diffusion of oxygen into a jellyfish.

1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________
(2)

(e) Some organisms take in oxygen using a respiratory system.

In humans, gas exchange takes place in the lungs.

Name the organs where gas exchange takes place in fish.

___________________________________________________________________
(1)

Page 49 of 191
(f) The figure below shows parts of the human breathing system.

Explain how the human breathing system is adapted to maximise the rate of gas exchange.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 13 marks)

Page 50 of 191
 A cactus is a plant that lives in a dry environment.
26.
The image below shows part of a cactus plant.

(a) Give one adaptation shown in the image above that helps to prevent the cactus from being
eaten by animals.

___________________________________________________________________
(1)

(b) A plant may produce poisons that make animals unwell.

What is this type of defence mechanism?

✓) one box.
Tick (✓

Chemical

Mechanical

Physical

(1)

Page 51 of 191
(c) Some desert plants only grow leaves after it has rained.

As soon as the soil dries out, the leaves fall off.

How could the leaves falling off the plant be an advantage to a plant that lives in a dry
environment?

✓) one box.
Tick (✓

The plant is less likely to reproduce.

The plant will not lose as much water.

The plant will photosynthesise faster.

(1)

The stem of a cactus is green.

(d) What causes the green colour in the stem?

___________________________________________________________________
(1)

(e) What is the advantage to the cactus of having a green stem?

___________________________________________________________________

___________________________________________________________________
(1)

The stem of a cactus contains many different tissues.

(f) What name is given to a group of tissues working together?

✓) one box.
Tick (✓

Organ

Organism

Organ system

(1)

Page 52 of 191
 (g) Name one substance transported through the xylem in the stem of the cactus.

___________________________________________________________________
(1)

(h) Name the tissue that transports dissolved sugars through the stem of the cactus.

___________________________________________________________________
(1)
(Total 8 marks)

The human eye can form images of objects that are at different distances away from the eye.
27.
Figure 1 is a diagram of the eye.

Figure 1

(a) Label structures A, B and C on Figure 1.

Choose answers from the box.

cornea eyelid iris lens optic nerve

(3)

The eye in Figure 1 is focused on a distant object.

If the eye then focuses on the words in a book, changes would occur in the eye.

The light rays would be refracted more by the lens.

Page 53 of 191
(b) How does the lens refract the light more?

✓) one box.
Tick (✓

By becoming longer

By becoming thicker

By becoming transparent

(1)

(c) Which two structures control the shape of the lens?

✓) two boxes.
Tick (✓

Ciliary muscles

Cornea

Iris

Sclera

Suspensory ligaments

(2)

(d) To form a clear image, the light rays entering the eye must focus on one structure in the
eye.

Name the structure.

___________________________________________________________________
(1)

Page 54 of 191
(e) An insect flies near a person’s eye. The person blinks. This is a reflex action.

Figure 2 shows the coordination system for this reflex action.

Figure 2

Complete Figure 2.

Choose answers from the box below.

Write one word in each of boxes 2, 3 and 4 of Figure 2.

brain cornea iris muscles retina

(2)
(Total 9 marks)

Page 55 of 191
 Reflex actions are coordinated by the nervous system.
28.
(a) What is meant by the term ‘reflex action’?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) A woman’s hand accidentally touches a hot object.

The woman moves her hand away rapidly.

Describe how the woman’s nervous system coordinates the reflex action.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

Page 56 of 191
 (c) The endocrine system coordinates many internal functions of the body.

Give three ways coordination by the endocrine system is different from coordination by the
nervous system.

1 ________________________________________________________________

___________________________________________________________________

2 ________________________________________________________________

___________________________________________________________________

3 ________________________________________________________________

___________________________________________________________________
(3)

(d) Describe how hormones control the menstrual cycle.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)
(Total 16 marks)

This question is about cell division.

29.

Page 57 of 191
(a) Which process makes two identical new body cells for growth and repair?

✓) one box.
Tick (✓

Differentiation

Fertilisation

Mitosis

(1)

The chart shows the three stages of a cell cycle.

Page 58 of 191
(b) Draw one line from each stage of the cell cycle to what happens during that stage.

(2)

(c) What percentage of the total time for the cell cycle is taken by stage 1?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Percentage = _______________ %
(2)

(d) A cell divides to form two new cells every 24 hours.

How many days will it take for the original cell to divide into 8 cells?

✓) one box.
Tick (✓

1 3 6 8

(1)

(e) The chromosomes contain the genetic material.

Name the chemical which the genetic material is made from.

___________________________________________________________________
(1)

Page 59 of 191
 (f) The genetic material is made of many small sections.

Each section codes for a specific protein.

What is one section of genetic material on a chromosome called?

✓) one box.
Tick (✓

A gamete

A gene

A nucleus

(1)

(g) Stem cells are cells which have not yet been specialised to carry out a particular job.

Bone marrow cells are one example of stem cells.

Explain how a transplant of bone marrow cells can help to treat medical conditions.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 10 marks)

The diagram below shows the brain.

30.

Page 60 of 191
(a) Label A, B and C on the diagram above.

Choose answers from the box.

cerebellum cerebral cortex medulla pituitary gland

(3)

(b) Which part of the brain controls balance when riding a bicycle?

✓) one box.
Tick (✓

Cerebellum

Medulla

Pituitary gland

(1)

(c) The ears send information about sound to the brain.

Which word describes the brain?

✓) one box.
Tick (✓

Coordinator

Effector

Receptor

Stimulus

(1)

(d) What type of cell carries impulses from the ears to the brain?

___________________________________________________________________
(1)

Page 61 of 191
(e) Human eyes detect light.

Which part of the eye has cells that detect light?

✓) one box.
Tick (✓

Iris

Lens

Retina

(1)

Page 62 of 191
(f) The eyes of some birds have specialised cells to detect ultraviolet (UV) light.

Some fruits reflect UV light.

Explain why it is an advantage for birds to be able to detect UV light.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

The image below shows a student reading a book.

There are trees on the far side of the field.

The student looks at the trees instead of looking at the book.

Page 63 of 191
(g) What process occurs in the eye when the student looks at the trees instead of looking at
the book?

✓) one box.
Tick (✓

Accommodation

Magnification

Reflection

(1)

(h) What change happens in the student’s eyes when they look up at the trees?

✓) one box.
Tick (✓

Light rays are refracted less

More light is reflected

The optic nerves move

(1)

(i) The student cannot see the trees in focus.

Name the common defect of the eye which causes distant objects to appear out of focus.

___________________________________________________________________
(1)
(Total 12 marks)

Page 64 of 191
 The diagram below shows the brain.
31.

(a) Which part of the brain becomes more active if a person balances on one leg instead of
standing on two legs?

✓) one box.
Tick (✓

A B C D

(1)

(b) Name the part of the brain that is responsible for making a decision.

___________________________________________________________________
(1)

(c) In most MRI scanners the person being scanned needs to stay completely still.

A functional MRI (fMRI) scanner allows a person to move while the scanner makes images
of the person’s brain activity.

Suggest how the fMRI scanner could help to find out more about the brain damage a
person has.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Page 65 of 191
(d) Describe how the brain receives information about light entering the eye.

You should include the names of structures in your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(e) The eyes of some birds contain cells that detect ultraviolet (UV) light.

UV light is reflected by some fruits and the urine of small mammals.

Explain how birds that detect UV light have evolved from birds that could not detect UV
light.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 14 marks)

Page 66 of 191
 A small animal called an axolotl lives in water. The axolotl has a double circulatory system.
32.
(a) Define the term double circulatory system.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

Figure 1 shows the double circulatory system of the axolotl.

Figure 1

(b) The heart of the axolotl has only one ventricle.

Label the ventricle on Figure 1.

(1)

(c) Explain why having only one ventricle makes the circulatory system less efficient than
having two ventricles.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 67 of 191
Figure 2 shows an axolotl.

Figure 2

(d) Explain why an axolotl may die in water with a low concentration of oxygen.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

If a gill of an axolotl is removed, a new gill will grow in its place.

Scientists hope to use information on how axolotls grow new gills to help with regenerating
human tissue.

(e) Name the type of cell that divides when a new gill grows.

___________________________________________________________________
(1)

Page 68 of 191
 (f) Name one condition that could be treated using regenerated human tissue.

___________________________________________________________________
(1)

(g) Suggest one reason why an axolotl is a suitable animal for research in the laboratory.

___________________________________________________________________

___________________________________________________________________
(1)

(h) An axolotl may not be a suitable animal to study when researching regeneration in human
tissue.

Suggest one reason why.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 12 marks)

The nervous system allows a person to detect stimuli.

33.
(a) Draw one line from each stimulus to the sense organ that detects the stimulus.

(2)

Moving a hand away from a hot object is an example of a reflex action.

(b) What is a reflex action?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 69 of 191
(c) A muscle in the arm moves the hand away from the hot object.

How does the arm muscle do this?

✓) one box.
Tick (✓

The muscle contracts.

The muscle expands.

The muscle relaxes.

The muscle shrinks.

(1)

Two students investigated the effect of drinking coffee on reaction time.

This is the method used.

1. Student A holds a metre rule just above student B’s hand, as shown in Figure 1.

2. Student A lets go of the metre rule.

3. Student B catches the metre rule as quickly as possible.

4. Student A writes down the reading from the scale on the metre rule.

5. Students A and B repeat steps 1-4 another four times.

6. Student B then drinks a cup of coffee.

7. After 15 minutes, students A and B repeat steps 1-5.

Figure 1

Page 70 of 191
The table below shows some of the results.

Reading from scale on metre rule in cm

Test
Before drinking coffee After drinking coffee
1 18 10
2 21 14
3 15
4 12
5 19

Figure 2 shows the results after drinking the coffee for tests 3, 4 and 5

Figure 2

(d) Complete the table.

Use results from Figure 2.

(2)

The students made the following conclusion:

‘Drinking coffee speeds up reactions.’

(e) Give evidence from the table above to support the students’ conclusion.

___________________________________________________________________

___________________________________________________________________
(1)

Page 71 of 191
(f) The students’ conclusion may not be valid.

Suggest two improvements the students could make to their method.

1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________
(2)
(Total 10 marks)

Page 72 of 191
 The human eye can focus on objects at different distances.
34.
Figure 1 shows how a clear image of a distant object is formed in a person’s eye.

Figure 1

(a) Explain how the person’s eye could adjust to form a clear image of a nearer object.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

Page 73 of 191
(b) Explain why a long-sighted person has difficulty seeing near objects clearly.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) Long-sightedness can be corrected by wearing spectacles.

Describe how spectacle lenses can correct long-sightedness.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 11 marks)

Page 74 of 191
 Many human actions are reflexes.
35.
(a) Which two of the following are examples of reflex actions?

Tick two boxes.

Jumping in the air to catch a ball

Raising a hand to protect the eyes in bright light

Releasing saliva when food enters the mouth

Running away from danger

Withdrawing the hand from a sharp object

(2)

Figure 1 shows how the size of the pupil of the human eye can change by reflex action.

Figure 1

(b) Name one stimulus that would cause the pupil to change in size from A to B, as shown in
Figure 1.

____________________________________
(1)

(c) Structure Q causes the change in size of the pupil.

Name structure Q.

____________________________________
(1)

Page 75 of 191
(d) Describe how structure Q causes the change in the size of the pupil from A to B.

___________________________________________________________________

___________________________________________________________________
(1)

(e) Figure 2 shows some structures involved in the coordination of a reflex action.

Figure 2

Describe how the structures shown in Figure 2 help to coordinate a reflex action.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 11 marks)

Page 76 of 191
 Stem cells can be used to treat some diseases.
36.
(a) What is a stem cell?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Figure 1 shows a malignant tumour in the trachea of a patient.

(b) Give one way a malignant tumour differs from a benign tumour.

___________________________________________________________________

___________________________________________________________________
(1)

Page 77 of 191
Scientists can treat the patient’s tumour by replacing the trachea with a plastic trachea.

The plastic trachea has a layer of the patient’s own stem cells covering it.

Figure 2 shows the procedure.

(c) In Step 3 the cells are left for 48 hours to divide.

Name the type of cell division in Step 3.

___________________________________________________________________
(1)

Page 78 of 191
(d) In Step 3 the cells are given oxygen and water.

Name two other substances the cells need so they can grow and divide.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

(e) Give two advantages of using the stem cell trachea compared with a trachea from a dead
human donor.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

(f) Sometimes the stem cell trachea is not strong enough.

Doctors can put a stent into the trachea.

Suggest how a stent in the trachea helps to keep the patient alive.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 79 of 191
 (g) Stem cells can also be obtained from human embryos.

Evaluate the use of stem cells from a patient’s own bone marrow instead of stem cells from
an embryo.

Give a conclusion to your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 16 marks)

The heart pumps blood to the lungs and to the cells of the body.
37.
(a) Name the blood vessel that transports blood from the body to the right atrium.

___________________________________________________________________
(1)

Page 80 of 191
(b) The aorta transports blood from the heart to the body.

In a person at rest:
• blood travels at a mean speed of 10 cm/s in the aorta
• blood travels at a mean speed of 0.5 mm/s in the capillaries
• the speed of blood decreases at a rate of 0.4 cm/s2 as blood travels from the aorta to
the capillaries.

Calculate the time it takes for blood to travel from the aorta to the capillaries.

Assume that the speed of blood decreases at a constant rate.

Use the equation:

Give your answer to 2 significant figures.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Time = ____________________ s
(4)

Page 81 of 191
(c) Describe the route taken by oxygenated blood from the lungs to the body cells.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

Page 82 of 191
(d) The digestive system and the breathing system both contain specialised exchange
surfaces.
• In the digestive system, digested food is absorbed into the blood
stream in structures called villi.
• In the breathing system, gases are absorbed into the blood stream
in the alveoli.

The diagram below shows the structure of villi and alveoli.

Explain how the villi and the alveoli are adapted to absorb molecules into the bloodstream.
(6)
(Total 15 marks)

Page 83 of 191
 Three students measured their reaction times.
38.
The students used a computer program.

The image below shows the image displayed on the computer screen.

This is the method used:

1. Sit facing the computer screen.
2. Click the mouse button as quickly as possible when the computer screen turns green.
3. Record the time taken as shown on the computer screen.
4. Repeat steps 2 and 3 a further 9 times.

The table shows the students’ results.

Time in milliseconds
Attempt
number
Student A Student B Student C

1 275 260 272

2 259 268 268

3 251 251 275

4 261 256 266

5 260 244 270

6 263 280 283

7 259 468 274

8 256 258 278

9 255 255 286

10 248 277 275

Mean 259 282 275

(1 second = 1000 milliseconds)

Page 84 of 191
(a) Suggest why measuring reaction time with a computer is more accurate than measuring
reaction time with a stopwatch.

___________________________________________________________________

___________________________________________________________________
(1)

(b) The students measured 10 reaction times for each person rather than 3 reaction times.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) Explain why the mean for student B has been calculated incorrectly.

Use information from the table.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(d) Calculate the ratio of student C’s mean reaction time to student A’s mean reaction time.

Give your answer to 3 significant figures.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Ratio student C : student A = ____________________ : 1

(2)

Page 85 of 191
(e) Student A wanted to present his mean result in seconds, in standard form.

What is the correct way of doing this?

Tick one box.

259 × 10−3 seconds

0.259 × 10−3 seconds

2.59 × 10−1 seconds

0.259 × 10−4 seconds

(1)

(f) Student C said the results from this investigation showed that he had the fastest reactions.

Give two reasons why student C’s statement is not correct.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

(g) The reaction the students investigated is not a reflex action.

Give the reason why.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 11 marks)

Page 86 of 191
 Two students investigated reflex action times.
39.
This is the method used.

1. Student A sits with his elbow resting on the edge of a table.

2. Student B holds a ruler with the bottom of the ruler level with the thumb of Student A.

3. Student B drops the ruler.

4. Student A catches the ruler and records the distance.

5. Steps 1 to 4 are then repeated.

The same method was also used with Student A dropping the ruler and Student B catching the
ruler.

(a) Give two variables the students controlled in their investigation.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

Page 87 of 191
(b) Figure 1 shows one of the results for the Student A.

Figure 1

What is the reading shown in Figure 1?

___________________________________________________________________

Reading on ruler = ___________________________ cm

(1)

Page 88 of 191
(c) Table 1 shows the students’ results.

Table 1

Distance ruler dropped in cm

Test
number
Student A Student B

1 9 12

2 2 13

3 6 13

4 7 9

5 7 8

Mean 7 X

Circle the anomalous result in Table 1 for Student A.

(1)

(d) What is the median result for Student B?

Tick one box.

11

12

13

(1)

(e) Calculate the value of X in Table 1.

___________________________________________________________________

Mean distance ruler dropped = __________________ cm

(1)

Page 89 of 191
(f) Figure 2 shows the scale used to convert distance of the ruler drop to reaction time.

Figure 2

Calculate how much faster the reaction time of Student A was compared to Student B.

Use Figure 2 and Table 1.

___________________________________________________________________

Answer = _____________ s
(2)

Page 90 of 191
(g) What improvement could the students make to the method so the results are more valid?

Tick one box.

Use alternate hands when catching the ruler

Carry out more repeats

Use a longer ruler for catching

Use more than two students to collect results

(1)

(h) Student A carried out a second investigation to see the effect of caffeine on the reflex
action.

Table 2 shows his results.

Table 2

Distance ruler dropped in cm

Test
number
Without caffeine With caffeine

1 9 5

2 6 5

3 9 4

4 6 7

5 10 4

Mean 8 5

Give one conclusion about the effect of caffeine on reflex actions.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 10 marks)

Page 91 of 191
 Figure 1 shows a reflex in the iris of the human eye in response to changes in light levels.
40.
Figure 1

@ Gandee Vasan/Stone/Getty Images

(a) Describe the changes in the pupil and iris going from A to B in Figure 1.

Explain how these changes occur.

Refer to the changes in light level in your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

Page 92 of 191
(b) Some people wear glasses to improve their vision.

Figure 2 shows light entering the eye in a person with blurred vision.

Figure 3 shows how this condition is corrected with glasses.

Figure 2 Figure 3

Compare Figure 2 and Figure 3.

Explain how the blurred vision is corrected.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 6 marks)

Page 93 of 191
 Two students investigated reflex action times.
41.
This is the method used.

1. Student A sits with her elbow resting on the edge of a table.

2. Student B holds a ruler with the bottom of the ruler level with the thumb of Student A.

3. Student B drops the ruler.

4. Student A catches the ruler and records the distance, as shown in the diagram below.

5. Steps 1 to 4 were then repeated.

(a) Suggest two ways the students could improve the method to make sure the test would give
valid results.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

Page 94 of 191
(b) The table below shows Student A’s results.

Distance ruler dropped

Test Number
in mm

1 117

2 120

3 115

4 106

5 123

6 125

7 106

What is the median result?

Tick one box.

106

115

116

117

123

(1)

Page 95 of 191
(c) The mean distance the ruler was dropped is 116 mm.

Calculate the mean reaction time.

Use the equation:

reaction time in s =

Give your answer to 3 significant figures

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Mean reaction time = ______________________ s

(3)

(d) The students then measured Student A’s reaction time using a computer program.

This is the method used.

1. The computer shows a red box at the start.

2. As soon as the box turns green the student has to press a key on the keyboard as
fast as possible.

3. The test is repeated five times and a mean reaction time is displayed.

Student A’s mean reaction time was 110 ms.

Using a computer program to measure reaction times is likely to be more valid than the
method using a dropped ruler.

Give two reasons why.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

Page 96 of 191
(e) A woman has a head injury.

Her symptoms include:

• finding it difficult to name familiar objects

• not being able to remember recent events.

Suggest which part of her brain has been damaged.

___________________________________________________________________
(1)

(f) A man has a head injury.

He staggers and sways as he walks.

Suggest which part of his brain has been damaged.

___________________________________________________________________
(1)
(Total 10 marks)

Page 97 of 191
 Car drivers need quick reactions to avoid accidents.
42.
A student uses a computer program to measure reaction time.

The computer screen shows a traffic light on red. The traffic light then changes to green.

The diagram below shows the change the person sees on the computer screen.

When the traffic light changes to green the person has to click the computer mouse as quickly as
possible.

The computer program works out the time taken to react to the light changing colour.

(a) Special cells detect the change in colour.

(i) What word is used to describe special cells that detect a change in the environment?

Draw a ring around the correct answer.

(1)

(ii) Where in the body are the special cells that detect the change in colour of the traffic
lights?

______________________________________________________________
(1)

(b) The student used the computer program on one computer to measure the reaction times of
people of different ages.

(i) Give one variable the student should control so that a fair comparison can be made
between the people of different ages.

______________________________________________________________

______________________________________________________________
(1)

Page 98 of 191
(ii) The student did each measurement three times to calculate a mean value.

The table shows the results.

Mean reaction time

Age in years
in milliseconds

15 242

30

45 221

60 258

75 364

90 526

The reaction times for the 30-year-old person were 192, 174 and 180 milliseconds.

Calculate the mean reaction time of the 30-year-old person.

______________________________________________________________

______________________________________________________________

Mean reaction time = ___________________ milliseconds

(1)

(iii) Which one of the following is an advantage of repeating each test three times and
not doing the test just once?

Tick (✔) one box.

Any anomalies can be identified.

The results will be more precise.

There will be no errors.

(1)

Page 99 of 191
 (iv) Some people think that old people should not be allowed to drive a car.

Why is it more dangerous for old people to drive cars?

Use information from the table above to support your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 7 marks)

This question is about the nervous system.

43.
(a) Describe the difference between the function of a receptor and the function of an effector.

In your answer you should give one example of a receptor and one example of an effector.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(b) Synapses are important in the nervous system.

(i) What is a synapse?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

Page 100 of 191

 (ii) Describe how information passes across a synapse.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(c) Reflexes may be co-ordinated by the brain or by the spinal cord.

(i) The reflexes from sense organs in the head are co-ordinated by the brain.

Name a sense organ involved in a reflex co-ordinated by the spinal cord.

______________________________________________________________
(1)

(ii) The table shows information about reflexes co-ordinated by the brain and reflexes
co-ordinated by the spinal cord.

Organ co-ordinating Mean length of Mean time taken Mean speed of

the reflex neurones for reflex in impulse in cm
involved in cm milliseconds per millisecond

Brain 12 4 3

Spinal cord 80 50

Calculate the mean speed of the impulse for the reflex co-ordinated by the spinal
cord.

______________________________________________________________

______________________________________________________________

Mean speed = ________ cm per millisecond

(1)

Page 101 of 191

 (iii) In reflexes co-ordinated by the brain there are no relay neurones.

Suggest why there is a difference in the mean speed of the impulse for the two
reflexes.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 12 marks)

The diagram below shows the production of human sperm cells.

44.

(a) Name the organ where the processes shown in the diagram above take place.

______________________________
(1)

(b) (i) Not every cell in the diagram above contains the same amount of DNA.

Cell A contains 6.6 picograms of DNA (1 picogram = 10-12 grams).

How much DNA is there in each of the following cells?

Cell B _____________ picograms

Cell C _____________ picograms

Cell E _____________ picograms

(2)

Page 102 of 191

 (ii) How much DNA would there be in a fertilised egg cell?

_____________________ picograms
(1)

(iii) A fertilised egg cell divides many times to form an embryo.

Name this type of cell division.

______________________________
(1)

(c) After a baby is born, stem cells may be collected from the umbilical cord. These can be
frozen and stored for possible use in the future.

(i) What are stem cells?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) Suggest why it is ethically more acceptable to take stem cells from an umbilical cord
instead of using stem cells from a 4-day-old embryo produced by In Vitro Fertilisation
(IVF).

______________________________________________________________

______________________________________________________________
(1)

(iii) Stem cells taken from a child’s umbilical cord could be used to treat a condition later
in that child’s life.

Give one advantage of using the child’s own umbilical cord stem cells instead of
using stem cells donated from another person.

______________________________________________________________

______________________________________________________________
(1)

(iv) Why would it not be possible to treat a genetic disorder in a child using his own
umbilical cord stem cells?

______________________________________________________________

______________________________________________________________
(1)
(Total 10 marks)

Page 103 of 191

 Figure 1 shows some information about ‘stem cell burgers’.
45.
Figure 1

(a) (i) Some scientists think using cultured meat instead of traditionally-produced meat will
help reduce global warming.

Suggest two reasons why using cultured meat may slow down the rate of global
warming.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)

(ii) Suggest two other possible advantages of producing cultured meat instead of farmed
meat.

Do not refer to cost in your answer.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)

Page 104 of 191

(b) Mycoprotein is one type of food that is mass-produced.

Figure 2 shows a fermenter used to produce mycoprotein.

Figure 2

Describe how mycoprotein is produced.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 8 marks)

Page 105 of 191

 The human body is organised to carry out many different functions.
46.
(a) Use words from the box to complete Figure 1 by putting the parts of the body in order of
size from smallest to largest.

The smallest one has been done for you.

(2)

(b) The stomach is made of different types of tissue.

Draw one line from each type of stomach tissue to the correct description.

(3)

Page 106 of 191

(c) Animals can react to their surroundings because they have nervous systems.

A student investigated the behaviour of small animals called woodlice.

The student set up the investigation as shown in Figure 2.

• The student covered one half of a Petri dish with black paper to make that side of the
Petri dish dark.

• The other side had no cover.

• The student put five woodlice into each side of the dish and then put the clear Petri
dish lid back on the dish.

Figure 2

After 30 minutes, all the woodlice had moved to the dark side of the Petri dish.

Page 107 of 191

 (i) In this investigation, what is the stimulus that the woodlice responded to?

______________________________________________________________
(1)

(ii) In this investigation, what is the response that the woodlice made?

______________________________________________________________
(1)

(iii) The student concluded that woodlice prefer dark conditions.

Give two ways in which the student could improve the investigation to be sure that
his conclusion was correct.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)
(Total 9 marks)

(a) In humans there are two types of cell division: mitosis and meiosis.
47.
The table below gives statements about cell division.

Tick ( ) one box in each row to show if the statement is true for mitosis only, for meiosis
only, or for both mitosis and meiosis.

The first row has been done for you.

Both mitosis
Statement Mitosis only Meiosis only
and meiosis

How cells are replaced

How gametes are made

How a fertilised egg undergoes cell division

How copies of the genetic information are

made

How genetically identical cells are produced

(4)

Page 108 of 191

 (b) Stem cells can be taken from human embryos.

In therapeutic cloning, an embryo is produced that has the same genes as the patient.

(i) Name one source of human stem cells, other than human embryos.

______________________________________________________________
(1)

(ii) Stem cells from embryos can be transplanted into patients for medical
treatment.

Give one advantage of using stem cells from embryos, compared with cells from the
source you named in part (i).

______________________________________________________________

______________________________________________________________
(1)
(Total 6 marks)

The parts of the blood can be separated from each other by spinning the blood in a centrifuge.
48.
The image below shows the separated parts of a 10 cm3 blood sample.

(a) Calculate the percentage of the blood that is made up of plasma.

___________________________________________________________________

___________________________________________________________________

Answer = _______________ %
(2)

Page 109 of 191

 (b) Name three chemical substances transported by the plasma.

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________
(3)

(c) In this question you will be assessed on using good English, organising information
clearly and using specialist terms where appropriate.

White blood cells are part of the immune system. White blood cells help the body to defend
itself against pathogens.

Describe how pathogens cause infections and describe how the immune system defends
the body against these pathogens.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 11 marks)

(a) Control systems help to keep conditions in the human body relatively constant.
49.
What is the general name for the processes that keep body conditions relatively constant?

Draw a ring around the correct answer.

eutrophication homeostasis hydrotropism

(1)

Page 110 of 191

(b) The concentration of glucose in the blood is controlled by hormones.

Use the correct answer from the box to complete each sentence.

glucagon glycerol glycogen

kidney liver pancreas

When the blood glucose concentration increases, an organ called

the ______________________ releases the hormone insulin.

Insulin causes glucose to move from the blood into the cells of the muscles

and the ______________________ .

Inside these organs, the glucose is changed into a carbohydrate called

______________________ , which can be stored.

When the blood glucose concentration falls, another hormone is released,

which causes the storage carbohydrate to break down into glucose again.

This hormone is called ______________________ .

(4)

(c) A person with Type 1 diabetes does not make enough insulin.

The person needs to test their blood at intervals throughout the day.

If the concentration of glucose in their blood is too high, the diabetic person needs to inject
insulin.

(i) Insulin is a protein.

It must be injected and cannot be taken by mouth.

Explain why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

Page 111 of 191

 (ii) Apart from injecting insulin, give one other way that a diabetic person could
help to control the concentration of glucose in their blood.

______________________________________________________________

______________________________________________________________
(1)

(d) Pet dogs have been trained to detect if the concentration of glucose in the blood of their
diabetic owners is outside the normal healthy range. These dogs are called ‘medical
response dogs’.
The dogs respond in different ways. They may bark, jump up, or stare at their owners. They
may even fetch a blood-testing kit.

(i) Suggest what stimulus the dogs might be responding to when they behave like
this.

______________________________________________________________

______________________________________________________________
(1)

(ii) Table 1 shows how the concentration of glucose varied in blood samples from
five diabetic people. Measurements were made both before and after getting a
medical response dog.

Table 1

Mean percentage of blood samples with

different concentrations of glucose from the
five diabetic people

Number of
Within normal
blood
Low glucose range of High glucose
samples
glucose
measured

Before getting a dog 1704 32.6 54.8 12.6

After getting a dog 1724 18.6 61.6 19.8

Page 112 of 191

 A survey was made of the effect of a medical response dog on the lives of 16 diabetic
people.

Table 2 shows how well these diabetic people agreed with each statement in the
survey.

Table 2

Neither
Totally Somewhat agree Somewhat Totally
Statement in survey
agree agree nor disagree disagree
disagree
I am more independent
12 2 2 0 0
since getting my dog.

There are disadvantages

to having a medical 0 0 4 4 8
response dog.

I trust my dog to alert me

when my sugar levels are 11 3 1 0 1
low.

I trust my dog to alert me

when my sugar levels are 6 7 0 1 2
high.

Evaluate how useful medical response dogs are for warning diabetic people that the
concentration of glucose in their blood is outside the normal range.

Use information from Tables 1 and 2.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(5)

Page 113 of 191

 (e) Table 3 shows the concentrations of some substances in the urine of a non-diabetic person
and in the urine of a diabetic person.

Table 3

Concentration of substance in urine in g per dm3

Substance Non-diabetic person Diabetic person

Protein 0 0

Glucose 0 2.0

Urea 20.0 19.5

Sodium ions 6.0 5.8

Compare the results for the non-diabetic person and the diabetic person.
Give reasons for any differences.

Use your knowledge of how the kidney works.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)
(Total 19 marks)

Humans use the nervous system to react to changes in the environment.

50.
(a) (i) Which word means a change in the environment?

Draw a ring around the correct answer.

neurone reflex stimulus

(1)

Page 114 of 191

(ii) Figure 1 shows a light receptor cell.

Use the correct answer from the box to label part A on Figure 1.

chloroplast cytoplasm vacuole

(1)

Page 115 of 191

(b) Figure 2 shows a boy riding a bicycle on a sunny day.

© Stockbyte/Thinkstock

(i) Receptors in the boy’s body detect changes in the environment.

Complete the table to show which organ of the body contains the receptors for each
change in the environment.

Organ that contains the

Change in the environment
receptors

Sound of traffic from behind him

Flashing blue lights of a police car

Cooler air temperature in the shadows

(3)

Page 116 of 191

 (ii) The boy’s response to danger is to pull on the bicycle brakes.

Which type of effector causes this response?

Tick ( ) one box.

A gland

A muscle

A synapse

(1)
(Total 6 marks)

This question is about the nervous system.

51.
(a) Describe the function of receptors in the skin.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 117 of 191

(b) A response is caused when information in the nervous system reaches an effector.

(i) There are two different types of effector.

Complete the table to show:

• the two different types of effector

• the response each type of effector makes.

(4)

(ii) Some effectors help to control body temperature.

Give one reason why it is important to control body temperature.

______________________________________________________________

______________________________________________________________
(1)
(Total 7 marks)

Page 118 of 191

 Human cells and yeast cells have some parts that are the same.
52.
(a) The diagram shows a yeast cell.

Parts A and B are found in human cells and in yeast cells. On the diagram, label parts A
and B.
(2)

(b) Many types of cell can divide to form new cells.

Some cells in human skin can divide to make new skin cells.

Why do human skin cells need to divide?

___________________________________________________________________

___________________________________________________________________
(1)

(c) Human stem cells can develop into many different types of human cell.

(i) Use the correct answer from the box to complete the sentence.

embryos hair nerve cells

Human stem cells may come from

______________________________________________________________
(1)

(ii) Use the correct answer from the box to complete the sentence.

cystic fibrosis paralysis polydactyly

Human stem cells can be used to treat

______________________________________________________________
(1)
(Total 5 marks)
Page 119 of 191
 The diagram below shows the parts of the body that digest and absorb food.
53.
It also shows some details about the structure of the stomach.

(a) Complete the table to show whether each structure is an organ, an organ system or a
tissue.

For each structure, tick ( ) one box.

Organ
Structure Organ Tissue
system

Stomach

Cells lining the stomach

Mouth, oesophagus, stomach, liver,

pancreas, small and large intestine

(2)

(b) (i) The blood going to the stomach has a high concentration of oxygen.
The cells lining the stomach have a low concentration of oxygen.

Complete the following sentence.

Oxygen moves from the blood to the cells lining the stomach by

the process of ___________________________________ .

(1)

Page 120 of 191

 (ii) What other substance must move from the blood to the cells lining the stomach so
that respiration can take place?

Draw a ring around the correct answer.

glucose protein starch

(1)

(iii) In which part of a cell does aerobic respiration take place?

Draw a ring around the correct answer.

cell membrane mitochondria nucleus

(1)
(Total 5 marks)

Our lungs help us to breathe.

54.
The image below shows the human breathing system.

(a) (i) Name part A.

______________________________________________________________
(1)

(ii) Give one function of the ribs.

______________________________________________________________
(1)

Page 121 of 191

 (b) (i) Use the correct answer from the box to complete the sentence.

active transport diffusion osmosis

Oxygen moves from the air inside the lungs into the blood by the

process of __________________________ .
(1)

(ii) Use the correct answer from the box to complete the sentence.

arteries capillaries veins

Oxygen moves from the lungs into the blood through the walls

of the __________________________ .
(1)

(iii) Inside the lungs, oxygen is absorbed from the air into the blood.

Give two adaptations of the lungs that help the rapid absorption of oxygen into the
blood.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)
(Total 6 marks)

The circulatory system transports substances such as glucose and oxygen around the body.
55.
(a) Name two other substances that the circulatory system transports around the body.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

Page 122 of 191

(b) (i) Blood is a tissue. Blood contains red blood cells and white blood cells.

Name two other components of blood.

1. ____________________________________________________________

2. ____________________________________________________________
(2)

(ii) The heart is part of the circulatory system.

What type of tissue is the wall of the heart made of?

______________________________________________________________
(1)

Page 123 of 191

(c) In this question you will be assessed on using good English, organising information
clearly and using specialist terms where appropriate.

Every year, many patients need to have heart valve replacements.

The table gives information about two types of heart valve.

Living human heart valve Cow tissue heart valve

• It has been used for transplants for • It has been used since 2011.
more than 12 years.

• It can take many years to find a suitable • It is made from the artery tissue of a
human donor. cow.

• It is transplanted during an operation • It is attached to a stent and inserted

after a donor has been found. inside the existing faulty valve.

• During the operation, the patient's chest • A doctor inserts the stent into a blood
is opened and the old valve is removed vessel in the leg and pushes it through
before the new valve is transplanted. the blood vessel to the heart.

A patient needs a heart valve replacement. A doctor recommends the use of a cow tissue
heart valve.

Give the advantages and disadvantages of using a cow tissue heart valve compared with
using a living human heart valve.

Use information from the table and your own knowledge in your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 11 marks)

Page 124 of 191

 Figure 1 shows a model representing the human breathing system.
56.
The different parts of the model represent different parts of the human breathing system.

(a) (i) Which part of the human breathing system does the flexible rubber sheet represent?

______________________________________________________________
(1)

(ii) Explain why the balloons inflate when the flexible rubber sheet is pulled down.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

Page 125 of 191

 (b) (i) During breathing, oxygen moves into the blood.

Explain how oxygen moves into the blood.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) Figure 2 shows a fish head and gill.

Fish absorb oxygen from the water. Oxygen is absorbed through the gills of the fish.

Explain one way in which the gills are adapted for rapid absorption of oxygen.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 8 marks)

(a) Diagram 1 shows the neurones and parts of the body involved in a response to touching a
57. hot object.

Page 126 of 191

 Diagram 1

A neurone is a nerve cell. Neurones carry impulses around the body.

(i) Draw a ring around the correct answer to complete each sentence.

motor neurone.
Neurone A is a relay neurone.
sensory neurone.

an effector.
At point Y there is a tiny gap between two neurones called a receptor.
a synapse.

(2)

Page 127 of 191

 (ii) The hand touches a hot object. An impulse travels through the nervous system to the
muscle (point X). The muscle moves the hand away from the hot object.

What does the muscle do to move the hand away from the hot object?

Tick ( ) one box.

contract

relax

stretch

(1)

(iii) The action described in part (a) (ii) is a reflex action.

How can you tell that this action is not a conscious action?

Use information from the diagram.

______________________________________________________________

______________________________________________________________
(1)

(iv) Reflex actions like this are useful.

Explain why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(b) Some students investigated the effect of caffeine on a person’s reaction time.

The students used the following steps.

1. One student held a ruler just above a second student’s hand, as shown in Diagram 2.

Page 128 of 191

 Diagram 2

2. The student let go of the ruler. The second student caught it as soon as possible, as
shown in Diagram 3.

Diagram 3

3. The students repeated this experiment seven more times.

4. The student catching the ruler then drank a cup of strong coffee.

Coffee contains caffeine.

5. Fifteen minutes after drinking the coffee the students repeated steps 1 to 3.

Table 1 and Table 2 show the students’ results.

Page 129 of 191

 Table 1 Table 2

Distance ruler fell Distance ruler fell

before it was caught before it was caught
in cm in cm

Before drinking coffee After drinking coffee

18 8

21 13

25 11

15 17

19 10

16 14

12 13

21 13

Mean = 18.4 Mean = 12.4

(i) The students used the reading on the ruler as a measure of the reaction time.

What do the results show about the effect of caffeine on reaction time?

______________________________________________________________

______________________________________________________________
(1)

(ii) Look carefully at all the data in Table 1 and Table 2.

Using the data in Table 1 and Table 2, give one reason why a scientist may not
accept your conclusion in part (b) (i).

______________________________________________________________

______________________________________________________________
(1)

Page 130 of 191

 (iii) How could the students improve their investigation?

Suggest two ways.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)
(Total 10 marks)

The diagram below shows the human digestive system.

58.

(a) (i) What is Organ A?

Draw a ring around the correct answer.

gall bladder liver stomach

(1)

(ii) What is Organ B?

Draw a ring around the correct answer.

large intestine pancreas small intestine

(1)

Page 131 of 191

(b) Digestive enzymes are made by different organs in the digestive system.

Complete the table below putting a tick (✓) or cross (✕) in the boxes.

The first row has been done for you.

Organ producing enzyme

salivary small
stomach pancreas
glands intestine

amylase ✓ ✕ ✓ ✓

Enzyme lipase

protease

(2)

(c) The stomach also makes hydrochloric acid.

How does the acid help digestion?

___________________________________________________________________

___________________________________________________________________
(1)

(d) Draw one line from each digestive enzyme to the correct breakdown product.

Digestive enzyme Breakdown products

amino acids.

Amylase breaks down

starch into……

bases.

Lipase breaks down fats

into…

fatty acids and

glycerol.

Protease breaks down

proteins into…

sugars.

(3)
(Total 8 marks)
Page 132 of 191
 The diagram below shows the pathway for a simple reflex action.
59.

(a) What type of neurone is neurone X?

Draw a ring around the correct answer.

motor neurone relay neurone sensory neurone

(1)

(b) There is a gap between neurone X and neurone Y.

(i) What word is used to describe a gap between two neurones?

Draw a ring around the correct answer.

effector receptor synapse

(1)

(ii) Draw a ring around the correct answer to complete the sentence.

a chemical.
Information passes across the gap as an electrical impulse.
pressure.

(1)

(c) Describe what happens to the muscle when it receives an impulse from neurone Z. How
does this reflex action help the body?

What happens to the muscle ___________________________________________

___________________________________________________________________

How this helps the body _______________________________________________

___________________________________________________________________
(2)
(Total 5 marks)

Page 133 of 191

 The diagram below shows how a nerve impulse passing along a relay neurone causes an
60. impulse to be sent along another type of neurone, neurone X.

(a) What type of neurone is neurone X?

___________________________________________________________________
(1)

(b) Describe how information passes from the relay neurone to neurone X.
Use the diagram to help you.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c) Scientists investigated the effect of two toxins on the way in which information passes
across synapses. The table below shows the results.

Toxin Effect at the synapse

Decreases the effect of the chemical

Curare
on neurone X

Increases the amount of the chemical

Strychnine
made in the relay neurone

Page 134 of 191

Describe the effect of each of the toxins on the response by muscles.

Curare _____________________________________________________________

___________________________________________________________________

___________________________________________________________________

Strychnine __________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 6 marks)

Page 135 of 191

Mark schemes
(a) A − saliva(ry) gland
1. 1

B − liver
1

C − duodenum
ignore small intestine
1

D − pancreas
accept phonetic spellings
1

(b) (i) any three from:

• chewing / muscle contraction / mechanical digestion
allow churning
• protease enzymes
allow pepsin / trypsin
• in stomach / small intestine / duodenum / from pancreas
• (break down protein) into amino acids
allow (poly)peptides
3

(ii) neutralises acid pH / makes conditions alkaline

1

so lipase can work

1

emulsifies fat
1

to give large(r) surface area for lipase / enzyme action

1

(c) (i) starch

ignore carbohydrate
1

(ii) breakdown stops

allow slows down
1

because stomach produces / contains acid / has low pH

1

and amylase cannot work in acid / low pH

accept amylase is denatured / changes shape
1
[15]

Page 136 of 191

 (a) (i) cerebral cortex
2.
accept cerebrum / cerebral hemisphere
1

(ii) MRI (scan)

allow CAT / CT scan
do not accept MIR

or

electrode stimulation
allow electrical stimulation
1

(b) (i) sharp point stimulates (pain) receptor (in the skin)
must be in correct order
1

to send (nerve) impulse

ignore information and messages
1

via sensory neurone

1

to spinal cord
do not accept spine, ignore CNS
1

crosses synapse
allow synapse in any correct context
1

to other (relay) neurones / to brain

do not accept motor neurone
allow explanation in a flow diagram
1

(ii) damage must be between arms and legs / below arms

accept below the waist
1

since information from nerves in arms still reaches the brain / information from
the legs doesn’t reach the brain
1
[10]

Page 137 of 191

 (a) (i) A lung
3. 1

B rib
1

C diaphragm
1

D alveolus / alveoli
1

(ii) (B moves) up(wards) / out / up and out

1

(C moves) down(wards) / flattens

do not allow inwards
ignore outwards
if neither mark gained allow 1 mark for correct reference to muscle
contraction
1

(b) (i) 1640

1

1440
1

1720
allow max 1 for 3 correct values using of bottom of piston:
1380 + 1180 + 1480 to 1485
1

(ii) 1600
correct answer gains 2 marks
if answer incorrect allow 1 mark for evidence of
(1640 + 1440 + 1720) ÷ 3
allow ecf from (b)(i)
allow use of two numbers divided by two if one is considered
anomalous:

= 1680
for 2 marks
2

Page 138 of 191

 (c) two groups of students − one group sports activity participants, other not
allow students as a group
1

fair test eg groups same height / same mass / same sex

1

measure air breathed in by each student / repeat previous experiment then calculate
mean for group
1

(d) pointer remains still after breathing / cylinder will move down after breathing (in)
1

error reading volume less likely

allow more accurate / reliable
1

(e) (i) operator squeezes bag

1

air forced / pushed into lungs

or

positive pressure ventilator

1

(ii) any two from:

• air pressure / volume not regulated

• operator will tire / must be present at all times / variable intervals
• too much / too little air
allow may ‘overbreathe’ the patient
2
[20]

(a) A sensory (neurone)

4.
ignore nerve
1

B motor (neurone)
ignore nerve
1

C spinal cord / central nervous system / white matter

accept grey matter
1

(b) by chemical / substance

allow transmitter
1

Page 139 of 191

 (c) muscle
allow extensor
ignore muscle names
1
[5]

(a) (i) capillary

5. 1

(ii) diffusion
1

(b) (i) Z
ignore any names
1

(ii) large / increased surface / area

allow all food absorbed

or to absorb more food

or improved diffusion
1
[4]

(a)
6.

(b) water
in this order only
1

mineral ions
allow minerals / ions
1

energy
1

(c) root hair (cell)

ignore root / hair unqualified
1

Page 140 of 191

 (d) large surface / area
allow it has a long projection
allow the walls are thin
allow it has lots of mitochondria
1

(e)

do not accept more than one line from a box on the left
1

(f) nerve (cell)

allow neuron(e)
ignore motor / sensory / relay
1

any one from:

• long
• has branches
• has insulation
allow myelin / fat
1
[10]

(a) (i) allele expressed even when other allele present or expressed if just one copy of
7. allele is present or expressed if heterozygous
if present other allele not expressed
1

(ii) 2 affected parents have unaffected child or 1 and 2 → 5 / 6

or if recessive all of 1 and 2’s children would have CADASIL

1

(iii) heterozygous – has unaffected children or because if homozygous all children

would have CADASIL
1

Page 141 of 191

(b) genetic diagram including:
accept alternative symbols, if defined
1

correct gametes:

D and d
and d (and d)
ignore 7 / 8 or male / female
1

derivation of offspring genotypes:

Dd Dd dd dd
allow just Dd dd if ½-diagram
allow ecf if correct for student’s gametes
1

identification of Dd as CADASIL
or dd as unaffected
allow ecf if correct for student’s gametes
1

correct probability: 0.5 / ½ / 1 in 2 / 50% / 1 : 1

1

(c) (i) stem cells can differentiate or are undifferentiated / unspecialised

1

can form blood vessel cells / brain cells

or

stem cells can divide

1

(ii) ethical argument - eg no risk of damage to embryo or adult can give consent for
removal of cells or adult can re-grow skin
more ethical qualified
ignore religion unqualified

or
if from a relative then less chance of rejection or if from self then no chance of
rejection
or
skin cells more accessible
1
[10]

Page 142 of 191

 (a) movement / spreading out of molecules / particles
8.
allow movement / spreading out of (named)
substances / chemicals / gases / liquids
ignore reference to membranes / cells
1

from (an area of) high(er) concentration to (an area of) low(er) concentration
allow down / with the concentration gradient
ignore along / across the concentration gradient
do not accept movement from / to a concentration
gradient
1

(b) increased carbon dioxide concentration in the air

1

increased number of stomata that are open

1

(c) Level 3: Relevant points (reasons / causes) are identified, given in detail and logically
linked to form a clear account.
5−6

Level 2: Relevant points (reasons / causes) are identified, and there are attempts at
logical linking. The resulting account is not fully clear.
3−4

Level 1: Points are identified and stated simply, but their relevance is not clear and
there is no attempt at logical linking.
1−2

No relevant content
0

Indicative content
• (many) alveoli
• provide a large(r) surface area (: volume)

• capillaries are thin

or alveoli / capillary walls are thin or one cell thick
or capillaries are close to the alveoli
• which provides short diffusion path (for oxygen / carbon dioxide)

• breathing (mechanism) moves air in and out or lungs are ventilated

• to bring in (fresh) oxygen
• to remove carbon dioxide
• to maintain a concentration / diffusion gradient

• large capillary network (around alveoli) or good blood supply

• to remove oxygen(ated blood) quickly
• to bring carbon dioxide to the lungs quickly
• to maintain a concentration / diffusion gradient

Page 143 of 191

 (d) Osmosis
allow diffusion
1

(e) active transport

1

(because) energy is needed

1

(to move nitrate ions) from a low(er) concentration (in the soil) to a high(er)
concentration (in the root / cell)
allow (to move nitrate ions) against / up the
concentration gradient
allow (because) there is a lower concentration (of nitrate
ions) in the soil or (because) there is a higher
concentration (of nitrate ions) in the root / cell
ignore reference to amount / number of nitrate ions
ignore along / across the concentration gradient
do not accept if reference to molecules / atoms moving
1
[14]

(a) the movement of particles from a high concentration to a low concentration

9. 1

(b) (gills) have (many) projections

allow description of projections
allow have lots of / five gills
1

(for) large(r) surface / area

or

(gills) are on the outside of the body (1)

for good access to water (1)

1

(c) differentiation
1

(d) mitosis
do not accept meiosis
1

(e) hair
1

(f) axolotls are cheap to feed

1

axolotls are easy to breed

1

Page 144 of 191

 (g) D
1

(h) trachea
allow windpipe
allow cartilage (ring)
1

(i) pulmonary artery

1
[11]

(a) plasma
10. 1

(b) Benedict’s (reagent / solution)

allow Fehling’s (reagent / solution)
1

(c) add chemical / Benedict’s (reagent to urine) and boil / heat

allow ecf from part (b)
allow any temperature above 65 °C
ignore water bath unqualified
1

positive result – (colour changes from blue to brick) red

allow orange / yellow / green / brown
if no other mark awarded, allow 1 mark for reference to
glucose testing stick / strip
1

(d) the blood is more concentrated or less dilute (than the solution in the cells)
allow the solution in the cells is less concentrated or
more dilute than the blood
allow correct references to water concentration or water
potential or hypotonic / hypertonic
ignore reference to amount of water or glucose
1

(so) water moves out of cells by osmosis

allow (so) water moves into the blood by osmosis
1

water moves through a partially permeable membrane

allow semi-permeable / selectively permeable
membrane
1

Page 145 of 191

 (e) projections / folds / villi provide a large surface area
ignore small intestine has a large surface area
do not allow cilia
1

walls of projections / folds / villi / capillaries are thin / one cell thick for shorter
absorption / diffusion distance
1

(small intestine is) very long, increasing time (for absorption)

1

good / efficient blood supply to maintain concentration gradient

allow many capillaries to maintain concentration
gradient
1

cells have many mitochondria for (aerobic) respiration for active transport
do not accept anaerobic
or
cells have many mitochondria for energy release for active transport
do not accept producing energy
1
[12]

(a) (i) A = (cell) membrane

11. 1

B = cytoplasm
do not accept cytoplast
1

(ii) To control the activities of the cell

1

Page 146 of 191

 (b)

extra lines cancel

3
[6]

(a) diffusion
12. 1

(b) A
1

(c) B
1

(d) (earthworm) can absorb more oxygen (in a given time)

or
increases / more gas exchange
allow get / obtain / take in more oxygen
ignore easier absorption of oxygen
ignore references to food
1

(e) lipase
1

(f) more oxygen (in soil with earthworms)

allow earthworms bring oxygen to soil
1

(for) more (aerobic) respiration

do not accept anaerobic respiration
1

(of) bacteria / fungi / microorganisms / microbes / decomposers

1
reference to more is only needed once for the first two
marking points

Page 147 of 191

 (g) fertilisation
ignore sexual reproduction
1

(h) asexual (reproduction)

allow cloning
1
[10]

(a) movement of particles from (an area of) high concentration to (an area of) low
13. concentration
allow movement of particles down a concentration gradient
do not accept along / across a concentration gradient
1

(b) oxygen
allow O2

carbon dioxide
allow CO2
in this order only
both needed for 1 mark
1

(c) less diffusion

allow less gas will enter / leave the blood
allow ecf from (b)
1

(because of the) reduced / smaller surface area

1

(d) (B) very low birth mass

1

(C) extremely low birth mass

1

(e) any one from:

• men would be included in the study (can’t be pregnant)
• children / older (post-menopausal) women would be included in the study
ignore reference to cost
1

Page 148 of 191

 (f) any three from:
• higher percentage of pregnant women have never smoked (compared with
non-pregnant women)
• higher percentage of pregnant women are ex-smokers (compared with non-pregnant
women)
• lower percentage of pregnant women currently smoke (compared with non-pregnant
women)
• in both pregnant and non-pregnant women, the highest percentage of women have
never smoked
allow converse throughout
allow appropriate use of correct figures throughout
3

(g) scatter graph

1

(h) B
1

(i) there is no correlation (between the variables)

allow (all) the points are widely scattered
allow idea that the person with the longest birth time does not have
the highest risk
1
[13]

(a) (i) large intestine = E

14. 1
small intestine = D
1
stomach = B
1

(ii)

extra lines cancel

3

(b) The concentration in the blood is lower.

1
[7]

Page 149 of 191

 Marks awarded for this answer will be determined by the Quality of Written Communication
15. (QWC) as well as the standard of the scientific response. Examiners should also apply a ‘best-fit’
approach to the marking.

0 marks
No relevant content.

Level 1 (1 – 2 marks)
An example is given of a named substance
or
a process
or
there is an idea of why diffusion is important eg definition.

Level 2 (3 – 4 marks)
At least one example of a substance is given
and
correctly linked to a process in either animals or plants.

Level 3 (5 – 6 marks)
There is a description of a process occurring in either animals or plants that is correctly
linked to a substance
and
a process occurring in the other type of organism that is correctly linked to a substance.

examples of points made in the response

Importance of diffusion:

• to take in substances for use in cell processes

• products from cell processes removed

Examples of processes and substances:

• for gas exchange / respiration: O 2 in / CO2 out

• for gas exchange / photosynthesis: CO 2 in / O2 out
• food molecules absorbed: glucose, amino acids, etc
• water absorption in the large intestine
• water lost from leaves / transpiration
• water absorption by roots
• mineral ions absorbed by roots
extra information
Description of processes might include:
• movement of particles / molecules / ions
• through a partially permeable membrane
• (movement of substance) down a concentration gradient
• osmosis: turgor / support / stomatal movements
[6]

(a) (i) A = nucleus

16. 1

Page 150 of 191

 B = (cell) membrane
1

(ii) any two from:

ignore shape

• no (cell) wall

• no (large / permanent) vacuole

• no chloroplasts / chlorophyll
2

(b) because high to low oxygen / concentration or down gradient

allow ‘more / a lot of oxygen molecules outside’
ignore along / across gradient
1

(c) a tissue
1
[6]

(a) xylem and phloem

17.
either order
allow words ringed in box
allow mis-spelling if unambiguous
1

(b) (i) movement / spreading out of particles / molecules / ions / atoms

ignore names of substances / ‘gases’
1

from high to low concentration

accept down concentration gradient
ignore ‘along’ / ‘across’ gradient
ignore ‘with’ gradient
1

(ii) oxygen / water (vapour)

allow O2 / O2
ignore O2/ O
allow H2O / H2O
ignore H2O
1
[4]

(a) (i) diffusion

18. 1

(ii) A
1

Page 151 of 191

 (b) (i) osmosis
1

(ii) R
1
[4]

(a) (i) movement of atoms / molecules / ions

19.
accept particles
allow dissolved substances
ignore reference to membranes
1

(substance) moves from high to low concentration

allow down the gradient ignore
across / along / with a gradient
1

(ii) any two from:

• movement of molecules / ions

accept particles
allow dissolved substances this point once only in (a)(i) and (a)(ii)

• from low to high concentration

allow up / against the gradient
ignore across / along / with a gradient

• requires energy / respiration

accept requires ATP
2

(b) • filtration of blood or

described re small (molecules)through / large not
ignore diffusion
1

max four from:

• reabsorption / substances taken back into blood

• (reabsorption) of all of the sugar / glucose

• (reabsorption) of some of ions / of ions as needed by body

• (reabsorption) of some of water / of water as needed by the body

• urea present in urine

accept urea not reabsorbed

• reabsorption of water by osmosis / diffusion or reabsorption of sugar / ions by active

transport
4

Page 152 of 191

 [9]

(a) A
20. 1

(b) (i) diffusion

1

(ii) respiration
1

(iii) mitochondria
1

(iv) photosynthesis
1
[5]

(a) A nucleus
21. 1

B (cell) membrane
1

C cytoplasm
1

(b) (i) it is thin

1

(ii) diffusion
1
[5]

(i) any two from:

22.
urea

carbon dioxide

water

lactic acid
2

(ii) higher concentration of glucose or more glucose in blood than cells

1

diffuses across
1
[4]

Page 153 of 191

 (a) (cell) wall
23. (cell) membrane
cytoplasm
vacuole
for 1 mark each
4

(b) (i) A

(ii) B
for 1 mark each
2

(c) diffusion (reject osmosis)

for 1 mark
1
[7]

(a) (i) A
24.
(ii) B
for 1 mark each
2

(b) diffusion
(reject osmosis)
for one mark
1

(c) C
because uptake against a concentration / diffusion gradient
(reject osmosis)
(if C not given, then idea of movement essential)
for 1 mark each
2
[5]

(a)
25.

if no answer in answer space allow answer in the table

1

3
do not accept if a unit is given
1

(b) as size increases, surface area to volume ratio decreases

allow converse
1

Page 154 of 191

(c) any one from:
• carbon dioxide
• glucose
• water
• ions allow named ions
allow other correct substances e.g. amino acids / fatty
acids / glycerol / sugar
1

(d) any two from:

• concentration gradient
• surface area
• thickness of exchange surface
• presence of a blood / circulatory system
• temperature (of surroundings)
allow description
allow surface area : volume ratio
allow thickness of skin
2

(e) gills
1

(f) Level 3: Relevant points (reasons / causes) are identified, given in detail and logically
linked to form a clear account.
5−6

Level 2: Relevant points (reasons / causes) are identified, and there are attempts at
logical linking. The resulting account is not fully clear.
3−4

Level 1: Points are identified and stated simply, but their relevance is not clear and
there is no attempt at logical linking.
1−2

No relevant content.
0

Page 155 of 191

 Indicative content:

• large number of alveoli

• large surface area of alveoli
• to maximise diffusion

• alveoli have thin walls or alveoli have walls that are one cell thick
• to reduce diffusion distance

• has a good blood supply

• to maintain concentration gradient
• to remove oxygen quickly

• blood vessels / capillaries have thin walls or blood vessels have walls that are
one cell thick
• to reduce diffusion distance

• lungs are ventilated

• to bring in oxygen
• (and) to remove carbon dioxide
• to maintain concentration gradient

• large network of blood vessels / capillaries

• to increase surface area (for diffusion)

Adaptations and consequence of adaptations are required for Level 3.

[13]

(a) (has) spikes / thorns / prickles

26.
allow (has a) tough outer layer
1

(b) chemical
1

(c) the plant will not lose as much water

1

(d) chlorophyll / chloroplasts

1

(e) to allow it to photosynthesise

or
to make sugar / glucose / carbohydrate / starch
1

(f) organ
1

(g) water / mineral ions

allow named mineral ions
allow minerals / ions
1

Page 156 of 191

 (h) phloem (tissue)
1
[8]

(a) A = cornea
27. 1

B = lens
1

C = optic nerve
1

(b) by becoming thicker

1

(c) ciliary muscles

1

suspensory ligaments
1

(d) retina
allow rods / cones / fovea
1

(e) retina

brain

muscles
in this order only
3 correct = 2 marks
1 or 2 correct = 1 mark
2
[9]

(a) response / reaction

28.
ignore examples
ignore action
1

automatic or no thinking or not conscious or involuntary

ignore reference to brain
ignore quick
1

Page 157 of 191

(b) receptor (in skin of finger / hand) detects stimulus / temperature change
allow receptor detects heat ignore pain
1

(electrical) impulses pass along neurones

allow electrical signals pass
along nerve cells
ignore messages
1

(impulses pass from) sensory to relay to motor neurones

1

synapse between neurones where chemical crosses gap

allow neurotransmitter / acetylcholine for chemical
allow by diffusion
1

(synapses) in spinal cord / CNS

ignore brain
1

muscle contraction (to pull hand away)

or effector is a muscle
1

(c) coordination by endocrine system is:

allow converse points if clearly indicating nervous
co-ordination answers must be comparative

slower
1

longer-lasting
1

(chemical / hormone) via blood instead of electrical / impulse / neurones

1

Page 158 of 191

 (d) FSH (release from pituitary) stimulates maturation of egg / ovum / follicle
ignore reference to days of menstrual cycle
allow FSH stimulates development / growth of egg
1

oestrogen (release from ovary) inhibits FSH production and stimulates LH production
1

LH (release from pituitary) stimulates ovulation

allow LH stimulates release of egg
1

progesterone (release from ovary) inhibits FSH and LH production

allow (release from corpus luteum)
1

oestrogen and progesterone maintain the uterus lining

allow oestrogen and progesterone build up the uterus
lining
1
[16]

(a) mitosis
29. 1

(b) all lines correct = 2 marks

1 or 2 lines correct = 1 mark

additional line from a box on the left negates the credit for that box
2

Page 159 of 191

 (c)

70(%)
allow answer calculated from angle in range 250° to
254°
if no other mark awarded, allow 0.7 for 1
1

(d) 3
1

(e) DNA
allow deoxyribonucleic acid for 1
1

(f) a gene
1

(g) (bone marrow) cells differentiate into many / other types of (named) cell
allow (bone marrow) cells can become many / other
types of (named) cell
1

(so) will cure diseases where new cells are needed

or will cure diseases where cells are damaged
allow (so) will cure anaemia / leukaemia or blood
cancer or blood disorders
allow (so) will cure paralysis / diabetes
1
[10]

(a) (A) cerebellum

30. 1

(B) pituitary gland

1

(C) cerebral cortex

1

(b) cerebellum
1

(c) coordinator
1

Page 160 of 191

 (d) neurone
allow nerve (cell)
ignore names of neurone
1

(e) retina
1

(f) can see fruit / food

allow can find fruit / food
1

(so) get more food

1

(g) accommodation
1

(h) light rays are refracted less

1

(i) any one from:

• myopia
• short-sightedness
allow near-sightedness
1
[12]

(a) A
31. 1

(b) cerebral cortex

allow cerebrum
allow cerebral hemisphere(s)
ignore D
1

(c) any three from:

• can ask people to do different tasks (while taking scan)
allow can ask person to do a (specific) task
• to see which part of brain is active / inactive
allow to see which part of the brain is working
• to compare with a person without brain damage
• to see (exactly) where the damage is
• (traditional) MRI scanner cannot be used if people can’t stay still
allow examples such as children or patients with
Parkinson’s disease
allow may be better for people who are claustrophobic
3

Page 161 of 191

(d) (cells in) retina sensitive to light
allow retina detects light
allow rods / cones detect light
1

impulse passes along (sensory) neurone

allow electrical signal or electrical message passes
along (sensory) neurone
1

(along) optic nerve

allow chemical transmission across synapse
1

(e) Level 3: Relevant points (reasons/causes) are identified, given in detail and logically linked
to form a clear account.
5−6

Level 2: Relevant points (reasons/causes) are identified, and there are attempts at
logical linking. The resulting account is not fully clear.
3−4

Level 1: Points are identified and stated simply, but their relevance is not clear and
there is no attempt at logical linking.
1−2

No relevant content
0

Indicative content

• mutation (in gene / DNA)

• randomly or due to chance
• causes new / different protein / (visual) pigment to be made
• in the retina of bird
• (so more) variation in the wavelengths of light birds retinas could detect

• birds with the mutation or birds able to detect UV are more likely to see fruits
(that reflect UV)
• birds with the mutation or birds able to detect UV are more likely to see where
small mammals are or have been
• therefore get more food (small mammals or fruit)
• avoid being eaten (by small mammals)
• out competing those birds without the mutation or birds not able to detect UV

• so more likely to survive and reproduce or have offspring

• by natural selection
• passing on allele / gene / mutation to offspring
• repeated over many generations

For Level 3 a link to UV vision is required

[14]

Page 162 of 191

 (a) blood is pumped to the lungs by one / right side of the heart
32. and
blood is pumped to the body by the other / left side of the heart
allow blood enters the heart twice for every (one) circuit
around the body
1

(b) ventricle correctly identified as any part of grey area below:

(c) oxygenated and deoxygenated blood mixes

allow some deoxygenated blood is sent to the body /
tissues / cells
1

(so) less oxygen reaches the body / tissues / cells

allow named tissues / organs
1

Page 163 of 191

(d) concentration gradient (of oxygen) is shallow(er) / less steep
1

(therefore) less oxygen diffuses into blood / cells / gills

1
allow idea that concentration gradient is negative (i.e.
out of axolotl) (1)
so oxygen diffuses out of axolotl’s blood / cells / gills (1)

(so) less (aerobic) respiration occurs so less energy is released / available

or
(so more) anaerobic respiration occurs so less energy is released / available
do not accept no respiration occurs
do not accept energy production
1

(so) less metabolism

ignore reduced living processes unqualified
allow reduction of building larger molecules or
movement / muscle contraction or keeping warm or
urea formation or chemical reactions
or
(so when) anaerobic respiration occurs, lactic acid is produced (and is toxic)
1

(e) stem (cells)

do not accept embryonic stem cell
1

(f) any one from:

• paralysis
• diabetes
allow other examples such as Parkinson’s / heart
disease / stroke / cystic fibrosis / cancer / burns
do not accept infectious diseases
1

(g) any one from:

• easy to breed
allow reproduce quickly
• easy / cheap to keep / rear (as are small)
• don’t take up much space
allow reference to not being dangerous (to the scientist)
allow they are not endangered
allow removal of gill will not kill the axolotl
1

Page 164 of 191

 (h) any one from:
• it’s not a mammal or it is an amphibian
• regeneration in gills may be different to that in other organs
• metabolism / body processes are too different to humans
allow humans do not have gills
allow it’s an endangered species or species need to be
protected from extinction
ignore reference to genetic differences or ethics
1
[12]

(a)
33.

additional lines from a stimulus negates the mark for

that stimulus
2

(b) any two from:

1
• fast / rapid
• protect (from danger / harm)
1
• a response / a reaction
ignore ‘action’
• automatic / involuntary or not under conscious control
allow not coordinated by conscious part of the brain
or
allow does not involve thought / thinking
ignore not coordinated by the brain

(c) the muscle contracts

1

(d) (10)
(14)
8
11
13
in this order
all 3 correct = 2 marks
2 correct = 1 mark
0 or 1 correct = 0 mark
2

Page 165 of 191

 (e) (after drinking coffee) ruler falls less far (before being caught)
allow mean before = 17 and mean after = 11(.2)
or mean after is only 11(.2)
allow (ruler is) caught more quickly
1

(f) any two from:

• more repeats
• test more students
• use ruler with more precise scale – e.g. mm scale
ignore accurate
• drop from same height (above the hand)
• make sure student B’s hand is stationary
• same distance between finger(s) and thumb
allow alternative method – e.g. use of computer to
measure reaction time
2
[10]

(a) ciliary muscles contract

34. 1

(so ciliary muscles have a) smaller diameter

1

(so) suspensory ligaments loosen / slacken

do not accept ‘relax’
1

(so) lens thickens or lens becomes more curved / rounded

allow lens becomes fatter
ignore lens becomes bigger
1

(thicker) lens is more convergent

allow light rays bent (inwards) more or light refracted
more
1

light rays / image focused on retina

allow light rays meet on retina
1

(b) eye(-ball) is (too) short or lens cannot be thickened enough

allow ciliary muscles (too) weak or lens not (sufficiently)
elastic
1

(so) light ‘focuses’ behind retina

allow (so) image forms behind retina
1

Page 166 of 191

 (c) convex / converging lens
allow shape described eg thicker in middle
1

light rays bent / refracted (inwards) more

allow changes direction of light rays further inwards
1

light rays focused on retina

allow light rays brought to a point on retina or light rays
converge on retina or focused / clear image forms on
retina
1
[11]

(a) releasing saliva when food enters the mouth

35. 1

withdrawing the hand from a sharp object

1

(b) bright light

allow described method of increasing light
ignore light unqualified
allow correctly named drug e.g. morphine / heroin
1

(c) iris
1

(d) muscle contraction

allow muscles shorten
ignore radial / circular
ignore muscles relax / constrict
do not accept muscles expand
do not accept ciliary muscle contracts
1

(e) Level 2: Scientifically relevant facts, events or processes are identified and given in
detail to form an accurate account.
4−6

Level 1: Facts, events or processes are identified and simply stated but their
relevance is not clear.
1−3

No relevant content
0

Page 167 of 191

 Indicative content

• receptor detects stimulus

• e.g. receptor detects pressure
• receptor generates impulses / electrical signals

• neurones conduct impulses / electrical signals

• neurone A conducts impulses to spinal cord
• neurone A = sensory neurone
• synapse between neurones
• chemical (/ neurotransmitter) crosses synapse
• chemical stimulates impulse(s) in neurone B
• neurone B = relay neurone
• neurone C = motor neurone

• effector carries out response

• e.g. muscles of the arm / leg contract
• muscles contract or gland secretes chemicals

to access level 2, candidates need to consider, in terms of the indicative content, the
receptor, the neurones and the effector in the correct sequence
[11]

(a) an undifferentiated / unspecialised cell

36. 1

that can differentiate / become / change into (many) other cell types
1

(b) (malignant tumours) invade / spread to other tissues via the blood (benign don’t)
or
(malignant tumours) form secondary tumours in other organs
ignore cancer unqualified
allow converse
allow metastasises
1

(c) mitosis
correct spelling only
1

(d) glucose
answers in any order
ignore sugar
1

protein / amino acids

1

Page 168 of 191

(e) no need to wait for a donor
or
can be done immediately
1

(so) no risk of rejection

or
no need for immunosuppressant drugs
if no other marks awarded, allow for 1 mark idea of ethics
surrounding the use of tissue from another / dead person
1

(f) stent opens up the trachea

1

allowing air to flow through

or
allowing patient to breathe
1

(g) Level 3 (5-6 marks):

A judgement, strongly linked and logically supported by a sufficient range of correct
reasons, is given.

Level 2 (3-4 marks):

Some logically linked reasons are given. There may also be a simple judgement.

Level 1 (1-2 marks):

Relevant points are made. They are not logically linked.

Level 0
No relevant content

Indicative content

embryos advantages
• can create many embryos in a lab
• painless technique
• can treat many diseases / stem cells are pluripotent / can become any type of cell
(whereas bone marrow can treat a limited number)
embryos disadvantages
• harm / death to embryo
• embryo rights / embryo cannot consent
• unreliable technique / may not work

Page 169 of 191

 bone marrow advantages
• no ethical issues / patient can give permission
• can treat some diseases
• procedure is (relatively) safe / doesn’t kill donor
• tried and tested / reliable technique
• patients recover quickly from procedure
bone marrow disadvantages
• risk of infection from procedure
• can only treat a few diseases
• procedure can be painful

both procedures advantage

can treat the disease / problem

both procedures disadvantages
• risk of transfer of viral infection
• some stem cells can grow out of control / become cancerous
[16]

(a) vena cava

37. 1

(b) 0.5 mm = 0.05 cm

1

time =

allow alternative correct substitution

1

24.875
1

25 (s)
an answer of 25 (s) scores 4 marks
allow 24 for 3 marks (no conversion of mm to cm)
allow 23.8 / 23.75 for 2 marks (no conversion of mm to cm and
incorrect sf)
1

(c) (blood) travels through (the) pulmonary vein

1
(blood) enters left atrium
1
(blood) enters (the) left ventricle
1
(blood) leaves the heart via / through (the) aorta
allow blood travels through arterioles
allow blood (travels round the body and) reaches the cells / tissues
via / in capillaries
1
ignore ref to valves / systole / diastole throughout

Page 170 of 191

 (d) Level 3 (5-6 marks):
Relevant points (reasons / causes) are identified, given in detail and logically linked to form
a clear account.

Level 2 (3-4 marks):

Relevant points (reasons/causes) are identified, and there are attempts at logical linking.
The resulting account is not fully clear.

Level 1 (1-2 marks):

Points are identified and stated simply, but their relevance is not clear and there is no
attempt at logical linking.

No relevant content (0 marks)

Indicative content

S = structural F = functional

• (S) both have a large surface area

• (S) villi have many microvilli
• (S) alveolar walls are not flat / are folded

• (F) to maximise diffusion (of gases) / absorption of (food) molecules

• (S) both have many capillaries / good blood supply / capillaries near the surface
• (F) to maintain concentration / diffusion gradient

• (S) both have thin walls / walls that are one cell thick / one cell thick surface
• (F) to provide a short diffusion distance (for molecules to travel)

• (S) villi have many mitochondria

• (F) to provide energy for active transport (of food molecules)

• (S) cells of the villi have microvilli / more projections

• (F) to further increase the surface area / increase the number of proteins in the
membrane / to allow more active transport to take place
[15]

(a) times are very short / in milliseconds

38. or
milliseconds cannot be
measured with a stopwatch
1

(b) to increase validity / repeatability

or
to get representative results
allow to give a more reliable mean value
1
because of variation in results
allow to identify any anomalies
1

Page 171 of 191

 (c) (they have included) 468 / the 7th result
allow identification of anomaly in the table
1
(which) is anomalous / is a much higher value (than the others)
1

(d)

1.06 (: 1)
an answer of 1.06 (: 1) scores 2 marks
1
allow max 1 mark if wrong number of sig. figs.
1

(e) 2.59 × 10−1 seconds

1

(f) any two from:

• cannot compare mean to B as it has been incorrectly calculated
• C’s mean reaction time is the longest, not the shortest
• only measured one type of reaction
or
cannot generalise to all reaction types
• other factors can influence reaction time
allow examples
2

(g) involves (the conscious part of) the brain

allow voluntary (re)action
1
[11]

(a) any two from:

39. • drop the ruler from the same height
• use the same / dominant hand each time
• thumb same distance from ruler at the start
• use same type / weight of ruler
• drop the ruler without any force each time
• keep arm resting on the edge of the table
2

(b) 8
allow 8.0
1

(c) 2 (in test number 2)

1

(d) 12
1

(e) (12 + 13 + 13 + 9 + 8 / 5 =) 11
1

Page 172 of 191

 (f) 0.15 − 0.12 (s)
1

0.03 (s)
allow 0.03 (s) with no working shown for 2 marks
1

(g) carry out more repeats

1

(h) caffeine speeds up reflex actions

or
reduces reaction time
1
[10]

(a) pupils dilated (at B)

40.
allow converse for A
1

in dim light / low light levels

1

because circular muscles (in iris) relax

1

(and) radial muscles contract

1

(b) figure 2 shows myopia where light does not focus on the retina
allow refraction
1

in figure 3 the lens bends the light so that light focuses on the retina
1
[6]

(a) any two from:

41. • drop the ruler from the same height each time
• let the ruler drop without using any force
• same type / weight of ruler
• thumb should be same distance from the ruler each time at the start
• use the same hand to catch the ruler each time
• carry out the experiment with the lower arm resting in the same way on the table
allow description of holding bottom edge of ruler opposite the
catcher’s thumb
2

(b) 117
1

(c)

Page 173 of 191

 0.1539
allow 01539 with no working shown for 2 marks
1

0.154
allow 0.154 with no working shown for 3 marks
1
allow ecf as appropriate

(d) no indication beforehand when the colour will change

or
you might be able to tell when the person is about to drop the ruler
1

measurement of time is more precise (than reading from a ruler)

or
resolution (of computer timer) is higher
1

(e) cerebral cortex

allow cerebrum
1
ignore identified lobes

(f) cerebellum
1
[10]

(a) (i) receptor cells

42. 1

(ii) eye(s)
accept retina
1

(b) (i) any one from:

• gender / sex
• quality of eyesight
eg wearing glasses
• eg of factor that might affect reaction times
eg alcohol consumption / distractions / tiredness / health / time of
day / amount of practice (at this test)
do not allow time / age
1

(ii) 182
allow 182.0
1

(iii) Any anomalies can be identified.

1

Page 174 of 191

 (iv) reaction time (too) long or reactions (too) slow
1
allow reaction time (too) slow
allow examples of data quoted or derived from the table, eg (mean)
reaction time for 90 year olds is 162 ms longer than for 75 year olds

(so) more likely to have / cause an accident

1
[7]

(a) receptors detect / sense stimuli / change in surroundings or convert stimulus into an
43. impulse
ignore send impulses to brain / spinal cord
1

example of a receptor
allow any appropriate organ or part of an organ, eg eye / retina or
named type of receptor eg light receptor
1

effectors allow / make response or convert an impulse to an action

ignore receive impulses from brain / spinal cord
1

(effector) muscle / gland

allow an example
ignore eg arm / leg
1

(b) (i) junction

allow idea of a (small) gap / space
do not allow if implication is that the neurones move
1

between neuron(e)s
allow named types of neurones
1

(ii) chemical
allow answers in terms of specific types of neurone
allow neurotransmitter / named neurotransmitter released
1

any one from:

• (chemical released) from one neurone
ignore produced
• (chemical) passes (across synapse) to next neurone to stimulate / cause
(electrical) impulse
allow diffuses for passes (across)
1

Page 175 of 191

 (c) (i) skin
ignore hand / leg
1

(ii) 1.6 (cm per millisecond)

allow 2 if evidence of rounding up of 1.6
1

(iii) any two from:

ignore length of neurones
• synapses slow down transmission / impulse
allow idea of movement of chemical being slower than electrical
impulse
• fewer synapses (via brain)
allow one synapse compared to two or only one synapse
• (therefore) fewer delays
allow impulse travels more slowly in relay neurones
2
[12]

(a) testis / testes

44.
allow testicle(s)
1

(b) (i) B = 13.2

C = 6.6
E = 3.3
all 3 correct = 2 marks
2 or 1 correct = 1 mark
If no marks awarded allow ecf for C and E based on answer to B
ie C = ½ B and E = ½ C for one mark
2

(ii) 6.6
allow twice answer for cell E in part bi
1

(iii) mitosis
correct spelling only
1

(c) (i) any two from:

• cells that are able to divide
• undifferentiated cells / not specialised
• can become other types of cells / tissues or become specialised /differentiated
allow pluripotent
2

Page 176 of 191

 (ii) 4-day embryo is a (potential) human life

or

destroying/damaging (potential) human life

allow cord would have been discarded anyway
ignore reference to miscarriage
allow cannot give consent
1

(iii) perfect tissue match or hard to find suitable donors

allow same/matching antigens
allow no danger of rejection
allow no need to take immunosuppressant drugs (for life)
ignore genetically identical or same DNA
1

(iv) stem cells have same faulty gene / allele / DNA / chromosomes
allow genetically identical
ignore cells have the same genetic disorder
1
[10]

(a) (i) fewer cows

45. 1

any one from:

• less methane
do not allow CH4
• less CO 2 in the atmosphere because of less deforestation or less plants
consumed.
allow less CO2 released into the atmosphere because less fuel
used e.g. to heat cowsheds or to transport meat
do not allow CO2
1

(ii) any two from:

• could be mass produced to feed an increasing population
• disease free meat
• no / low fat
• no harm to animals or less intensive farming
allow (may be) suitable for vegetarians
• antibiotic free meat
• more land available for farming crops
allow no energy loss along a food chain
2

(b) fungus / Fusarium

1

Page 177 of 191

 with glucose (syrup)
1

in aerobic conditions or in presence of oxygen

ignore air
1

mycoprotein is harvested / purified

allow ammonia added (as source of nitrogen)
ignore stirring / mixing and temperature
1
[8]

(a) tissue → organ → organ system

46.
one right for 1 mark
three right for 2 marks
2

(b) Epithelial tissue → covers the outside and the inside of the stomach
more than one line from a tissue = no mark
1

Glandular tissue → produces digestive juices

1

Muscular tissue → allows food to be churned around the stomach

1

(c) (i) light

ignore dark
1

(ii) moving (to the dark)

1

(iii) any two from:

• use more woodlice

• repeat the experiment
• run for a longer time
2
[9]

Page 178 of 191

 (a)
47.
Both
Mitosis Meiosis mitosis
only only and
meiosis

How cells are

replaced

How gametes
are made

How a fertilised
egg undergoes
cell division

How copies of
the genetic
information are
made

How genetically
identical cells
are produced

if more than one tick per row then no mark

ignore first row
1
1
1
1

(b) (i) (adult) bone marrow

accept (umbilical) cord blood, skin, amniotic fluid / membrane
1

(ii) cells will not be rejected by the patient’s body (if they have been produced by
therapeutic cloning)
allow easier to obtain linked to embryo stem cells
or
(embryo stem cells) can develop into many different types of cells
allow doesn’t need an operation linked to bone marrow
or
(embryo stem cells) not yet differentiated / specialised or undifferentiated
accept embryo cells are pluripotent
1
[6]

Page 179 of 191

 (a) 55%
48.
2 marks for correct answer alone
accept 54 − 56
5.5 / 10 × 100 alone gains 1 mark
2

(b) any three from:

• amino acids
• antibodies
• antitoxins
• carbon dioxide
• cholesterol
• enzymes
• fatty acid
• glucose
• glycerol
• hormones / named hormones
• ions / named ions
• proteins
• urea
• vitamins
• water.
ignore blood cells and platelets
ignore oxygen
max 1 named example of each for ions and hormones
allow minerals
3

(c) Marks awarded for this answer will be determined by the Quality of Communication
(QC) as well as the standard of the scientific response. Examiners should also refer
to the information in the Marking Guidance and apply a ‘best-fit’ approach to the
marking.

0 marks
No relevant content.

Level 1 (1 – 2 marks)
There is a description of pathogens with errors or roles confused.
or
the immune response with errors or roles confused.

Level 2 (3 – 4 marks)
There is a description of pathogens and the immune response with some errors or
confusion
or
a clear description of either pathogens or the immune response with few errors or
little confusion.

Level 3 (5 – 6 marks)
There is a good description of pathogens and the immune response with very few
errors or omissions.
Page 180 of 191
 Examples of biology points made in the response:

• bacteria and viruses are pathogens

credit any ref to bacteria and viruses
• they reproduce rapidly inside the body
• bacteria may produce poisons / toxins (that make us feel ill)
• viruses live (and reproduce) inside cells (causing damage).

white blood cells help to defend against pathogens by:

• ingesting pathogens / bacteria / (cells containing) viruses

credit engulf / digest / phagocytosis
• to destroy (particular) pathogen / bacteria / viruses
• producing antibodies
• to destroy particular / specific pathogens
• producing antitoxins
• to counteract toxins (released by pathogens)
credit memory cells / correct description
• this leads to immunity from that pathogen.
6
[11]

(a) homeostasis
49. 1

(b) in sequence:

pancreas
1

liver
1

glycogen
correct spelling only
1

glucagon
correct spelling only
1

Page 181 of 191

(c) (i) broken down / digested
1

further detail eg into amino acids / by enzymes / by proteases

1

(ii) diet / eating less sugar / less fat

ignore balanced diet
or
ignore ‘dieting’ / slimming diet

exercise
accept pancreas transplant
1

(d) (i) sensible suggestion

eg (owner’s) smell / sweating / change in owner’s behaviour / dizziness /
tiredness
1

(ii) any five from:

allow 1 mark for justified conclusion
do not allow full marks unless at least 1 pro and 1 con.

Pro:
• % below normal decreases
• % in normal increases
• reliable / repeatable / valid data as large number of samples
do not allow accurate / precise
• patients express satisfaction.

Con:
• may not be reliable as blood glucose measurements for only 5 patients /
survey of only 16 (dog owners)
• % above normal increases / dogs are less good at detecting high glucose.
5

Page 182 of 191

 (e) glucose in urine of diabetic (and not in the non-diabetic)
1

urea and Na+ ions are similar in each / slightly lower in diabetic
1

+ any three from:

• no protein in either urine sample because protein too large / does not pass
through filter
• glucose passes through filter in kidney
ignore glucose is reabsorbed
• non-diabetic: the / all glucose is reabsorbed / taken back into blood
• diabetic: (too much glucose so) cannot all be reabsorbed
• because diabetic has high concentration of glucose in blood
• urea and Na+ lower in diabetic because less water is reabsorbed (due to extra
glucose in filtrate).
3
[19]

(a) (i) stimulus

50. 1

(ii) cytoplasm
1

(b) (i) ear(s)

in this order only
1

eye(s)
accept retina
1

skin
ignore extra detail
1

(ii) A muscle
1
[6]

(a) detect changes in surroundings or detect stimuli

51.
allow any named stimulus for skin
1

convert information to impulse

allow send impulse to sensory neurones / brain
1

Page 183 of 191

 (b) (i)
muscle contract(ion)

gland release / secrete /

produce chemical /
hormone / enzyme

1 mark for each effector

1 mark for each response
response must match type of effector (if given)
ignore examples
ignore relax(ation) / movement for contraction
do not allow expansion for muscles
4

(ii) any one from:

• (maintain temperature at which) enzymes work best

• so chemical reactions are fast(est)
• prevent damage to cells / enzymes
allow prevent enzymes being denatured (by temperature being too
high)
1
[7]

(a) A = nucleus
52.
allow phonetic spelling
1

B = (cell) membrane
1

(b) for repair / growth or to replace cells

ignore new cells / skin
1

(c) (i) embryos

1

(ii) paralysis
1
[5]

Page 184 of 191

 (a)
53.
Organ
Structure Organ Tissue
system

Stomach

Cells lining the stomach

Mouth, oesophagus,
stomach, liver,
pancreas, small and
large intestine

all 3 correct = 2 marks

2 correct = 1 mark
1 or 0 correct = 0 marks
2

(b) (i) diffusion

allow phonetic spelling
1

(ii) glucose
1

(iii) mitochondria
1
[5]

(a) (i) alveoli / alveolus

54.
allow air sacs
allow phonetic spelling
1

(ii) any one from:

• protection (of lungs / heart)
• help you breathe / inflate lungs.
1

Page 185 of 191

 (b) (i) diffusion
1

(ii) capillaries
1

(iii) any two from:

• (have many) alveoli
allow air sacs
• large surface / area
• thin (exchange) surface or short diffusion pathway
accept only one / two cell(s) thick
• good blood supply / many capillaries
allow (kept) ventilated or maintained concentration gradient.
2
[6]

(a) any two from:

55. • carbon dioxide / CO 2
• urea
• protein
• water / H 2O
• hormones / insulin.
ignore food / waste / alcohol / drugs / enzymes
ignore glucose and oxygen
allow two correct hormones for 2 marks
allow two correct food components for 2 marks
allow antibodies
allow antitoxins
2

(b) (i) plasma

1

platelets
1

(ii) (cardiac) muscle

allow muscular
1

Page 186 of 191

(c) Marks awarded for this answer will be determined by the Quality of Written
Communication (QWC) as well as the standard of the scientific response. Examiners
should also refer to the information in the Marking Guidance and apply a ‘best-fit’
approach to the marking.

0 marks
No relevant content

Level 1 (1−2 marks)

There is a description of at least one advantage of the cow tissue valve
or
a description of at least one disadvantage of the cow tissue valve.

Level 2 (3−4 marks)

There is a description of at least one advantage of the cow tissue valve
and
at least one disadvantage of the cow tissue valve.

Level 3 (5−6 marks)

There is a description of the advantages and disadvantages of the cow tissue valve
or
a description of several advantages of the cow tissue valve and at least one
disadvantage.

Examples of the points made in the response

Advantages of cow tissue valve:

• abundant supply of cows

• so shorter waiting time
ignore can take many years to find a suitable human donor
• no need for tissue typing
• quicker operation
• less invasive or shorter recovery time
• cheaper operation costs
• less operation / anaesthetic risks.

Disadvantages of cow tissue valve:

• made from cow so possible objections on religious grounds

ignore ethical arguments
• new procedure so could be unknown risks
allow possible transfer of disease from cow
• risks of using a stent eg. blood clots, stent breaking or valve tearing
• not proven as a long term treatment
• may be rejected
ignore information copied directly from the table without value
added.
6
[11]

Page 187 of 191

 (a) (i) diaphragm
56.
accept phonetic spelling
1

(ii) (because) the volume (inside the jar) increases

maximum two marks if no reference to correct part of model
1

(causing) the pressure to decrease

1

(and) air enters the balloon

allow oxygen
1

(b) (i) (so it moves by) diffusion

do not allow osmosis or active transport
1

from a high concentration (of oxygen) to a low concentration

allow down its / oxygen concentration gradient from the air or to the
blood
or
(because) there is a high(er) concentration (of oxygen) in the air or there is a
low(er) concentration of oxygen in the blood
ignore reference to amount of oxygen
1

(ii) many gill filaments

must be in the correct pairs to gain 2 marks
1

(give a) large surface / area

do not allow surface area to volume ratio
or
thin
(so) short diffusion pathway
or
good blood supply
(to) maintain the concentration gradient
or
water continually flows over them / continually ventilated
(to) maintain the concentration gradient
1
[8]

(a) (i) sensory neurone

57. 1

a synapse
1

(ii) contract
1

Page 188 of 191

 (iii) not connected to brain / coordinated only by spinal cord
1

(iv) automatic / rapid (response)

allow no thinking / faster / less time
1

protects body from danger / from damage / from burning

1

(b) (i) caffeine decreases reaction time

accept caffeine speeds up / quicker reactions
1

(ii) the two sets of results overlap (considerably)

allow use of appropriate numbers – eg 5 of the ‘after’ results
overlap with the ‘before’ results
allow ‘wide spread of results’
allow ‘it was just one person’ or ‘it was a small sample’
accept use of one pair of results only – if meaning is clear
accept use of one pair of overlapping results
1

(iii) any two sensible suggestions: eg

• more repetitions
• perform investigation on several other people
• use other (measured) amounts of coffee
• use different / more time intervals
• other suggested measure of reaction time – eg computer-generated light
flash + time measurement
• use pure caffeine or caffeine tablets
2
[10]

(a) (i) stomach

58. 1

(ii) small intestine

1

Page 189 of 191

 (b)

salivary small
stomach pancreas
glands intestine

amylase ✓ ✕ ✓ ✓

lipase ✕ ✕ ✓ ✓

protease ✕ ✓ ✓ ✓

1 mark per correct row

or
if no correct row max 1 mark for any one correct column
2

(c) enzyme / protease / pepsin most effective in acid conditions / low pH

accept optimum / correct pH
do not accept ref to incorrectly named enzymes
ignore killing bacteria
ignore acid breaks down food
1

(d) Enzyme Breakdown products

3
[8]

(a) sensory neurone

59. 1

(b) (i) synapse

1

(ii) a chemical
1

Page 190 of 191

 (c) (What happens to the muscle)
mark both parts of the question together

any one from:

• contraction / contracts
ignore relaxation / relaxes / tenses
1
• gets shorter

(How this helps the body)

idea of protection for body (from damage / pain)

eg moves finger / arm away (from pin / stimulus / source of pain)
1
[5]

(a) motor
60.
allow efferent / postsynaptic
allow another relay (neurone)
1

(b) release of chemical (from relay neurone)

allow ecf for ‘motor’ neurone from (a)
allow release of neurotransmitter / named example
1

chemical crosses gap / junction / synapse

allow diffuses across
allow chemical moves to X
1

chemical attaches to X / motor / next neurone (causing impulse)

1

(c) (curare) decrease / no contraction

accept (muscle) relaxes
1

(strychnine) increase / more contraction

if no other mark awarded allow 1 mark for (curare) decrease / no
response and (strychnine) increase / more response
1
[6]

Page 191 of 191

 The photograph shows an athlete at the start of a race.
1.

© Wavebreakmedia Ltd./Thinkstock

(a) The athlete’s sense organs contain special cells.

These special cells detect changes in the environment.

(i) List A shows changes in the environment.

List B shows some of the athlete’s sense organs.

Draw one line from each change in the environment in List A to the sense organ
detecting the change in List B.

List A List B
Change in the Sense
environment organ

Ear
Sight of the finishing
line
Nose
Sound of the
starting
gun
Eye
Pressure of the
ground
on the fingers
Skin

(3)

Page 1 of 88
 (ii) Which cells detect changes in the environment?

Tick ( ) one box.

Gland cells

Muscle cells

eceptor cells

(1)

(b) During the race, the concentration of sugar in the athlete’s blood decreases.

Why?

___________________________________________________________________

___________________________________________________________________
(1)

(c) Some athletes use anabolic steroids to improve performance.

(i) Draw a ring around the correct answer to complete the sentence.

breathing rate.

Anabolic steroids increase growth of muscles.

heart rate.

(1)

(ii) Sporting regulations ban the use of anabolic steroids.

Suggest one reason why.

______________________________________________________________

______________________________________________________________
(1)
(Total 7 marks)

Page 2 of 88
 Diagram 1 shows cells from the light-sensitive layer in the eye.
2.
Diagram 1

(a) On Diagram 1, add labels to name part A and part B of the light-sensitive cell.
(2)

(b) There is a junction between the connecting neurone and the neurone carrying the
impulse to the brain.

(i) What name is given to the junction?

______________________________________________________________
(1)

(ii) In what form is information passed across the junction?

______________________________________________________________

______________________________________________________________
(1)

Page 3 of 88
(c) Diagram 2 shows a bee flying towards a man’s eye.

Diagram 2

In the blink reflex , light from the bee reaches the light-sensitive cell in the eye.
The muscles in the eyelid shut the man’s eye before the bee hits the eye.

Describe the pathway taken by the nerve impulse in the blink reflex.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 8 marks)

Page 4 of 88
 The diagram shows the nervous pathway used to coordinate the knee-jerk reflex.
3. When the person is hit at point P, the lower leg is suddenly raised.

(a) Name neurones A, B and C.

A _________________________________________________________________

B _________________________________________________________________

C _________________________________________________________________
(3)

(b) The receptor in the muscle in the leg is sensitive to a stimulus.

Suggest the stimulus.

___________________________________________________________________
(1)

Page 5 of 88
 (c) Describe what happens at the synapse during this reflex.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 7 marks)

The diagram shows the structures involved in a reflex action.

4.

(a) On the diagram, name the structures labelled W, X and Y.

(3)

(b) The control of blood sugar level is an example of an action controlled by hormones.

Give two ways in which a reflex action is different from an action controlled by hormones.

1. _________________________________________________________________

___________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 5 marks)

Page 6 of 88
 Stem cells can be collected from human embryos and from adult bone marrow.
5. Stem cells can develop into different types of cell.

The table gives information about using these two types of stem cell to treat patients.

Stem cells from human embryos Stem cells from adult bone marrow

It costs £5000 to collect a few cells. It costs £1000 to collect many cells.

There are ethical issues in using Adults give permission for their own
embryo stem cells. bone marrow to be collected.

The stem cells can develop into most The stem cells can develop into only a
other types of cell. few types of cell.

Each stem cell divides every 30 Each stem cell divides every four
minutes. hours.

There is a low chance of a patient’s There is a high chance of a patient’s

immune system rejecting the cells. immune system rejecting the cells.

More research is needed into the use Use of these stem cells is considered
of these stem cells. to be a safe procedure.

Scientists are planning a new way of treating a disease, using stem cells.

Use only the information above to answer these questions.

(a) Give three advantages of using stem cells from embryos instead of from adult bone
marrow.

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________
(3)

(b) Give three advantages of using stem cells from adult bone marrow instead of from
embryos.

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________
(3)
(Total 6 marks)

Page 7 of 88
 Read the information about stem cells.
6.
Stem cells are used to treat some human diseases.
Stem cells can be collected from early embryos. These stem cells have not begun to
differentiate, so they could be used to produce any kind of cell, tissue or organ. The
use of embryonic stem cells to treat human diseases is new and, for some diseases,
trials on patients are happening now.
Stem cells can also be collected from adult bone marrow. The operation is simple but
may be painful. Stem cells in bone marrow mainly differentiate to form blood cells.
These stem cells have been used successfully for many years to treat some kinds of
blood disease. Recently there have been trials of other types of stem cell from bone
marrow. These stem cells are used to treat diseases such as heart disease.

Evaluate the use of stem cells from embryos or from adult bone marrow for treating human
diseases.

You should give a conclusion to your evaluation.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 5 marks)

The nervous system allows humans to react to their surroundings.

7.
(a) Sense organs have receptors. Receptors detect changes in the environment.

Which word describes a change in the environment?

Draw a ring around one answer.

an effector a neurone a stimulus

(1)

Page 8 of 88
(b) The photograph shows a baby.
Labels A, B, C, D and E show some of the baby’s sense organs.

Photo by D. Sharon Pruitt [CC-BY-2.0], via Wikimedia Commons

Answer each question by writing one letter, A, B, C, D or E, in each box.

(i) Which sense organ has receptors sensitive to light?

(1)

(ii) Which two sense organs have receptors sensitive to chemicals?

and

(2)

(iii) Which sense organ has receptors sensitive to changes in the baby’s position?

(1)

Page 9 of 88
 (c) Information from sense organ A is passed along nerve cells.
The information is coordinated to produce a response.

Which organ in the body coordinates the information?

___________________________________________________________________
(1)
(Total 6 marks)

In a living organism, the cells are organised into organs, systems and tissues.
8.
(a) Use words from the box to complete the list of these structures in order of size.

organs systems tissues

The smallest structure is at the top of the list and the largest is at the bottom.

1 cells

2 _________________

3 _________________

4 _________________

5 organism

(1)

Page 10 of 88
 (b) List A gives three tissues found in the human body.
List B gives four functions of tissues.

Draw a straight line from each tissue in List A to its correct function in List B.

List A – Tissue List B – Function

Covers many parts of the body

Muscular tissue

Contracts to cause movement

Glandular tissue

Divides by meiosis

Epithelial tissue

Releases hormones or enzymes

(3)
(Total 4 marks)

The photograph shows a new-born baby.

9.

By SCA Svenska Cellulosa Aktiebolaget [CC-BY-2.0], via Wikimedia Commons

Page 11 of 88
(a) New-born babies have reflex actions. The reflex actions help new-born babies to survive.

Draw a line from each reflex action to the way in which it helps the baby to survive.

Reflex action How the reflex action helps

the baby

Helps the baby to hold on to the

mother

If milk goes down the baby’s

windpipe the baby coughs

Prevents the baby from choking

If the mother touches the palm of

the baby’s hand, the baby clenches
its fist.

Helps to protect some of the baby’s

receptors

If the mother strokes the baby’s

mouth, the baby begins to suck.

Helps the baby to crawl

If a bright light shines on the baby,

the baby’s eyes shut.

Helps the baby to feed

(4)

Page 12 of 88
 (b) Which two of the following may be effectors in reflex actions?

Tick ( ) two boxes.

Brain

Glands

Motor neurones

Muscles

Sensory neurones

(2)
(Total 6 marks)

Cells in the human body are specialised to carry out their particular function.
10.
(a) The diagram shows a sperm cell.

The sperm cell is adapted for travelling to, then fertilising, an egg.

(i) How do the mitochondria help the sperm to carry out its function?

______________________________________________________________

______________________________________________________________
(1)

Page 13 of 88
 (ii) The nucleus of the sperm cell is different from the nucleus of body cells.

Give one way in which the nucleus is different.

______________________________________________________________

______________________________________________________________
(1)

(b) Stem cells from human embryos are used to treat some diseases in humans.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 4 marks)

The photograph shows a girl waiting to cross a road.

11.

© Lionel Lassman

(a) Name two different sense organs she would use to detect when it is safe to cross the road.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

(b) Which sense organ contains receptors that help the girl to keep her balance?

___________________________________________________________________
(1)

Page 14 of 88
 (c) (i) Complete the sentence.

A car driver automatically brakes if a child dashes out into the road.

This is called a ___________________________________________ action.

(1)

(ii) Draw a ring around the correct answer to complete the sentence.

effectors
In the nervous system, information passes along cells called neurones .
synapses

(1)
(Total 5 marks)

Reflex actions are rapid and automatic.

12.
(a) Name the following structures in a reflex action.

(i) The structure that detects the stimulus.

______________________________________________________________
(1)

(ii) The neurone that carries impulses to the central nervous system.

______________________________________________________________
(1)

(iii) The neurone that carries impulses away from the central nervous system.

______________________________________________________________
(1)

(iv) The structure that brings about the response.

______________________________________________________________
(1)

(b) Describe what happens at a synapse when an impulse arrives.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 15 of 88
 (c) Some people have a condition in which information from the skin does not reach the brain.

Explain why this is dangerous for the person.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 8 marks)

A woman gives birth to triplets.

13. Two of the triplets are boys and the third is a girl.
The triplets developed from two egg cells released from the ovary at the same time.

The diagram shows how triplets A, B and C developed.

(a) Which stages on the diagram show gametes?

Draw a ring around your answer.

1 and 2 2 and 3 3 and 7 1 and 7

(1)

Page 16 of 88
(b) Embryo B is male.

Which of the following explains why embryo B is male?

Tick ( ) one box.

Cell P has an X chromosome; cell R has an X chromosome.

Cell P has a Y chromosome; cell R has an X chromosome.

Cell P has an X chromosome; cell R has a Y chromosome.

(1)

(c) The children that develop from embryos A and C will not be identical.

Explain why.

You may use words from the box in your answer.

egg genes sperm

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(d) Single cells from an embryo at Stage 7 can be separated and grown in a special solution.

(i) What term describes cells that are grown in this way?

Draw a ring around your answer.

lleles screened cells stem cells

(1)

Page 17 of 88
(ii) What happens when the cells are placed in the special solution?

Tick ( ) two boxes.

The cells divide

The cells fertilise

The cells differentiate

The cells separate

(2)

(iii) Give one use of cells grown in this way.

______________________________________________________________

______________________________________________________________
(1)

(iv) Some people might object to using cells from embryos in this way.

Give one reason why.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(1)
(Total 9 marks)

Page 18 of 88
 A student accidentally touches a sharp object.
14. Her hand is immediately pulled away from the object.
The diagram shows the structures involved in this response.

(a) Use the correct word or phrase from the diagram to complete each sentence.

(i) The stimulus is detected by the ____________________________________

(1)

(ii) Impulses travel to the central nervous system along a

cell called a ___________________________________________________

(1)

(iii) Impulses travel from the central nervous system to the effector

along a cell called a ______________________________________________

(1)

(iv) The hand is pulled away from the sharp object by the

______________________________________________________________
(1)

(b) Where in the body are there cells sensitive to:

(i) light __________________________________________________________

(1)

(ii) sound _________________________________________________________

(1)

(iii) changes in position? _____________________________________________

(1)
(Total 7 marks)

Page 19 of 88
 Diagram 1 shows the nucleus of a body cell as it begins to divide by mitosis.
15.
Diagram 1

(a) Use a word from the box to label Diagram 1.

alleles chromosomes gametes

(1)

(b) Complete Diagram 2 to show what the nucleus of one of the cells produced by this mitosis
would look like.

Diagram 2

(1)

(c) Stem cells from a recently dead embryo can be grown in special solutions.

Some facts about stem cells are given below.

• Stem cells from an embryo can grow into any type of tissue.

• Stem cells may grow out of control, to form cancers.

• Large numbers of stem cells can be grown in the laboratory.

• Stem cells may be used in medical research or to treat some human diseases.

• Patients treated with stem cells need to take drugs for the rest of their life to prevent
rejection.

• Collecting and growing stem cells is expensive.

Page 20 of 88
 Use only the information above to answer these questions.

(i) Give two advantages of using stem cells.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)

(ii) Give two disadvantages of using stem cells.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)
(Total 6 marks)

The diagram shows the human breathing system.

16.

(a) On the diagram, label structures A and B.

Choose your answers from the words in the box.

alveolus capillary diaphragm rib

(2)

Page 21 of 88
In the lungs, oxygen passes from the air into the blood.
Carbon dioxide passes from the blood into the air.

(b) Which letter, A, B, C or D, shows where oxygen enters the blood?

(1)

(c) When oxygen enters the blood it combines with haemoglobin.

Draw a ring around the correct word or phrase to complete each sentence.

plasma.
(i) Haemoglobin is found in the red blood cells.
white blood cells.

(1)

plasma.
(ii) Most of the carbon dioxide is carried by the red blood cells.
white blood cells.

(1)
(Total 5 marks)

Page 22 of 88
 The diagram shows the structures involved in the knee-jerk reflex. When the tendon is struck
17. with the hammer, the receptor is stimulated and the lower leg moves forward.

(a) Name the structures labelled A, B and C.

A ________________________________________________________________

B ________________________________________________________________

C ________________________________________________________________
(3)

(b) How is information passed from structure A to structure B?

___________________________________________________________________

___________________________________________________________________
(1)

(c) What is the effector in this response?

___________________________________________________________________
(1)
(Total 5 marks)

Page 23 of 88
 The diagram shows the human breathing system.
18.

(a) On the diagram, label structures B and C.

Choose your answers from the list in the box.

alveoli diaphragm rib trachea

(2)

(b) (i) Which letter, A, B, C or D, shows the site of gas exchange? _____________
(1)

(ii) Which one of the following gases has a higher concentration in exhaled air than in
inhaled air?

Draw a circle around one answer.

carbon dioxide nitrogen oxygen

(1)
(Total 4 marks)

The drawing shows a group of people in a café.

19.

Page 24 of 88
(a) Use words from the box to answer the questions.

brain eye nose skin tongue

Which organ contains receptors that allow a person to:

(i) read the newspaper _____________________

(1)

(ii) smell the coffee ________________________

(1)

(iii) feel how hot the cup is ___________________

(1)

(iv) taste the coffee? ________________________

(1)

(b) A cigarette manufacturer increased the amount of nicotine in cigarettes by 11%

between 1997 and 2006. The manufacturer did not tell the public about this change.

(i) Suggest one reason why the manufacturer increased the amount of nicotine in the
cigarettes.

______________________________________________________________

______________________________________________________________
(1)

(ii) Suggest one reason why the manufacturer did not tell the public about the change.

______________________________________________________________

______________________________________________________________
(1)
(Total 6 marks)

Page 25 of 88
 The diagram shows how an immature egg could be used either to produce cells to treat some
20. human diseases or to produce a baby.

Scientists may be allowed to use this technique to produce cells to treat some human diseases,
but not to produce babies.

Using information from the diagram, suggest an explanation for this.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 4 marks)

Page 26 of 88
 A girl picks up a hot plate. A reflex action causes her to drop it.
21.
The diagram shows some of the structures involved in this reflex action.

Use words from the box to name the structures labelled A, B, C and D.

brain gland muscle neurone receptor spinal cord

A ______________________________

B ______________________________

C ______________________________

D ______________________________
(Total 4 marks)

The diagram shows the human breathing system.

22.

Page 27 of 88
 (a) Place on the diagram:

(i) a letter X where oxygen enters the blood;

(1)

(ii) an arrow showing the direction the diaphragm moves when we breathe in.
(1)

(b) List the following structures in the order the air passes through them when we breathe in.

alveoli bronchi bronchioles trachea

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________

4. _________________________________________________________________
(1)

(c) By what process does oxygen enter the blood? Draw a ring around your answer.

diffusion digestion osmosis respiration

(1)
(Total 4 marks)

The diagram shows the nervous pathway which is used to coordinate the knee-jerk reflex. When
23. the person is hit at point P, the lower leg is suddenly raised.

(a) (i) Name the type of neurone labelled A. ______________________________

(1)

Page 28 of 88
 (ii) On the diagram, draw arrows next to the neurones labelled A and B to show the
direction in which an impulse moves in each neurone.
(1)

(b) How is information passed across the synapse at C?

___________________________________________________________________
(1)

(c) On the diagram, label the effector with the letter X.

(1)
(Total 4 marks)

(a) List A gives the names of four stimuli. List B gives four parts of the human body.
24.
Draw a straight line from each stimulus in List A to the part of the body in List B which has
receptors for that stimulus.
(One has been done for you.)

(3)

(b) Complete the following sentence by choosing the correct words from the box.

brain glands motor sensory

To make us aware of a stimulus, impulses are sent along a ________________

neurone to the ________________

(2)
(Total 5 marks)

Page 29 of 88
 The diagram shows a section through the spinal cord.
25.

(a) Coordination of a reflex movement of the arm, in response to the hand touching a hot
object, involves three neurones. One of these, the relay neurone, is shown in the diagram.
Complete the nerve pathway between the receptor and the muscle on the diagram by
drawing and labelling:

(i) the sensory neurone;

(ii) the motor neurone.

(2)

(b) The nerve pathway linking the heat receptor in the hand with the arm muscle is about
1.5 metres in length. It would take the nervous impulse 0.02 seconds to travel this distance
along a neurone. However, it takes about 0.5 seconds for the arm to start moving during
the reflex response to the heat stimulus.

Explain the difference.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 4 marks)

Page 30 of 88
 The diagram shows a reflex pathway in a human.
26.

(a) Label the receptor on the diagram.

(1)

(b) Label the effector on the diagram.

(1)

(c) (i) Suggest a stimulus to the hand that could start a reflex response.

______________________________________________________________
(1)

(ii) Describe the response that this stimulus would cause. ___________________

______________________________________________________________

______________________________________________________________
(1)

(d) Put arrows on the diagram to show the direction of the path taken by the nerve impulses.
(1)
(Total 5 marks)

(a) What type of blood vessels join arteries to veins?

27.
___________________________________________________________________
(1)

Page 31 of 88
 (b) How are oxygen and carbon dioxide carried in the blood?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) List three things that are carried around the body in the blood plasma.

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________
(3)
(Total 6 marks)

Humans use receptors to help them to respond to stimuli in the environment. Match up each
28. receptor with the correct sense. One has been done for you.

(Total 5 marks)

Page 32 of 88
 The drawing below shows a light-sensitive (receptor) cell from the eye. The structures labelled
29. A, B and C, can be found in most animal cells.

(a) Name the structures labelled A, B and C.

A ________________________________________

B ________________________________________

C ________________________________________
(3)

(b) Describe, as fully as you can, what happens in the nervous system when this receptor cell
is stimulated by light.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 6 marks)

(a) Describe, as fully as you can, the job of

30.
(i) the circulatory system.

______________________________________________________________

______________________________________________________________
(2)

Page 33 of 88
 (ii) the digestive system.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(b)

The drawing shows a kidney, its blood supply and the ureter (a tube which carries urine
from the kidney to the bladder). The amount and composition of the urine flowing down the
ureter change if the blood in the artery contains too much water. Describe these changes
and explain how they take place.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 9 marks)

Page 34 of 88
31.

(a) On the diagram, use guidelines to label:

1 the brain;

2 the spinal cord.

(2)

(b) Some students are investigating the behaviour of a mouse. They use a large empty box.
The box has squares marked on the floor, as shown in the diagram.

(C = corner square, S = side square, I = inside square)

They put a mouse in the empty box. They record which square the mouse is in every
minute for 15 minutes. They get these results.

Page 35 of 88
 (i) Fill in the table below to show how much time the mouse spends in the corner
squares (C), the side squares (S) and the inside squares (I).

(3)

(ii) What pattern is shown by the results?

______________________________________________________________

______________________________________________________________
(1)

(iii) Suggest how the behaviour of the mouse might help its survival.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 8 marks)

(a) Give three receptors which a mouse might use to detect food under natural conditions.
32.
1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

3. _________________________________________________________________

___________________________________________________________________
(3)

Page 36 of 88
 (b) Whilst observing mouse behaviour, a student drops a pen near the mouse’s cage. The
mouse jumps at the noise.

Describe, as fully as you can, the processes by which the mouse responds to the stimulus
of the dropped pen.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 9 marks)

The doctor is testing the child’s nervous system by tapping the tendon just below the knee.
33.
This pulls cells which are sensitive to stretching.

(a) What are cells which are sensitive to stimuli called?

___________________________________________________________________
(1)

Page 37 of 88
(b) These cells send information to the spinal cord.

In what form is this information sent?

___________________________________________________________________

___________________________________________________________________
(2)

(c) The healthy response to the stimulus is the straightening of the leg.

What is the effector in this response?

___________________________________________________________________
(1)

(d) This response is one example of a reflex action.

Describe one other example of a reflex action in terms of:

stimulus → receptor → coordinator → effector → response

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)
(Total 9 marks)

Page 38 of 88
 A dog runs across the road in front of a car. The driver slams her foot on the brakes.
34.
(i) Explain how the nervous system brings about this response.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(ii) Explain why alcohol consumption would affect the driver’s response.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 5 marks)

Every year at least 700 people in Britain break their back or their neck. This damages the spinal
35. cord and may result in permanent paralysis.

(a) The pie chart shows the causes of damage to the spinal cord.

Page 39 of 88
 (i) Which is the commonest cause of damage to the spinal cord?

______________________________________________________________
(1)

(ii) Calculate the proportion of injuries to the spinal cord caused by sport.

Proportion ____________
(1)

(b) Explain why a man with a damaged spinal cord cannot feel a pin stuck in his toe.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 5 marks)

(a) Fill in the table about receptors. The first answer has been done for you.
36.
RECEPTORS IN THE SENSITIVE TO

Eyes Light

Skin

Sound

Tongue

(3)

Page 40 of 88
 (b) Describe, in as much detail as you can, how information is transmitted from light receptors
in the retina to the brain.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 6 marks)

(a) Humans have a number of senses, for example touch. Senses are detected by receptors,
37. for example skin detects touch.

In the boxes write the names of four other senses. By each box write the name of the
receptor.

(8)

Page 41 of 88
 (b) When your hand is touched, the information is passed to your brain. Describe how the
information gets from your skin to your brain.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 10 marks)

The diagram shows the human breathing system.

38.
(a) Complete the labels (i) and (ii).

(2)

(b) Complete the following sentence.

When we breathe out, the mixture of gases which leaves the air sacs contains

more _______________ and less ____________________ than the mixture of

gases which enters the air sacs.

(2)
(Total 4 marks)

Page 42 of 88
 Describe how the brain is informed of the image detected by the retina.
39.
_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 3 marks)

(a) What is the name of the organ which controls the nervous system?
40.
___________________________________________________________________
(1)

(b) The diagram shows a reflex arc. Label the three neurones.

(3)

(c) Snatching your hand from a hot object is an example of a reflex action. Give one other
example of a reflex action.

___________________________________________________________________
(1)

(d) Describe the stages that happen in a reflex action.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 8 marks)

Page 43 of 88
 A man is walking along a street. He plans to cross the road at the pelican crossing. Pelican
41. crossings show a flashing green person and bleep when it is safe to cross.

(a) State two different ways the man uses:

(i) his eyes, to help him cross the road safely;

1. ____________________________________________________________

2. ____________________________________________________________
(2)

(ii) his ears, to help him cross the road safely.

1. ____________________________________________________________

2. ____________________________________________________________
(2)

(b) (i) Eyes, ears and skin contain sense receptors.

State the names of two other parts of the body which contain sense receptors.

_____________________________ and _____________________________

(2)

(ii) What type of sense receptor is in the skin of his feet?

______________________________________________________________
(1)
(Total 7 marks)

Page 44 of 88
 Information is also passed by impulses in the nervous system. Neurones carry impulses very
42. rapidly. The diagram shows a reflex arc.

Label the diagram by adding the names of the neurones.

(Total 3 marks)

Figure 1 shows animal cells.

43.
Some of the cells are dividing by mitosis for growth and repair.

Figure 1

(a) What fraction of the cells in Figure 1 is dividing by mitosis?

✓) one box.
Tick (✓

(1)

Page 45 of 88
(b) The cells which are not dividing in Figure 1 each contain 10 chromosomes.

One of these cells divides by mitosis to produce two new cells.

How many chromosomes will each new cell contain after mitosis?

✓) one box.
Tick (✓

5 10 15 20

(1)

(c) Cells divide in a series of stages called the cell cycle.

Complete the sentences.

Choose answers from the box.

contracts divides grows

reacts relaxes replicates

Before mitosis occurs, the cell _______________.

The genetic material in the cell doubles when the DNA _______________.

After the chromosomes have been pulled to each end of the cell, the

cytoplasm _______________.
(3)

Page 46 of 88
Figure 2 shows the time taken to complete different stages of the cell cycle.

Figure 2

(d) Which stage of the cell cycle takes the most time?

✓) one box.
Tick (✓

A B C

(1)

(e) What percentage of time in the cell cycle is stage A?

✓) one box.
Tick (✓

5% 10% 15% 25%

(1)

Stem cells divide by mitosis.

Scientists can use stem cells from an embryo to create heart cells in a laboratory.

Page 47 of 88
 (f) Which organ system contains heart cells?

✓) one box.
Tick (✓

Circulatory system

Digestive system

Nervous system

Respiratory system

(1)

(g) Name one medical condition that could be treated using heart cells created from an
embryo.

___________________________________________________________________
(1)

(h) Give one reason why a patient may not want to be treated with heart cells created from an
embryo.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 10 marks)

The table below shows information about four jellyfish.

44.
The jellyfish are listed in order of increasing size.

Surface area in Surface area to

Jellyfish Size of jellyfish Volume in mm3
mm2 volume ratio

A Smallest 3 600 1 200 X:1

B 50 000 25 000 2:1

C 1 800 000 6 000 000 0.3:1

D Largest 7 500 000 125 000 000 0.06:1

Page 48 of 88
(a) Calculate value X in the table above.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

X = _______________
(2)

(b) Describe the relationship between the size of a jellyfish and its surface area to volume ratio.

Use the table above.

___________________________________________________________________

___________________________________________________________________
(1)

The jellyfish in the table above take oxygen into their cells by diffusion.

(c) Name one other substance that enters cells by diffusion.

Do not refer to oxygen in your answer.

___________________________________________________________________
(1)

(d) Suggest two factors that affect the rate of diffusion of oxygen into a jellyfish.

1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________
(2)

(e) Some organisms take in oxygen using a respiratory system.

In humans, gas exchange takes place in the lungs.

Name the organs where gas exchange takes place in fish.

___________________________________________________________________
(1)

Page 49 of 88
 (f) The figure below shows parts of the human breathing system.

Explain how the human breathing system is adapted to maximise the rate of gas exchange.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 13 marks)

Table 1 shows information about five different organisms.

45.

Page 50 of 88
 Table 1

Surface area in Surface area to

Organism Volume in m3
m2 volume ratio

A 6.04 × 10−8 1.65 × 10−12 36606:1

B 3.21 × 10−3 1.25 × 10−6 2568:1

C 9.96 × 10−3 1.35 × 10−4 X:1

D 4.61 × 10−1 1.57 × 10−2 29:1

E 1.99 × 101 6.12 × 100 3:1

(a) Calculate value X in Table 1.

Give your answer to the nearest whole number.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

X (nearest whole number) = _______________

(3)

(b) What is the relationship between the size of an organism and its surface area to volume
ratio?

Use Table 1.

___________________________________________________________________

___________________________________________________________________
(1)

Page 51 of 88
(c) Organism B exchanges gases with the environment directly through its skin.

Organism D exchanges gases with the environment using its respiratory system.

Explain why organism D requires a respiratory system, but organism B does not require a
respiratory system.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Table 1 is repeated below.

Table 1

Surface area in Surface area to

Organism Volume in m3
m2 volume ratio

A 6.04 × 10−8 1.65 × 10−12 36606:1

B 3.21 × 10−3 1.25 × 10−6 2568:1

C 9.96 × 10−3 1.35 × 10−4 X:1

D 4.61 × 10−1 1.57 × 10−2 29:1

E 1.99 × 101 6.12 × 100 3:1

Table 2 shows information about organism D and organism E.

Table 2

Metabolic rate in arbitrary

Organism
units

D 890

E 75

Page 52 of 88
(d) Organisms D and E both keep a constant body temperature (warm-blooded).

Explain why the metabolic rate of organism D is greater than the metabolic rate of
organism E.

Use information from Table 1 and Table 2.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

Page 53 of 88
 (e) Organism D and organism E both have alveoli in the lungs and villi in the small intestine.

The figure below shows some alveoli and some villi.

Describe how the alveoli and the villi are adapted to increase absorption.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 14 marks)

Many human actions are reflexes.

46.

Page 54 of 88
(a) Which statement describes a reflex action?

✓) one box.
Tick (✓

A reflex action does not need a sense organ.

A reflex action is a slow action.

A reflex action is automatic.

Figure 1 shows the nerve pathway for a reflex action.

The arrows show the direction of the nerve impulse.

Figure 1

(1)

Page 55 of 88
(b) Draw one line from each part of the nerve pathway to the name of that part.

Use Figure 1.

Part of nerve pathway Name of part

Motor neurone

Receptor

Relay neurone

Spinal cord

(3)

(c) Which two human actions are reflexes?

✓) two boxes.
Tick (✓

Blinking when an insect flies into the eye

Catching a ball in a playground game

Playing a musical instrument

Removing the hand from a hot object

Writing a message to a friend

(2)

Page 56 of 88
Students investigated their reaction times using a computer program.

Figure 2 shows a sequence of two screens in the computer program.

Figure 2

This is the method used.

1. Open the reaction time program.

2. When the screen turns from red to green, touch the screen as quickly as possible.

3. Record the reaction time shown on the screen.

4. Re-set to the red screen.

5. Repeat steps 2 to 4 four more times.

6. Repeat steps 1 to 5 for each student.

The table below shows the results.

Reaction time in milliseconds

Test
Student P Student Q Student R Student S

1 317 310 367 320

2 309 293 352 304

3 290 312 350 315

4 333 307 359 308

5 328 312 635 313

Mean 315 307 357 X

Page 57 of 88
(d) Calculate mean value X in above table.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

X = _______________ milliseconds
(2)

(e) There is an anomalous result for student R.

Draw a ring around the anomalous result in the table above.

(1)

(f) Give two factors that might affect a person’s reaction time.

1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________
(2)
(Total 11 marks)

Page 58 of 88
Mark schemes
(a) (i)
1.

1 mark for each line

do not award a mark for a ‘change’ that has two lines
3

(ii) receptor cells

1

(b) used to provide (extra) energy

allow (more) used in respiration
allow suitable reference to muscles
do not accept used for sweat
1

(c) (i) growth of muscles

1

(ii) (these drugs have) possible side / harmful effects

or
answers that refer to ‘fairness of competition’ e.g. cheating
1
[7]

(a) A cytoplasm
2.
in this order only
1

B (cell) membrane
do not accept (cell) wall
1

(b) (i) synapse

1

(ii) (as) chemical

accept neurotransmitter or named
ignore references to how the chemical is passed
do not accept electrical
1

Page 59 of 88
 (c) (from light-sensitive cell to connecting neurone) to sensory neurone
ignore references to synapses accept ‘nerve cell’ for neuron(e)
throughout penalise ‘nerve’ for neurone once only
1

(sensory neurone) to brain / CNS

allow (sensory neurone) to relay neurone / spinal cord
1

(brain / CNS) to motor neurone

allow (relay neurone / spinal cord) to motor neurone
1

(motor neurone) to (eyelid) muscle

ignore effector
1
[8]

(a) ignore nerve / neuron(e) throughout

3.
A sensory
accept afferent
1

B motor
accept efferent
1

C relay
accept intermediate
1

(b) stretch
allow pressure / pull / tension (in muscle)
allow a hit at (point) P
ignore pain
1

Page 60 of 88
 (c) any three from:

• chemical (release)
accept neurotransmitter / acetylcholine

• diffuses (across the gap / synapse)

• transmits impulse / information (across synapse)

allow transmits signal / message

• between neurones / nerve cells / named

if named, must be either sensory / A to relay / C or relay / C to
motor / B
allow ‘to the next neurone‘
3
[7]

(a) Y - spinal cord / central nervous system / CNS

4.
do not accept spine
ignore nerve / nervous system / coordinator
ignore grey / white matter
1

W - receptor / nerve ending

ignore sensory / neurone / stimulus
1

X - effector / muscle
allow gland
1

(b) any two from: eg

accept reverse argument for each marking point

• reflex action quicker

• effect of reflex action over shorter period

• hormone involves blood system and reflex involves neurones / nerve cells
ignore nervous system / nerves

• reflex involves impulses and hormone involves chemicals

• reflex action affects only one part of the body

ignore involves brain
ignore outside / inside stimuli
2
[5]

Page 61 of 88
 (a) comparisons are not required but should be credited
5.
accept a clear indication of the statement even if incomplete

can develop into most other types of cell

1

each cell divides every 30 minutes

1

low chance of rejection by the patient’s immune system

1

(b) any three from:

• cheaper / only costs £1000

this must be comparative
ignore costs £1000

• can collect many (stem) cells

• adults give permission for their own bone marrow to be collected

comparisons are not required but should be credited

• safe
3
[6]

Marks should not be awarded for simply copying the information provided
6. A mark may be awarded for a comparison between treatments if the answer only involves copied
information

any four from:

For all 4 marks to be awarded, there must be at least 1 pro and 1
con

Page 62 of 88
 embryo stem cells – examples of

pros

• can treat a wide variety / lots of diseases / problems

• many available / plentiful

• using them better than wasting them

• painless

cons

• (possible) harm / death to embryo

• (relatively) untested / unreliable / may not work

allow long term effects not known
or may be more risky

• embryo can’t be ‘asked’ / ‘embryo rights’ idea

adult bone marrow stem cells – examples of

pros

• no ethical issues (in collection) or permission given

• quick recovery

• (relatively) safe
allow does not kill (donor) / low risk

• well tried / tested / know they work

cons

• operation hazards eg infection

• few types of cell / tissue produced or few diseases / problems treated

• painful so may deter donors

4

Conclusion to evaluation:

A reasoned conclusion from the evidence

1
[5]

(a) a stimulus
7. 1

(b) (i) A
1

Page 63 of 88
 (ii) C
either order
1

D
1

(iii) E
1

(c) brain
allow spinal cord / CNS / central nervous system
do not allow spine
1
[6]

(a) in sequence:
8.
2 = tissue(s)

3 = organ(s)

4 = system(s)
1

(b)

1 mark for each correct line

extra line(s) from one tissue cancel
3
[4]

Page 64 of 88
 (a)
9.

all four correct = 4 marks

three correct = 3 marks
two correct = 2 marks
one correct = 1 mark
extra line from a statement cancels the mark
4

(b) glands
1

muscles
1 mark for each correct tick
each extra box ticked cancels 1 mark
1
[6]

Page 65 of 88
 (a) (i) release energy
10.
allow provide / supply / give energy
do not accept produce / create / generate / make energy
do not allow release energy for respiration
1

(ii) contain half the (number of) chromosomes or contains

one set of chromosomes or contains 23 chromosomes
allow genetic information / DNA / genes / alleles instead of
chromosomes
accept haploid
1

(b) any two from:

• (stem cells) are unspecialised / undifferentiated

allow description eg ‘no particular job’

• are able to become differentiated

or can form other types of cell / tissue / organ

• stem cells can / able to divide / multiply

2
[4]

(a) eye / sight / eyesight

11.
either order
1

ear / hearing
ignore light
1

(b) ear
1

(c) (i) reflex

1

(ii) neurons
1
[5]

Page 66 of 88
12.
(a) (i) receptor
allow named receptor eg light receptor
ignore sensory neurone
allow sense organ / named sensory organ eg skin / eye
1

(ii) sensory (neurone)

allow afferent
1

(iii) motor (neurone)

allow efferent
1

(iv) effector / muscle / gland / named

1

(b) any two from:

• impulse / information passes from one neurone to another

or impulse / information passes across gap

• chemical / transmitter involved

• diffusion (across gap)

2

(c) brain / person not aware of pain / stimulus / can’t feel

allow brain/ person doesn’t know / realise / unable to coordinate
ignore reflex
ignore information
1

possibility of (permanent / serious) damage / eg burning

ignore danger
1
[8]

(a) 2 and 3
13. 1

(b) cell P has an X chromosome; cell R has a Y chromosome

1

Page 67 of 88
 (c) any two from:

• (formed from) different egg / 2 eggs

• (formed from) different sperm / 2 sperm

• have different genes / alleles / chromosomes / DNA

allow genetics
2

(d) (i) stem cells

1

(ii) the cells divide

1

the cells differentiate

1

(iii) (medical) research / named eg growing organs

or

medical / patient treatment

allow (embryo) cloning
do not allow designer babies / more babies
1

(iv) any one from:

• ethical / moral / religious objections

ignore cruel / not natural / playing God

• potential harm to embryo

allow deformed
ignore harm to mother
1
[9]

(a) (i) receptor

14. 1

(ii) sensory neurone

1

(iii) motor neurone

1

(iv) muscle
1

(b) (i) eye(s)

allow retina
ignore sight
1

Page 68 of 88
 (ii) ear(s)
ignore hearing
do not allow ear drum
1

(iii) ear(s)
ignore balance
1
[7]

(a) chromosomes
15. 1

(b) diagram showing four separate chromosomes two long and two short
(as in diagram 1)
allow each chromosome shown as two joined chromatids
do not allow if chromosomes touching each other
1

(c) (i) any two from:

• can grow into any type of tissue / named tissue

• used in medical research

• used to treat human diseases

• large numbers can be grown

2

(ii) any two from:

• expensive

• grow out of control / ref cancers

• may be rejected

• need for drugs (for rest of life)

2
[6]

(a) A = alveolus
16.
allow air sac / alveoli
1

B = diaphragm
ignore labelling of C and D
1

Page 69 of 88
 (b) A
1

(c) (i) red blood cells

1

(ii) plasma
1
[5]

(a) A sensory (neurone)

17.
ignore nerve
1

B motor (neurone)
ignore nerve
1

C spinal cord / central nervous system / grey matter

1

(b) by chemical / substance

allow transmitter
1

(c) muscle
allow extensor
ignore muscle names
1
[5]

(a) B = rib
18. 1

C = diaphragm
1

(b) (i) D
allow lower case
1

(ii) carbon dioxide

1
[4]

(a) (i) eye

19. 1

(ii) nose
1

(iii) skin
1

(iv) tongue
1

Page 70 of 88
 (b) (i) eg to ensure more people addicted to cigarettes / make cigarettes
more addictive
1

(ii) eg people might not buy the brand

1
[6]

any four from:

20.
• cells used to treat diseases do not go on to produce a baby

• produces identical cells for research

• cells would not be rejected

• allow cells can form different types of cells

• (immature) egg contains only genetic information / DNA /

genes / chromosomes from mother or there is only one parent

• asexual / no mixing of genetic material / no sperm involved /

no fertilisation or chemical causes development

• baby is a clone

• reference to ethical / moral / religious issues

allow ethically wrong
NB cloning is illegal gains 2 marks
ignore unnatural

• risk of damage to the baby

in correct context
[4]

A – muscle
21. 1

B – receptor
1

C – neurone
1

D – spinal cord
1
[4]

Page 71 of 88
 (a) correctly labelled on diagram
22.
(i) ‘X’ on an alveolus
centre of X on the alveolus wall or
inside the alveolus
not if the centre is outside
1

(ii) arrow pointing downwards

accept anywhere but must point down
1

(b) in sequence

1 trachea

2 bronchi

3 bronchioles

4 alveoli
1

(c) diffusion
accept positive indicator
1
[4]

(a) (i) sensory / afferent

23. 1

(ii) on diagram:

arrow (next to neurone A) pointing towards spinal cord

and
arrow (next to neurone B) pointing towards muscle
1

(b) chemical (released) or neurotransmitter

or by diffusion
accept correct named example of a neurotransmitter
1

(c) on diagram:

X labelling muscle or motor end plate

do not accept on stretch receptor
1
[4]

Page 72 of 88
 (a) Stimulus Part of the body
24.

1 mark for each correct line

if 2 lines to one box, CANCEL mark
max 3

(b) in correct sequence:

sensory
1

brain
1
[5]

Page 73 of 88
 (a)
25.

sensory neurone correctly drawn and labelled

from receptor + via dorsal root + cell body in
ganglion + synapse to relay neurone
1

motor neurone correctly drawn and labelled

to muscle + via ventral root + same shape as
relay neurone + synapse with relay neurone
OR correct pathways for both neurones given
(ie without synapse or cell bodies) and labelled,
or correctly drawn but unlabelled = 1 mark for this part)
1

(b) any two from:

reference to synapses / gaps between neurones

extra time for release / movement of chemical

extra time for development of muscle ‘tone’ / tension

2
[4]

(a) label drawn to the hand

26.
may be labelled as ‘a’
accept the receptor identified as the hand
1

(b) label drawn to the muscle

may be labelled as ‘b’
accept the effector identified as the muscle
1

Page 74 of 88
 (c) (i) sharp point or heat
accept specific examples such as pain, bee sting, cut, burning
do not accept touch by itself
1

(ii) move the hand (or arm) away from stimulus

or
muscle in the arm contracts
do not credit reference to impulse reaching brain unless it is clear
that this is in addition to the reflex act
do not credit ‘reflex action ‘ already given
1

(d) an arrow on the sensory fibre from

hand to spine
award one mark for both arrows in the correct direction

and
• note the arrows may be drawn separately from the printed
neurone

an arrow on the motor fibre from

spine to muscle
• do not credit if the impulse travels to the muscle via the
brain but a ‘one way’ journey to the brain will be neutral
1
[5]

(a) capillaries
27. 1

(b) (oxygen) in red blood cells or

haemoglobin
the candidate must make clear which substance is which for 2
marks
1

(carbon dioxide dissolved in) the plasma

accept in haemoglobin in regions of high carbon dioxide
concentration
accept for 1 mark oxygen + CO2 is transported by red blood cells or
haemoglobin
do not credit red + white blood cells or combinations of right +
wrong answers
1

Page 75 of 88
(c) one mark for each up to a maximum of three

red blood cells

award 1 mark for blood cells if no red or white

white blood cells (or named white blood cell up to 2)

platelets

urea
accept nitrogenous waste
do not credit waste substances or products

minerals (or one named mineral)

accept ions or salts

vitamins

water

hormones (named hormone up to 3)

protein (named blood proteins up to 2)

glucose
accept other named soluble sugar
do not credit sugar(s) or blood sugar or sucrose

fatty acids or glycerol

amino acids

digested food or nutrients (if individual foods not credited)

do not credit starch or carbohydrates
do not credit nutrition or food
do not credit oxygen
do not credit haemoglobin

carbon dioxide
accept nitrogen

antibodies

antitoxins

drugs or toxins (named up to 2)

bacteria or viruses

cholesterol
3
[6]
Page 76 of 88
28.

one correct 1 mark

two correct 2 marks
three correct 3 marks
four correct 4 marks
five or six correct 5 marks
(• for 6 th correct mark)
both skin boxes can be connected to either touch or temperature
do not credit where more than one link goes to or from any box
(except for skin, touch and temperature)
[5]

(a) A – cell membrane

29. B – cytoplasm
C – nucleus
each for 1 mark
3

(b) (nerve) impulse sent along nerve fibre to brain

each for 1 mark
3
[6]

(a) (i) transport of substances or named substance or blood around the body
30.
each for 1 mark
2

(ii) breaks down (not digests) food absorption (into blood)

each for 1 mark
3

Page 77 of 88
 (b) water filtered from blood
smaller proportion reabsorbed
therefore larger volume
of dilute urine produced
each for 1 mark
4
[9]

(a) brain correctly labelled spine correctly labelled

31.
for 1 mark each
2

(b) (i) 10
4
1
for 1 mark each
3

mouse spends most time in corners

for 1 mark
1

(ii) 2 of:
idea that it is trying to make itself less conspicuous to predators
idea of looking for food
any 2 for 1 mark each
2
[8]

(a) light/eye
32. smell/nose
taste/chemical/tongue
for 1 mark each
3

(b) 6 of e.g.
receptors in ear detect sound waves/vibrations
impulses/electrical signals to brain
brain co-ordinates response
impulses sent along nerves
to muscles/effectors which contract to bring about response
any 6 for 1 mark each
6
[9]

(a) receptors
33.
for 1 mark
1

(b) electrical/nerve
signals/impulses
for 1 mark each
2
Page 78 of 88
 (c) muscle
for 1 mark
1

(d) correct description of:

stimulus
receptor
co-ordinator
effector
response
for 1 mark each
5
[9]

(i) eyes as sense organs/detector/receptors in eye,

34. electrical signals (impulses),
to co-ordinator,
then to leg muscles/effector
for 1 mark each
4

(ii) affects the nervous system and slows down the reactions
for 1 mark
1
[5]

(a) (i) road traffic accidents

35.
for one mark
1

(ii) 15% / 0.15 /

/ 3:17
for one mark
1

(b) ideas that

receptors (detect pain) involved initially
information (or impulses / messages / signals)
unable to pass along (nerves) cord idea
(to brain where pain is felt) brain involved at the end
3
each for 1 mark
[5]

(a) pressure / temperature / hot / cold / touch / pain

36. ear / cochlea
chemicals / taste / named taste e.g. salt
(reject skin receptors e.g. hot, cold)
for 1 mark each
3

Page 79 of 88
 (b) impulses / electrical pulse / electrical signal
(reject information, message, pulse, signal)
via sensory neurones (ignore relay neurone, synapse)
(in) optic nerve
(allow 1 mark for via nerves or neurone if neither second nor third mark scored, reference
to spinal cord disqualified route mark)
for 1 mark each
3
[6]

37.
(a)
the senses may be in any box.
do not credit list of receptors
the appropriate organ must be adjacent
2

Mark first Look for

suitable
Sense Receptor
taste tongue or
taste buds
do not credit mouth
2

smell nose

hearing ear
cochlea
2

vision or sight or eye or retina

seeing
do not credit light but eye correct as receptor
do not credit looking

heat or temperature skin

movement ear or semi-circular
canals
do not credit feel or alternatives to touch or pressure

balance eye or ear

or both or
semi-circular
canals
2

Page 80 of 88
 (b) any two from three

a sensor or receptor or detector feels

the touch or starts the process
accept nerve endings in skin

a signal or impulse is sent

along a nerve or neurone or spinal
cord or (central) nervous system
do not credit message
do not credit spine
beware of repeat of stem
2
[10]

(a) (i) trachea

38.
accept windpipe
1

(ii) (left) lung or lungs

do not credit right lung
1

(b) carbon dioxide or water vapour

do not credit just ‘water’
1

oxygen
answers in terms of used air or fresh air or of temperature
differences are not acceptable
1
[4]

an impulse or electrical signal

39.
accept electrical pulse do not credit message
1

in receptor or neurone of retina

accept nerve or rod or cone
1

sent along optic nerve

do not credit inverts the image
1
[3]

Page 81 of 88
 (a) brain
40. 1

(b) receptor or sensory or afferent

connector or relay
3

effector or motor or efferent

(c) any one from

blink (of eye)
accept a violent movement of a limb from pain or sharp object

knee jerk
do not credit snatch from cold object or any temperature reference
e.g. boiling water
accept sneezing, coughing, choking, vomitting, pupil closing or
reflex
1

(d) danger or a signal detected (by nerve)

or impulse sent
1

goes to or through spine

accept impulse by-passes the brain
do not award mark if brain mentioned
do not credit message to spine
1

a very rapid response occurs or then to

effector or muscle or motor
accept no thinking time is needed
1
[8]

(a) (i) any two from

41.
see the (green) light or sign or man
for seeing where to go to avoid
objects
see cars (that are stopped)
answer must show that the person sees something
2

(ii) any two from

hear the bleeps or noise

to listen for traffic or danger
for balance
answer must show that the person hears something
2

Page 82 of 88
 (b) (i) nose
credit smell
1

tongue
credit taste but not mouth
credit temperature sensor
1

(ii) any one from

do not accept sensory receptors or neurone

touch
pain
credit nerves

pressure
temperature
credit heat
do not accept cold
1
[7]

top left label sensory

42.
credit afferent
do not accept receptor
1

bottom right label connector or relay

credit intermediate
1

bottom left label motor or effector

credit efferent
1
[3]

(a)
43.

(b) 10
1

Page 83 of 88
 (c) grows
must be in this order
1

replicates
1

divides
1

(d) C
1

(e) 10%
1

(f) circulatory system

1

(g) cardiovascular disease / CVD

or

(coronary) heart disease / CHD

allow heart attack
allow any correctly named heart condition e.g.
arrhythmia
1

(h) any one from:

• unethical
• against religious beliefs
• the method is not (fully) tested
• cells may be infected
allow examples of unethical
ignore against religion or
against God’s will
allow the method might not work
1
[10]

(a)
44.

if no answer in answer space allow answer in the table

1

3
do not accept if a unit is given
1

(b) as size increases, surface area to volume ratio decreases

allow converse
1
Page 84 of 88
(c) any one from:
• carbon dioxide
• glucose
• water
• ions allow named ions
allow other correct substances e.g. amino acids / fatty
acids / glycerol / sugar
1

(d) any two from:

• concentration gradient
• surface area
• thickness of exchange surface
• presence of a blood / circulatory system
• temperature (of surroundings)
allow description
allow surface area : volume ratio
allow thickness of skin
2

(e) gills
1

(f) Level 3: Relevant points (reasons / causes) are identified, given in detail and logically
linked to form a clear account.
5−6

Level 2: Relevant points (reasons / causes) are identified, and there are attempts at
logical linking. The resulting account is not fully clear.
3−4

Level 1: Points are identified and stated simply, but their relevance is not clear and
there is no attempt at logical linking.
1−2

No relevant content.
0

Page 85 of 88
 Indicative content:

• large number of alveoli

• large surface area of alveoli
• to maximise diffusion

• alveoli have thin walls or alveoli have walls that are one cell thick
• to reduce diffusion distance

• has a good blood supply

• to maintain concentration gradient
• to remove oxygen quickly

• blood vessels / capillaries have thin walls or blood vessels have walls that are
one cell thick
• to reduce diffusion distance

• lungs are ventilated

• to bring in oxygen
• (and) to remove carbon dioxide
• to maintain concentration gradient

• large network of blood vessels / capillaries

• to increase surface area (for diffusion)

Adaptations and consequence of adaptations are required for Level 3.

[13]

(a)
45.

73.77…
1

74 (:1)
allow a correctly derived whole number from an
incorrect calculation
1

(b) as size increases, surface area to volume ratio decreases

allow converse
1

(c) D has a smaller surface area to volume ratio than B

allow converse for B throughout
1

(so) diffusion distance is too large (to meet demands of cells / organism)
allow (so) diffusion is too slow (to meet demands of
cells / organism)
1

Page 86 of 88
 (d) D has a larger surface area to volume ratio so will lose heat more quickly (than E)
allow converse for E throughout
1

(D) requires greater rate of respiration

1

(as) respiration is a (large) part of metabolism

1

(so) need to generate more heat (to keep itself warm)

allow to release more heat (to keep itself warm)
do not accept ref to energy production
1

(e) Level 2: Scientifically relevant facts, events or processes are identified and given in
detail to form an accurate account.
3−4

Level 1: Facts, events or processes are identified and simply stated but their
relevance is not clear.
1−2

No relevant content.
0

Indicative content:

• both have a large surface area

• to maximise diffusion

• both have thin walls or have walls that are one cell thick
• to reduce diffusion distance

• both have a good blood supply

• to maintain concentration gradient

• villi have microvilli

• to further increase surface area

• cells of villi contain many mitochondria

• for active transport

For Level 2 reference to functions of structural details of both alveoli and villi is
required.
[14]

(a) a reflex action is automatic

46. 1

Page 87 of 88
(b)

additional line from a box on the left negates the mark for that box
3

(c) blinking when an insect flies into the eye

1

removing the hand from a hot object

1

(d)

allow
1

312
1

(e) ring drawn around 635 in Table 1

allow 635 or test 5 (next to question) if no ring drawn on
Table 1
1

(f) any two from:

• age
• drugs
allow named example of drug
• tiredness
• sex
allow gender
allow practice at the test
allow distractions
2
[11]

Page 88 of 88
 The figure below shows the internal structure of the human heart.
1.
One of the heart valves is labelled.

Sometimes a valve in the heart can start to leak.

(a) Explain why a person with a leaking heart valve has difficulty exercising.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

Page 1 of 116
A patient with a leaking heart valve may have the valve replaced.

A study compared two different types of replacement heart valve:

• mechanical valves

• biological valves from pigs.

The data used in the study was collected from female patients aged 50–69.

The following table shows the data.

Type of replacement heart valve

Mechanical Biological

Number of patients given the valve 2852 1754

Number of patients who died from heart-related

180 178
problems after valve replacement

Percentage of patients alive after 5 years 91 89

Percentage of patients needing a second valve

2.2 5.2
replacement within 6 years

Percentage of patients who had a blood clot on the brain

5.8 0.1
after surgery

(b) Give one conclusion about the death of patients from heart-related problems after a valve
replacement.

Include calculations to support your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Page 2 of 116
(c) One risk of mechanical valves is that blood clots can form on the surface of the valve.

Name the component of the blood that starts the process of blood clotting.

___________________________________________________________________
(1)

(d) Evaluate the use of mechanical replacement heart valves and biological replacement heart
valves.

Use information from the table above and your own knowledge.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 14 marks)

Page 3 of 116
 The diagram below shows the human digestive system.
2.

(a) Label organs A, B and C.

(3)

(b) Complete the sentences.

Choose the answers from the box.

catalyse denatured digest energise

excreted ingested insoluble soluble

Digestion is the process of breaking down large food molecules into smaller

molecules that are ____________________________ .

Enzymes help to break down food because they ____________________________

chemical reactions.

If the temperature of an enzyme gets too high, the enzyme is _________________ .

(3)

Page 4 of 116
(c) Protease is an enzyme.

Protease breaks down protein.

What is protein broken down into?

Tick one box.

Amino acids

Fatty acids

Glucose

Glycerol

(1)

(d) Why is protein needed by the body?

___________________________________________________________________

___________________________________________________________________
(1)

(e) Which organ in the human digestive system produces protease?

Tick one box.

Gall bladder

Large intestine

Liver

Stomach

(1)

Page 5 of 116
(f) Describe how you would test a sample of food to show it contains protein.

Give the reason for any safety precautions you would take.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(g) Complete the sentence.

Choose the answer from the box.

fat fibre minerals vitamins

Obesity can be caused by a diet high in _______________________ .

(1)

(h) Complete the sentence.

Choose the answer from the box.

skin cancer type 1 diabetes type 2 diabetes

Obesity is a risk factor for _______________________ .

(1)
(Total 15 marks)

Page 6 of 116
 Some students investigated the effect of pH on the digestion of boiled egg white by an enzyme
3. called pepsin. Egg white contains protein.

The students:

• put a glass tube containing boiled egg white into a test tube

• added a solution containing pepsin at pH 7

• set up six more tubes with solutions of pepsin at different pH values

• left the test tubes for 24 hours at room temperature.

The image below shows one of the test tubes, at the start and at the end of the 24 hours.

At start 24 hours later

(a) (i) Name the product of protein digestion.

______________________________________________________________
(1)

(ii) What type of enzyme digests protein?

Tick ( ) one box.

amylase

lipase

protease

(1)

Page 7 of 116
(b) The egg white in each tube was 50 mm long at the start of the investigation.
The table below shows the students’ results.

Length in mm of boiled
pH
egg white after 24 hours

1 38

2 20

3 34

4 45

5 50

6 50

7 50

(i) At which pH did the pepsin work best?

pH _________________
(1)

(ii) The answer you gave in part (b)(i) may not be the exact pH at which pepsin works
best.

What could the students do to find a more accurate value for this pH?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(iii) There was no change in the length of the egg white from pH 5 to pH 7.

Explain why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

Page 8 of 116
 (c) Pepsin is made by the stomach.

Name the acid made by the stomach which allows pepsin to work well.

___________________________________________________________________
(1)
(Total 8 marks)

(a) The graph shows the effect of pH on the activities of three enzymes, X, Y and Z.
4. These enzymes help to digest food in the human digestive system.
Each enzyme is produced by a different part of the digestive system.

pH

(i) What is the optimum (best) pH for the action of enzyme Z?

__________________
(1)

(ii) The stomach makes a substance that gives the correct pH for enzyme action in the
human stomach.

Name this substance. ____________________________________________

(1)

(iii) Which enzyme, X, Y or Z, will work best in the human stomach?

__________________
(1)

Page 9 of 116
(b) In this question you will be assessed on using good English, organising information clearly
and using specialist terms where appropriate.

Different parts of the human digestive system help to break down molecules of fat so that
they can be absorbed into the body.

Describe how.

To gain full marks you should refer to:

• the enzyme and where the enzyme is produced

• the products of digestion

• any other chemicals involved.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 9 marks)

Page 10 of 116
 The diagram shows the human digestive system.
5.

(a) Heartburn is a burning feeling caused when acid enters the oesophagus. The acid comes
from the stomach.

(i) Which letter on the diagram shows the stomach?

(1)

(ii) Name the acid the stomach produces.

______________________________________________________________
(1)

(iii) Medicines taken to treat heartburn contain chemicals that neutralise excess stomach
acid.

What type of chemical will neutralise stomach acid?

______________________________________________________________
(1)

Page 11 of 116
(b) Use words from the box and your own knowledge to describe how carbohydrates are
digested.

amylase starch sugars

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)

(c) Where in the body are the products of digestion absorbed?

___________________________________________________________________
(1)
(Total 9 marks)

Page 12 of 116
 A group of pupils investigated the digestion of fat by the enzyme lipase.
6.
(a) What two substances are produced when fats are digested?

Tick ( ) two box.

Glucose

Fatty acids

Glycerol

Amino acids

(2)

In the investigation:

• the pupils set up five test tubes

• each tube contained 1 cm 3 of fat and 10 cm 3 of lipase solution

• each tube was kept at a different temperature for 24 hours.

(b) (i) Give one control variable in this investigation.

______________________________________________________________
(1)

(ii) What was the independent variable being investigated?

______________________________________________________________
(1)

Page 13 of 116
 (c) The pH of the solution in each tube was tested at the beginning of the investigation and
after 24 hours.

The results of the pupils’ investigation are shown in the table.

Tube Temperature pH at the pH after 24

in °C beginning hours

1 0 Neutral Neutral

2 20 Neutral ‘Weak’ acid

3 40 Neutral ‘Strong’ acid

4 60 Neutral ‘Weak’ acid

5 80 Neutral Neutral

One pupil said, “We might not have found the best temperature for the lipase to work”.

What more could they do to find the best temperature?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(d) The pupils then placed Tube 1 into a water-bath kept at 40 °C.
The tube was left in the water-bath for 24 hours.

(i) What pH would you expect the contents of the tube to be after the extra 24 hours?

Tick ( ) one box.

Neutral

‘Strong’ acid

‘Weak’ acid

(1)

Page 14 of 116
(ii) Give the reason for your answer.

______________________________________________________________

______________________________________________________________
(1)
(Total 8 marks)

Page 15 of 116
 Fresh milk is a mixture of compounds including fat, protein and about 5 % lactose sugar. Lactose
7. must be digested by the enzyme lactase, before the products can be absorbed.

Lactase can be added to fresh milk to pre-digest the lactose. This makes ‘lactose-free’ milk,
which is suitable for people who do not produce enough lactase of their own.

A student investigated the effect of changing pH and temperature on the digestion of lactose in
milk.

The results are shown in Tables 1 and 2.

Table 1 Table 2
Effect of pH Effect of temperature

pH Time taken to Temperature in Time taken to

digest lactose in °C digest lactose in
minutes minutes

4.0 20 30 20

5.0 18 35 14

6.0 13 40 11

7.0 7 45 6

8.0 5 50 12

9.0 6 55 23

(a) The label on a carton of lactose-free milk states:

‘Lactase is normally produced in the stomach of mammals.’

The results in Table 1 show that this statement is unlikely to be true.

Explain how.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 16 of 116
 (b) Explain as fully as you can the results shown in Table 2.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c) Bile is produced in the liver and is released into the small intestine.

Explain how bile helps the digestion of milk.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 7 marks)

Bread contains starch, protein and fat.

8.
(a) Complete each sentence by choosing the correct words from the box.

amino acids protein

fat starch

fatty acids sugar

Amylase speeds up the digestion of _________________ . The product of this

digestion is _____________ . Protease speeds up the digestion of _____________ .

The product of this digestion is _______________________ .

(4)

(b) Why do molecules of starch, protein and fat need to be digested?

______________________________________________________________

______________________________________________________________
(2)
Page 17 of 116
 (c) In which part of the digestive system does the digestion of starch begin?
Draw a ring around your answer.

large intestine mouth small intestine stomach

(1)

(d) What do we call substances like amylase and protease which speed up chemical
reactions?

______________________________________________________________
(1)
(Total 8 marks)

The diagram shows the apparatus used to investigate the digestion of milk fat by an enzyme.
9. The reaction mixture contained milk, sodium carbonate solution (an alkali) and the enzyme. In
Experiment 1, bile was also added. In Experiment 2, an equal volume of water replaced the bile.
In each experiment, the pH was recorded at 2-minute intervals.

Either: Experiment 1 or: Experiment 2

milk (contains fat) milk (contains fat)

sodium carbonate solution sodium carbonate solution
bile water
enzyme enzyme

Page 18 of 116
 The results of the two experiments are given in the table.

(a) Milk fat is a type of lipid. Give the name of an enzyme which catalyses the breakdown of
lipids.

______________________________________________________________
(1)

(b) What was produced in each experiment to cause the fall in pH?

______________________________________________________________
(1)

(c) (i) For Experiment 1, calculate the average rate of fall in pH per minute, between
4 minutes and 8 minutes. Show clearly how you work out your final answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________ pH units per minute

(2)

(ii) Why was the fall in pH faster when bile was present?

______________________________________________________________

______________________________________________________________
(1)
(Total 5 marks)

(a) (i) What name is given to an enzyme which catalyses the breakdown of protein?
10.
______________________________________________________________
(1)

Page 19 of 116
 (ii) What product is formed when protein is broken down by the enzyme?

______________________________________________________________
(1)

The table shows the effect of pH on the activity of an enzyme which catalyses the breakdown of
protein.

pH 1.0 2.0 3.0 4.0 5.0

Rate of formation of product 10.5 23.0 10.5 2.5 0.0

in mmol per minute

(b) Draw a graph of the data in the table.

(3)

(c) The enzyme is produced by the human digestive system.

(i) At what pH does this enzyme work best? ____________________________

(1)

(ii) Suggest which part of the digestive system produces this enzyme.

______________________________________________________________
(1)

Page 20 of 116
 (d) Why is it necessary to break down proteins in the digestive system?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 10 marks)

The diagram gives information about some parts of the human digestive system.
11.

Page 21 of 116
 (a) (i) Name the organ which makes bile.

______________________________________________________________
(1)

(ii) Label this organ with the letter X on the diagram.

(1)

Information in the table may help you to answer parts (b) and (c).

(b) Name two parts of the digestive system where protein is digested.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

(c) Suggest two reasons why starch is not digested in the stomach.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)
(Total 6 marks)

(a) Complete the table to give one site where digestive substances are made.
12.

Digestive substance One site of production

bile

amylase

lipase

protease

(4)

Page 22 of 116
 (b) Describe two ways that the mouth can break down starchy foods.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) Describe how the liver helps to digest fats.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 8 marks)

The table shows the amounts of carbohydrate, fat and protein in 100 g portions of five foods, A -
13. E.

MASS IN 100 g PORTION (g)

FOOD CARBOHYDRATE FAT PROTEIN

A 0 1 20

B 50 2 8

C 0 82 0

D 12 0 1

E 20 0 2

(a) A person eats 50 g of food E.

How much carbohydrate would the person eat?

________ g
(1)

Page 23 of 116
 (b) Describe, in as much detail as you can, what happens to the protein after food A is
swallowed.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 5 marks)

(a) A food contains protein. Describe, in as much detail as you can, what happens to this
14. protein after the food is swallowed.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(b) The table shows the activity of lipase on fat in three different conditions.

CONDITION UNITS OF LIPASE ACTIVITY

PER MINUTE
Lipase + acid solution 3.3
Lipase + weak alkaline solution 15.3
Lipase + bile 14.5

Page 24 of 116
 Explain, as fully as you can, the results shown in the table.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 7 marks)

Describe the roles of the liver and the pancreas in the digestion of fats.
15.
_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 5 marks)

Plant cells and fungal cells are similar in structure.

16.
The figure below shows a fungal cell.

(a) Name one structure in the figure above which is present in both plant cells and fungal cells
but not in animal cells.

___________________________________________________________________
(1)

Page 25 of 116
(b) Which disease is caused by a fungus?

✓) one box.
Tick (✓

Gonorrhoea

Malaria

Measles

Rose black spot

(1)

(c) A fungal cell divides once every 90 minutes.

How many times would this fungal cell divide in 24 hours?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Number of times cell divides in 24 hours = _______________

(2)

Page 26 of 116
Some types of fungal cell are grown to produce high-protein food.

The high-protein food can be used to make meat-free burgers.

(d) Where is protein digested in the human digestive system?

✓) one box.
Tick (✓

Large intestine

Liver

Salivary glands

Stomach

(1)

(e) Which chemical could be used to test if the burgers contain protein?

✓) one box.
Tick (✓

Benedict’s reagent

Biuret reagent

Ethanol

Iodine solution

(1)

Page 27 of 116
 (f) The table below shows some information about burgers made from meat and meat-free
burgers.

Mass per 100 g of burger

Burgers made from

Meat-free burgers
meat

Protein in g 14.0 9.0

Fibre in g 0.9 5.5

Fat in g 16.0 5.2

Carbohydrate in g 15.5 15.1

Cholesterol in mg 120.0 0.0

Evaluate the use of burgers made from meat compared with meat-free burgers in providing
humans with a healthy, balanced diet.

Use information from the table and your own knowledge.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 12 marks)

All living organisms respire.

17.

Page 28 of 116
(a) What is the chemical equation for aerobic respiration?

✓) one box.
Tick (✓

6 O2 + 6 CO2 → 6 H2O + C6H12O6

6 H2O + C6H12O6 → 6 H2O + 6 CO2

6 H2O + 6 CO2 → 6 O2 + C6H12O6

6 O2 + C6H12O6 → 6 H2O + 6 CO2

(1)

(b) Name the sub-cellular structures where aerobic respiration takes place.

___________________________________________________________________
(1)

(c) Energy is released in respiration.

Give two uses of the energy released in respiration.

1 ________________________________________________________________

___________________________________________________________________

2 ________________________________________________________________

___________________________________________________________________
(2)

(d) Describe two differences between aerobic and anaerobic respiration in humans.

Do not refer to oxygen in your answer.

1 ________________________________________________________________

___________________________________________________________________

2 ________________________________________________________________

___________________________________________________________________
(2)

Page 29 of 116
(e) What are the two products of anaerobic respiration in plant cells?

✓) two boxes.
Tick (✓

Carbon dioxide

Ethanol

Glucose

Lactic acid

Water

(2)

Page 30 of 116
A scientist investigated respiration and photosynthesis using some pondweed and a pond snail.

Figure 1 shows the apparatus used.

Figure 1

The apparatus was left in a well-lit room for 5 days.

The data logger recorded the concentration of carbon dioxide continuously.

After 5 days, the scientist completely covered the boiling tube with black paper.

The data logger continued to record the concentration of carbon dioxide.

Figure 2 shows the concentration of carbon dioxide inside the boiling tube over 15 days.

Figure 2

Page 31 of 116
(f) Explain why the concentration of carbon dioxide in the tube stayed the same between day 0
and day 5.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(g) Suggest why the concentration of carbon dioxide increased between day 5 and day 10.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

Page 32 of 116
 (h) On day 10, the pond snail died.

Explain why the death of the pond snail caused the concentration of carbon dioxide to
increase after day 10.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 14 marks)

Glucose is broken down in respiration.

18.
(a) What is the chemical formula for glucose?

Tick one box.

C6H6O6

C3H6O3

C6H12O6

C6H10O6

(1)

The diagram shows the apparatus a student used to investigate aerobic respiration.

Limewater goes cloudy when carbon dioxide is added to it.

Page 33 of 116
(b) After 10 minutes the limewater in flask B was cloudy, but the limewater in flask A remained
colourless.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) Flask A acts as a control in this investigation.

What is the purpose of a control?

___________________________________________________________________

___________________________________________________________________
(1)

(d) The student repeated the investigation with no woodlice.

Describe the appearance of the limewater in flask A and flask B after 10 minutes.

Flask A ____________________________________________________________

___________________________________________________________________

Flask B ____________________________________________________________

___________________________________________________________________
(2)

Page 34 of 116
Anaerobic respiration is another form of respiration in living organisms.

(e) What is produced during anaerobic respiration in humans?

Tick one box.

Carbon dioxide

Carbon dioxide and lactic acid

Lactic acid

Oxygen and water

(1)

(f) Complete the equation for anaerobic respiration in yeast.

glucose ⟶ carbon dioxide + ________________________

(1)
(Total 8 marks)

Page 35 of 116
 Pollution of rivers with untreated sewage can kill plants and animals.
19.
Figure 1 shows a sprinkler bed at a sewage works.

The sewage trickles slowly downwards over the surfaces of the stones.

Some of the microorganisms on the stones feed on organic matter in the sewage.

The treated sewage is safe enough to pass into a river.

(a) Most of the microorganisms in the sprinkler bed respire aerobically.

Describe two features of the sprinkler bed that encourage aerobic respiration.

Use information from Figure 1.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

Page 36 of 116
Figure 2 shows the feeding relationships between the microorganisms in the sprinkler bed.

(b) Which organisms in Figure 2 are producers?

Tick one box.

Bacteria

Green algae

Large protists

Small protists

(1)

(c) Name one organism in Figure 2 which is both a primary and a secondary consumer.

___________________________________________________________________
(1)

Page 37 of 116
 (d) The bacteria are decomposers.

Figure 2 shows that the bacteria change organic matter into carbon dioxide and inorganic
mineral ions.

Describe how the bacteria do this.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 8 marks)

Anaerobic respiration happens in muscle cells and yeast cells.

20.
The equation describes anaerobic respiration in muscle cells.

glucose lactic acid

(a) How can you tell from the equation that this process is anaerobic?

___________________________________________________________________

___________________________________________________________________
(1)

(b) Exercise cannot be sustained when anaerobic respiration takes place in muscle cells.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 38 of 116
(c) The diagram below shows an experiment to investigate anaerobic respiration in yeast
cells.

What gas will bubble into Tube B?

Tick one box.

Carbon dioxide

Nitrogen

Oxygen

Water vapour

(1)

(d) Describe how you could use tube B to measure the rate of the reaction in tube A.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 39 of 116
 (e) Anaerobic respiration in yeast is also called fermentation.

Fermentation produces ethanol.

Give one use of fermentation in the food industry.

___________________________________________________________________
(1)
(Total 7 marks)

All living cells respire.

21.
(a) Respiration transfers energy from glucose for muscle contraction.

Describe how glucose from the small intestine is moved to a muscle cell.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 40 of 116
(b) The diagram below shows an experiment to investigate anaerobic respiration in yeast
cells.

What is the purpose of the liquid paraffin in Tube A?

Tick one box.

To prevent evaporation

To stop air getting in

To stop the temperature going up

To stop water getting in

(1)

Page 41 of 116
(c) The indicator solution in Tube B shows changes in the concentration of carbon dioxide
(CO2).

The indicator is:

• blue when the concentration of CO2 is very low

• green when the concentration of CO2 is low

• yellow when the concentration of CO2 is high.

What colour would you expect the indicator to be in Tube B during maximum rate of
anaerobic respiration?

Tick one box.

Blue

Green

Yellow

(1)

(d) Suggest how the experiment could be changed to give a reproducible way to measure the
rate of the reaction.

Include any apparatus you would use.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 42 of 116
 (e) Compare anaerobic respiration in a yeast cell with anaerobic respiration in a muscle cell.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 9 marks)

An athlete ran as fast as he could until he was exhausted.

22.
(a) Figure 1 shows the concentrations of glucose and of lactic acid in the athlete’s blood at the
start and at the end of the run.

(i) Lactic acid is made during anaerobic respiration.

What does anaerobic mean?

______________________________________________________________

______________________________________________________________
(1)

(ii) Give evidence from Figure 1 that the athlete respired anaerobically during the run.

______________________________________________________________

______________________________________________________________
(1)
Page 43 of 116
(b) Figure 2 shows the effect of running on the rate of blood flow through the athlete’s
muscles.

(i) For how many minutes did the athlete run?

Time = ______________________ minutes

(1)

(ii) Describe what happens to the rate of blood flow through the athlete’s muscles during
the run.

Use data from Figure 2 in your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

Page 44 of 116
(iii) Explain how the change in blood flow to the athlete’s muscles helps him to run.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(4)
(Total 9 marks)

Page 45 of 116
 Diagram 1 shows a cell from the pancreas.
23.
Diagram 2 shows part of the cell seen under an electron microscope.

Part A is where most of the reactions of aerobic respiration happen.

(a) (i) Name part A.

____________________
(1)

(ii) Complete the equation for aerobic respiration.

glucose + oxygen ____________ + ____________ (+ energy)

(2)

Page 46 of 116
 (iii) Part A uses oxygen.

Explain how oxygen passes from the blood to part A.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(b) The pancreas cell makes enzymes.

Enzymes are proteins.

Describe how the ribosomes and part A help the cell to make enzymes.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 9 marks)

Paula is training for a marathon. When she runs, her heart beats faster than it does when she is
24. resting.

Complete the sentences, using words from the box.

blood breathe carbon dioxide glucose

heat nitrogen oxygen respire

Page 47 of 116
 When she is running, Paula‘s muscle activity increases. To do this, her muscle cells

______________________ at a faster rate to give her more energy. Her muscles need to

be supplied with _____________________ and _______________________________

more quickly. Her heart beats faster to increase the flow of ________________________

which carries the products ______________________________________________ and

______________________________ away from her muscles.

(Total 6 marks)

A student breathed out into an empty breathing bag five times.

25.

After breathing out five times the volume of air in the bag was measured.
The volume was 3000 cm3.

(a) Complete the following sentences.

The air the student breathed in would contain more ____________________ than the air
the student breathed out.

The air the student breathed out would contain more ___________________ than the air
the student breathed in.
(2)

Page 48 of 116
 (b) The student then did some exercise for two minutes. The volume breathed out in five
breaths was again measured. This time there was 9000 cm3 of air in the bag.

What does this tell you about the effect of exercise on breathing?

___________________________________________________________________

___________________________________________________________________
(1)

(c) (i) Name the chemical process that releases energy when it takes place in the cells of
the body.

______________________________________________________________
(1)

(ii) Name the substances produced by this process.

_____________________________ and _____________________________

(2)

(iii) Explain as fully as you can why this process has to take place more rapidly
during exercise.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 8 marks)

(a) (i) Complete the word equation for the process of aerobic respiration.
26.
Glucose + ______________ → carbon dioxide + water
(1)

(ii) Which organ removes carbon dioxide from your body?

______________________________________________________________
(1)

Page 49 of 116
 (b) Use names from the box to complete the two spaces in the passage.

carbon dioxide lactic acid nitrogen oxygen water

Anaerobic respiration can occur when an athlete does vigorous exercise.

This is because there is not enough ___________________________ in the body.

The product of anaerobic respiration is ________________________________ .

(2)
(Total 4 marks)

Oxygen from our lungs is carried, by our blood, to cells in our body where aerobic respiration
27. takes place.

(i) Complete the two spaces to balance the chemical reaction for aerobic respiration.

C6H12O6 + 6O2 → ____ CO2 + ____ H2O

(1)

(ii) Name the substance with the formula C6H12O6.

___________________________________________________________________
(1)

(iii) Name the structures in the cytoplasm of our cells where aerobic respiration takes place.

___________________________________________________________________
(1)
(Total 3 marks)

(a) Respiration is a process which takes place in living cells. What is the purpose of
28. respiration?

___________________________________________________________________

___________________________________________________________________
(1)

(b) (i) Balance the equation for the process of respiration when oxygen is available.

C6H12O6 + O2 → CO2 + H 2O
(1)

(ii) What is the name of the substance in the equation with the formula C6H12O6?

______________________________________________________________
(1)

Page 50 of 116
(c) Oxygen is absorbed through the alveoli in the lungs.

(i) How are the alveoli adapted for this function?

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) Name the gas which is excreted through the alveoli.

______________________________________________________________
(1)

(d) (i) What is the name of the process of respiration when oxygen is not available?

______________________________________________________________
(1)

(ii) Describe the process of respiration which takes place in human beings when oxygen
is not available and give an effect.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)
(Total 10 marks)

Page 51 of 116
 Figure 1 shows where three of the same type of tumour were found in a patient.
29.
Figure 1

Malignant tumours are cancers.

(a) Describe what happens to cells when a tumour forms.

___________________________________________________________________

___________________________________________________________________
(1)

(b) What evidence is there in Figure 1 to suggest that the tumour in the lung is malignant?

___________________________________________________________________

___________________________________________________________________
(1)

Page 52 of 116
(c) Some types of cancer can cause the numbers of blood components in a person’s body to
fall to a dangerously low level.

A person with one of these types of cancer may experience symptoms such as:
• tiredness
• frequent infections
• bleeding that will not stop after the skin is cut.

Explain how a very low number of blood components in the body can cause these
symptoms.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

Some patients with a very low number of blood cells may be given a blood transfusion.

A blood transfusion is where a patient receives blood from a donor.

Different people have different blood groups.

Figure 2 shows:

• the red blood cells found in people with different blood groups
• the antibodies that can be made by people with different blood groups.

Figure 2

Page 53 of 116
Antibodies can bind to antigens that have complementary shapes.

When antibodies bind to the antigens on red blood cells, many red blood cells begin to clump
together.

Each red blood cell is about 8 µm in diameter.

Many capillaries have an internal diameter of about 10 µm.

In one type of blood transfusion, only red blood cells from a donor are transferred to the patient.

(d) It is dangerous for a patient with blood group A to receive red blood cells from a donor with
blood group B.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Page 54 of 116
(e) Explain why blood group O red blood cells can be given to patients with any blood group.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(f) The table below shows some of the risks associated with blood transfusions.

Probability of risk
Risk
occurring

Allergic reaction 0.9 %

Hepatitis B
1 in (3 × 105)
infection

Hepatitis C
6.7 × 10–7
infection

Kidney damage 1 in 70 000

Which risk has the lowest probability of occurring?

✓) one box.
Tick (✓

Allergic reaction

Hepatitis B infection

Hepatitis C infection

Kidney damage

(1)

Page 55 of 116
 (g) A person has a tumour blocking the tube leading from the gall bladder to the small
intestine.

Explain why this person would have difficulty digesting fat.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)
(Total 19 marks)

Pancreatic cancer develops when a malignant tumour grows inside the pancreas.
30.
(a) The pancreas produces digestive enzymes.

What is an enzyme?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) Carbohydrase is an enzyme produced by the pancreas.

Name two other organs in the digestive system that produce carbohydrase.

1 _________________________________________________________________

2 _________________________________________________________________
(2)

Page 56 of 116
(c) One symptom of pancreatic cancer is weight loss.

Explain how pancreatic cancer may cause a person to lose weight.

Do not refer to hormones in your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

Enzyme A and enzyme B are involved in controlling cell division in pancreatic cancer cells.

Most cancer cells produce both enzyme A and enzyme B.

Some people have a gene mutation that stops cancer cells producing enzyme B.

The following figure shows how cell division is controlled in pancreatic cancer cells.

Page 57 of 116
Scientists have developed a drug that inhibits enzyme A.

The drug is given to pancreatic cancer patients who have the gene mutation that stops cancer
cells producing enzyme B.

The drug only targets cancer cells.

(d) Explain why the drug can be used to treat pancreatic cancer in patients with the gene
mutation.

Use information from the figure above.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(e) Explain why the drug could not be used to treat pancreatic cancer in a patient that
produces both enzyme A and enzyme B.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 58 of 116
(f) The drug was trialled before it was licensed for use.

To improve validity of the results in the trial:

• some patients were given a placebo

• a double-blind trial was used.

Give reasons why a placebo and a double-blind trial were used.

A placebo __________________________________________________________

___________________________________________________________________

___________________________________________________________________

A double-blind trial ___________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(g) One stage in a drug trial is to test the drug on healthy volunteers.

What is the next stage in the drug trial?

✓) one box.
Tick (✓

Testing on all patients with the disease

Testing on human tissue

Testing on live animals

Testing on volunteers with the disease

(1)

Page 59 of 116
 (h) A monoclonal antibody has been produced to treat pancreatic cancer.

Explain how the monoclonal antibody works to treat pancreatic cancer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 19 marks)

Stem cells can be used to treat some diseases.

31.
(a) What is a stem cell?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Figure 1 shows a malignant tumour in the trachea of a patient.

Page 60 of 116
(b) Give one way a malignant tumour differs from a benign tumour.

___________________________________________________________________

___________________________________________________________________
(1)

Scientists can treat the patient’s tumour by replacing the trachea with a plastic trachea.

The plastic trachea has a layer of the patient’s own stem cells covering it.

Figure 2 shows the procedure.

Page 61 of 116
(c) In Step 3 the cells are left for 48 hours to divide.

Name the type of cell division in Step 3.

___________________________________________________________________
(1)

(d) In Step 3 the cells are given oxygen and water.

Name two other substances the cells need so they can grow and divide.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

(e) Give two advantages of using the stem cell trachea compared with a trachea from a dead
human donor.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

(f) Sometimes the stem cell trachea is not strong enough.

Doctors can put a stent into the trachea.

Suggest how a stent in the trachea helps to keep the patient alive.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 62 of 116
 (g) Stem cells can also be obtained from human embryos.

Evaluate the use of stem cells from a patient’s own bone marrow instead of stem cells from
an embryo.

Give a conclusion to your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 16 marks)

The diagram below shows the human digestive system.

32.

(a) Label the stomach and pancreas on the diagram.

(1)

Page 63 of 116
(b) Many people suffer from stomach ulcers caused by a species of bacteria called
Helicobacter pylori.

The stomach is lined with a protective lining of mucus.

Helicobacter pylori are acid-tolerant bacteria which can damage this mucus lining.

Suggest how an infection with Helicobacter pylori might result in a stomach ulcer
developing.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) Helicobacter pylori can also cause stomach cancer.

Describe how a person infected with Helicobacter pylori could also develop liver cancer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(d) Gluten is a form of protein found in some grains.

Describe the test you would use to find out if protein is present in food.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 64 of 116
 (e) Coeliac disease is a disease of the digestive system.

It damages the lining of the small intestine when foods that contain gluten are eaten.

When people with coeliac disease eat foods that contain gluten:
1. their immune system forms antibodies to gluten
2. these antibodies attack the lining of the small intestine
3. this causes inflammation in the intestines and damages the villi.

Symptoms of coeliac disease include poor growth.

Suggest why a person with coeliac disease might have this symptom.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 12 marks)

The number of people in the UK with tumours is increasing.

33.
(a) (i) Describe how tumours form.

______________________________________________________________

______________________________________________________________
(1)

(ii) Tumours can be malignant or benign.

What is the difference between a malignant tumour and a benign tumour?

______________________________________________________________

______________________________________________________________
(1)

(b) Describe how some tumours may spread to other parts of the body.

___________________________________________________________________

___________________________________________________________________
(1)
Page 65 of 116
(c) People from Northern Europe have fair skin and many people have malignant melanoma
skin cancer.

The graph shows how the number of people in the UK with malignant melanoma changed
between 1985 and 2008.

The bars on the graph show the number of people in the UK who travelled abroad and the
number who took cheap holidays in the sun in 1985 and 2005.

Years

Key

Mean for all areas Total number of trips abroad

Mean for people from rich areas Number of cheap holidays in
Mean for people from poor the sun
areas

(i) Describe the trends in the number of people with malignant melanoma skin cancer
between 1985 and 2008.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)
Page 66 of 116
 (ii) Use the data about the number of trips abroad to suggest an explanation for the
trends you have described in part (c)(i).

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 8 marks)

Scientists estimate that about one third of cancers in the UK may be linked to obesity.
34.
Name two diseases linked to obesity.

Do not give cancer as one of your answers.

1. _____________________________________________________________________

2. _____________________________________________________________________
(Total 2 marks)

Many people in the UK take sleeping pills.

35.
(a) The drug thalidomide was developed as a sleeping pill in the 1950s. In the 1960s
thalidomide was banned. Recently thalidomide has been used to treat other diseases.

Name one disease thalidomide is used to treat now.

___________________________________________________________________
(1)

Page 67 of 116
(b) The table shows information about the development of a new sleeping pill.

Type of test Clinical Clinical Clinical

Preclinical
or trial phase 1 phase 2 phase 3

Tested or Cells, 20 −100 100 − 500 1000 − 5000

trialled on tissues or healthy volunteer volunteer
animals volunteers patients patients

Number of 1
compounds >10 000 5 −10 2−3 (new sleeping
tested pill)

Time taken
for test or 1− 4 2− 4 1−3 2−4
trial in years

(i) What is the shortest time taken to develop a new sleeping pill?

________________ years
(1)

(ii) What is the range for the number of volunteers needed to complete all the clinical
trials for the new sleeping pill?

______________________________________________________________
(1)

(c) Drugs are trialled to check for side effects on people.

Give one other reason why drugs are trialled.

___________________________________________________________________

___________________________________________________________________
(1)

Page 68 of 116
(d) The pie chart shows the impact on the health of the population caused by drugs from
different sources.

(i) Legal non-prescribed drugs have a greater impact on the health of the population
than illegal drugs.

Suggest two reasons why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) Drugs change chemical processes in a person’s body.

Why is it difficult for a person to stop taking certain drugs?

______________________________________________________________

______________________________________________________________
(1)
(Total 7 marks)

Page 69 of 116
 Drugs affect the human body.
36.
(a) Draw one line from each drug to the correct information about the drug.

Drug Information

Used to boost heart rate

Cannabis

Used to treat leprosy

Steroid

May cause mental illness in

some people

Stimulant

Used to increase muscle growth

Thalidomide

Used to treat measles

(4)

(b) New drugs must be tested and trialled before being used.

(i) New drugs are tested in a laboratory before they are trialled on people.

What are new drugs tested on in a laboratory?

______________________________________________________________
(1)

(ii) Why is it important that drugs are trialled before doctors give them to patients?

Tick (✓) two boxes.

To check that the drug works

To check the cost of the drug

To find out if the drug is legal

To find the best dose to use

(2)

Page 70 of 116
 (iii) In a double blind drug trial, only some people know which patients have been given
the drug.

Who knows which patients have been given the drug?

Tick (✓) one box.

The patient and the doctor

Only the doctor

Only scientists at the drug company

(1)

(c) Doctors trialled four different treatments for reducing the risk of heart disease.
Each treatment was trialled on the same number of patients for 5 years.
The patients did not have heart disease at the start of the trial.

The graph below shows the results.

Treatment

(i) How many patients who took aspirin needed treatment for heart disease during the
trial?

Number of patients = _______________________

(1)

Page 71 of 116
 (ii) Based only on the evidence in the graph, which would be the best treatment to
reduce the risk of developing heart disease?

______________________________________________________________
(1)

(iii) Suggest one other factor that a doctor might consider before deciding which
treatment to use for a patient.

______________________________________________________________
(1)
(Total 11 marks)

Drugs must be trialled before the drugs can be used on patients.

37.
(a) (i) Before the clinical trials, drugs are tested in the laboratory.
The laboratory trials are not trials on people.

What is the drug tested on in these laboratory trials?

______________________________________________________________
(1)

(ii) Drugs must be trialled before the drugs can be used on patients.

Give three reasons why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(b) Read the information about cholesterol and ways of treating high cholesterol levels.

Diet and inherited factors affect the level of cholesterol in a person's blood.
Too much cholesterol may cause deposits of fat to build up in blood vessels and reduce the
flow of blood. This may cause the person to have a heart attack.
Some drugs can lower the amount of cholesterol in the blood.

The body needs cholesterol. Cells use cholesterol to make new cell membranes and some
hormones. The liver makes cholesterol for the body.

Page 72 of 116
Some drugs can help people with high cholesterol levels.

Statins block the enzyme in the liver that is used to produce cholesterol.
People will normally have to take statins for the rest of their lives. Statins can lead to
muscle damage and kidney problems. Using some statins for a long time has caused high
numbers of deaths.

Cholesterol blockers reduce the absorption of cholesterol from the intestine into the
blood.
Cholesterol blockers can sometimes cause problems if the person is using other drugs.

Evaluate the use of the two types of drug for a person with high cholesterol levels.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 10 marks)

Page 73 of 116
 Medicinal drugs are used to treat diseases.
38.
(a) Draw one line from each drug to its correct use.

Drug Use

Used as a fertility drug

Painkiller

Used to relieve disease symptoms

Statin

Used to treat leprosy

Thalidomide

Used to lower blood cholesterol

(3)

(b) New drugs need to be tested before going on sale.

The diagram shows a time line for the testing of a new drug.

(i) How long do trials on humans take? _________________ years

(1)

(ii) What is the minimum number of humans the drug is tested on throughout clinical
testing?

_________________
(1)

Page 74 of 116
 (c) Draw a ring around the correct answer to complete each sentence.

if it is toxic.

(i) A new drug is first tested in the laboratory to find if it is cost effective.

the optimum dose.

(1)

if it is cost effective.

(ii) The drug is then tested on a few volunteers to find if it has side effects.

the optimum dose.

(1)
(Total 7 marks)

New drugs have to be thoroughly tested before they are sold.

39.
The diagram shows a time line for the testing of a new drug.

(a) What is the main purpose of pre-clinical testing?

___________________________________________________________________

___________________________________________________________________
(1)

(b) In Phase 1 of the clinical testing, very low doses of the new drug are used on a small
number of volunteers.

(i) What is the main purpose of Phase 1 testing?

______________________________________________________________

______________________________________________________________
(1)

Page 75 of 116
 (ii) In Phase 1 testing, healthy volunteers are used rather than patients.

Suggest one reason for this.

______________________________________________________________

______________________________________________________________
(1)

(c) What is the main purpose of the Phase 2 and Phase 3 testing?

___________________________________________________________________

___________________________________________________________________
(1)

(d) During Phase 3 testing, many of the patients are given a placebo.

(i) What is meant by a placebo?

______________________________________________________________

______________________________________________________________
(1)

(ii) During the testing, who knows which patients are receiving the placebo?

Tick ( ) one box.

Only the patients

Only the doctors

Both patients and doctors

Neither patients nor doctors

(1)
(Total 6 marks)

Page 76 of 116
 Diet and exercise affect health.
40.
(a) Many people are obese (very overweight).

Obesity can lead to heart disease.

Other than heart disease, name two conditions which are linked to obesity.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

(b) The graph shows the number of deaths from heart disease each year in the UK.

The pattern for deaths from heart disease in men is different from the pattern in women.

(i) Give two differences between the patterns for men and women.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)

(ii) Suggest two reasons for the difference in the number of deaths from heart disease in
men and women between the ages of 40 and 60.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)

Page 77 of 116
(c) Scientists have developed drugs to reduce the concentration of cholesterol in the blood.

Give the three main stages in testing a new drug before it is sold to the public.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

3. _________________________________________________________________

___________________________________________________________________
(3)
(Total 9 marks)

Page 78 of 116
Mark schemes
(a) Level 2: Relevant points (reasons/causes) are identified, given in detail and logically linked
1. to form a clear account.
3–4

Level 1: Relevant points (reasons/causes) are identified, and there are attempts at
logical linking. The resulting account is not fully clear.
1–2

No relevant content
0

Indicative content:
• backflow can occur or some blood flows backwards
• less blood leaves the heart or less blood is pumped around the body or some
blood stays in the heart (instead of being pumped out) or reduced blood
pressure or reduced flow rate
• less oxygen supplied to muscles / cells
• (so) less aerobic respiration
• (so) less energy released
• (so) less (efficient) muscle contraction
• anaerobic respiration takes place
• less (efficient) removal of lactic acid or lactic acid builds up or oxygen debt
occurs
• (lactic acid building up) causes muscle fatigue
• less (efficient) removal of carbon dioxide (from blood)

a level 2 response should refer to both respiration and the effects on exercise

Page 79 of 116
(b)
ignore raw numbers from the table

(deaths mechanical valve =) 6% / 6.31136%

allow correctly rounded value
1

(deaths biological valve =) 10% / 10.14823%

allow correctly rounded value
1

(therefore a) higher proportion / percentage of patients die with biological valve

or
patients are more likely to die with biological valve
do not accept more patients die with a biological valve

allow 2 marks for ratio mechanical : biological = 1:1.6 or

1:1.7 or correctly calculated value

allow 3 marks for deaths with biological

valves = 4% / 3.83687% higher or correctly rounded
value
or
patients are 1.6 / 1.7 times more likely to die with
biological valves

if no other marks awarded, allow for 1 mark

chance of death after a valve replacement is
8% / 7.77247% or correctly rounded value
1

(c) platelets
allow thrombocytes
1

(d) Level 3: A judgement, strongly linked and logically supported by a sufficient range of
correct reasons, is given.
5–6

Level 2: Some logically linked reasons are given. There may also be a simple
judgement.
3–4

Level 1: Relevant points are made. They are not logically linked.
1–2

No relevant content
0

Page 80 of 116
 Indicative content:

mechanical valves
• longer lasting or more durable or don’t wear out as easily or less likely to need
replacing (within 6 years)
• blood clots (on the brain) are more likely (after surgery)
• patient has to take anti-clotting medication (for the rest of their lives)
• if medication not taken (correctly), clots can lead to blood clots on brain / heart
attack
• medication can lead to excessive bleeding (after injury)
• some patients say they can hear the valves opening and closing
• survival rate at 5 years is slightly higher for mechanical valve
• lower percentage of deaths due to heart-related problems

biological valves
• no additional medication required
• ethical issues surrounding use of animal tissue
• valve may harden
• more likely to need further operation or another new valve
• more likely to be rejected
• more likely to need (immuno-suppressant) medication

both valves
• both are readily available
• little wait time

a level 2 response should contain comparisons of both valves and some reference to
own knowledge
[14]

(a) (A) stomach

2. 1

(B) small intestine

allow ileum
ignore intestine unqualified
1

(C) liver
1

(b) soluble
1

catalyse
1

denatured
1
this order only

(c) amino acids

1

Page 81 of 116
 (d) any one from:
• for growth
allow for enzymes / hormones / antibodies
• for repair / replacement (of cells / tissues / organs)
allow to strengthen bones
ignore for energy
1

(e) stomach
1

(f) Level 2: Scientifically relevant facts, events or processes are identified and given in
detail to form an accurate account.
3−4

Level 1: Facts, events or processes are identified and simply stated but their
relevance is not clear.
1−2

No relevant content
0

Indicative content
• grinding up the food
• add Biuret reagent (allow CuSO4 and NaOH) to food (sample)
• protein turns solution (from blue) to purple / lilac
• wear goggles to protect eyes
• clean up spills immediately
• Biuret / NaOH is an irritant / corrosive / poisonous

for level 2 a reference to Biuret, a positive result and reason for a safety precaution is
required

(g) fat
1

(h) type 2 diabetes

1
[15]

(a) (i) amino acid(s)

3.
accept peptide(s)
do not allow polypeptide(s)
1

(ii) protease
1

(b) (i) 2
1

(ii) repeat
do not allow other enzyme / substrate
1

Page 82 of 116
 using smaller pH intervals between pH1 and pH3
allow smaller intervals on both sides of / around pH2
allow smaller intervals on both sides of / around answer to (b)(i)
1

(iii) enzyme / pepsin denatured / shape changed

do not allow enzyme killed
allow enzyme ‘destroyed’
1

enzyme / pepsin no longer fits (substrate)

allow enzyme / pepsin does not work
1

(c) hydrochloric (acid)

allow phonetic spelling
accept HCl
allow HCL
ignore hcl
do not allow incorrect formula –e.g. H2Cl / HCl2
1
[8]

(a) (i) 8.6

4.
accept value in range 8.5 to 8.7
1

(ii) hydrochloric acid / HCl

accept HCL
accept hydrogen chloride
ignore hcl / etc.
1

(iii) X
1

(b) Marks awarded for this answer will be determined by the Quality of Written
Communication (QWC) as well as the standard of the scientific response. Examiners
should also refer to the information in the Marking guidance.

0 marks
No relevant content.

Level 1 (1-2 marks)

There is a simple description of part of a process or a reference to at least one of:
mechanical digestion, lipase, product of enzyme action, bile, site of production or site
of digestion

Page 83 of 116
 Level 2 (3-4 marks)
There is a description of at least one process linking ideas

Level 3 (5-6 marks)

There is a clear description of the process including reference to the majority of:
mechanical digestion, lipase, bile, where they are produced, products, function of bile
and site of digestion / absorption

Examples of biological points made in the response:

• mechanical breakdown in mouth / stomach

• fats →fatty acids and / or glycerol

• by lipase

• (produced by) pancreas

• and small intestine

• fat digestion occurs in small intestine

• bile

• produced by liver

• neutralises acid from stomach

• produces alkaline conditions in intestine

• refs. to increased surface area related to emulsification or chewing

• products are small molecules / water-soluble

• products absorbed by small intestine

6
[9]

(a) (i) A
5. 1

(ii) hydrochloric (acid) / HCl

1

(iii) alkali / suitable named example

accept sodium hydrogen
carbonate / sodium bicarbonate / milk of magnesia /
other brand names
allow bile (salts)
ignore antacid
1

(b) • amylase breaks down starch

1

Page 84 of 116
 • (broken down) into sugars / glucose
1

• digestion of starch in the mouth

1

• (also) starch broken down in small intestine

1

• amylase produced in salivary glands / small intestine / pancreas

1

(c) small intestine

allow ileum / duodenum
do not accept large intestine
1
[9]

(a) fatty acids

6. 1

glycerol
1

(b) (i) any one from:

• (same) amount / 1cm 3 fat

• (same) amount / 10cm 3 lipase / enzyme

• (kept for) 24 hours or (same length of) time

1

(ii) temperature
allow heat / warmth
1

(c) (carry out experiments) using more temperatures / smaller intervals

ignore repeat unqualified
do not accept longer time
1

between 20 and 60 °C / around 40 °C

accept extra single temperature in range 20 °C – 60 °C but cannot
be 20 °C, 40 °C or 60 °C
1

(d) (i) ‘strong’ acid

1

Page 85 of 116
 (ii) enzyme works / not destroyed / not denatured / not damaged
do not accept enzyme not killed
accept any indication that the fat is digested
accept same as tube 3 / tube at 40 °C
accept optimum temperature / at or near body temperature
1
[8]

(a) stomach is acidic / has low pH

7.
allow any pH below 7
ignore stomach is not alkaline
1

lactase works best / well in alkali / high pH / neutral / non-acidic conditions

allow any pH of 7 and above
accept works slowly in acid conditions
allow figures from table with a comparison
ignore reference to temperature
1

(b) any three from

• (below 45(°C)) increase in temperature increases rate / speed of reaction

• reference to molecules moving faster / colliding faster / harder / more collisions

• optimum / best at 45(°C)

allow value(s) in range 41 - 49

• high temps / above 45(°C) (rate slows due to) denaturation of enzyme /lactase
allow synonyms of denaturation but not killed
denaturation at high and low temperature does not gain this mark
ignore body temperature
ignore references to time / pH
3

(c) any two from

• acid neutralised or conditions made neutral / alkali

accept bile is alkaline

• (allow) emulsification / greater surface area of fat / lipid

allow description of emulsification eg fat is broken down / broken up
into droplets

• enzymes (in small intestine) work (more effectively / better)

allow better for enzymes
2
[7]

Page 86 of 116
 (a) in sequence
8.
starch
1

sugar
1

protein
1

amino acids
1

(b) (too) large or insoluble

do not accept “breaking up”
do not accept complex
accept ‘need to make molecules
smaller / soluble’ – reverse argument
1

cannot be absorbed or
cannot enter blood or
cannot pass through wall / lining of
intestine / gut or villi
“body” not enough
not large intestine
1

(c) mouth
accept positive indication
1

(d) enzymes
allow catalysts
do not accept catalase
1
[8]

9.
(a) lipase
1

(b) fatty acid

ignore glycerol
1

Page 87 of 116
 (c) (i) 0.25 or

if correct answer ignore working or lack of working

for 1 mark
2

(ii) fats emulsified or described re. Small droplets or large S.A.

(for enzyme action) or fats ‘mix’ better with water
do not allow breakdown / breakup unqualified
1
[5]

10.
(a) (i) protease
accept peptidase or named protease
e.g. pepsin / trypsin
allow ‘proteinase’
1

(ii) amino acids

accept peptides / polypeptides / peptones
1

(b) points plotted accurately

± square

deduct 1 mark per error

2

best fit curve or ruled point-to-point

if double line within square

allow sharp apex
do not allow single straight line
if no points line defines points
if (5,0) not plotted only penalise 1 mark
bar graph wide bars – no marks

bar graph ± square max 2 for points

1

Page 88 of 116
 (c) (i) 2 or correct from candidate’s graph

± square
1

(ii) stomach
1

(d) proteins are large / product is small

1

proteins (may be) insoluble / product is soluble

1

cannot be absorbed / cannot enter blood or cannot pass through gut lining
accept reverse referring to product
1
[10]

(a) (i) liver

11. 1

(ii) on diagram:

‘ X’ on liver
must be unambiguous (eg not overlapping gall bladder)
intersection of X in liver
1

(b) stomach
1

small intestine
accept duodenum or ileum
extra wrong answers cancel the mark,
eg small intestine (colon) = no marks
1

(c) amylase not produced by stomach

accept no starch digesting enzymes in the stomach
accept correct enzyme not in stomach
accept only proteases in stomach
do not accept protease does not digest starch
1

acid / low / wrong pH in stomach or enzyme would be denatured in

stomach or amylase only works in neutral / alkaline conditions
incorrect extra information cancels mark
do not accept amylase does not work in the stomach
1
[6]

Page 89 of 116
 (a) liver
12. 1

mouth or salivary glands or

duodenum or small intestine or
pancreas
1

pancreas
accept duodenum or ileum or
small intestine
do not accept stomach
1

stomach or duodenum or ileum or

small intestine or pancreas
1

(b) teeth breakdown food

accept chewing
1

amylase or saliva (breaks down starch)

1

(c) produces bile (salts)

1

emulsifies (fat) or produces droplets

or disperses fat)
1
[8]

(a) 10
13.
for 1 mark
1

(b) digested / broken down / made soluble by protease / enzyme

in stomach / in small intestine / from stomach / from pancreas
into amino acids amino acids/smaller molecules/products of digestion absorbed into blood
any four for 1 mark each
4
[5]

(a) digested / broken down / made soluble by protease enzyme

14. in stomach in small intestine / from stomach / from pancreas
into amino acids
amino acids / small molecules absorbed into blood
any four for 1 mark each
4

Page 90 of 116
 (b) ideas that
lipase / enzyme works best in alkaline / neutral conditions
acid denatures or inactivates enzyme / inhibits enzyme activity
bile emulsifies fat / bile produces larger surface area of fats / bile alkaline
for enzyme to work on / which increase activity of enzymes
any three for 1 mark each
3
[7]

pancreas produces lipase

15. which breaks down / digests fats into fatty acids and glycerol
liver produces bile / hydrogen carbonate
which neutralises acids / makes alkaline
provides optimum / best / most effective pH for lipase / enzyme action
bile emulsifies fats / description
increasing the surface area for lipase / enzyme to act on
any five for 1 mark each
(digestion is in stomach / liver / pancreas – penalise only once)
[5]

(a) (cell) wall

16.
or

(large / permanent) vacuole

1

(b) rose black spot

1

(c)

or

16
1

(d) stomach
1

(e) biuret reagent

1

Page 91 of 116
 (f) Level 3: A judgement, strongly linked and logically supported by a sufficient range of
correct reasons, is given.
5−6

Level 2: Some logically linked reasons are given. There may also be a simple
judgement.
3−4

Level 1: Relevant points are made. They are not logically linked.
1−2

No relevant content.
0

Indicative content:

• meat-free burgers contain more fibre

• aids digestion / prevents constipation

• meat burgers contain more protein

• for growth

• meat burgers contain more fat

• fat can cause CHD / heart attack / narrowing of arteries
• may lead to needing a stent
• may lead to obesity
• obesity is a risk factor for type 2 diabetes

• meat burgers contain more cholesterol

• may lead to narrowing of arteries
• may need to take statins

• both burgers have similar amounts of carbohydrate

• good for providing energy

• no information on vitamins / minerals provided for either burger

• meat burgers require animals to be farmed

• increase in methane in atmosphere
• less environmentally friendly

• meat burgers require animals to be slaughtered

• ethical issues

• some people won’t eat meat-free burgers

• (because) some people don’t like the idea of eating fungus
• (because) some people prefer the taste of meat

For Level 2, comparisons and own knowledge is required.

[12]

(a) 6O2 + C6H12O6 → 6H2O + 6CO2

17. 1

Page 92 of 116
(b) mitochondria / mitochondrion
1

(c) any two from:

• movement / muscle contraction

• keeping warm
• active transport
• building larger molecules
ignore reference to metabolism unqualified
allow examples of movement
allow examples of building larger molecules e.g. making
(named) proteins / cellulose
allow cell division
ignore growth
2

(d) any two from:

• anaerobic produces lactic acid and aerobic does not
allow anaerobic creates an oxygen debt and aerobic
does not
• aerobic produces carbon dioxide and anaerobic does not
• aerobic produces water and anaerobic does not
• aerobic occurs (mainly) in the mitochondria and anaerobic does not
allow anaerobic only occurs in the cytoplasm
• anaerobic releases less energy than aerobic
allow anaerobic releases less ATP (than anaerobic)
do not accept anaerobic produces / makes / creates
less energy
2

(e) carbon dioxide

1

ethanol
1

(f) pondweed takes in CO2 for photosynthesis

1

snail and pondweed are respiring producing CO2

if no other mark awarded allow rate of respiration = rate
of photosynthesis for 1 mark
1

(g) (no light so) no photosynthesis

or
plant is not taking in CO2

and

snail and plant are respiring and so are releasing CO2

1
Page 93 of 116
 (h) snail is being decayed / decomposed / broken down
ignore being fed on
1

(by) decomposers / bacteria (in pond water / snail)

allow fungi / microbes / microorganisms
1

(therefore) respiration (of decomposers / bacteria) releases CO2

do not accept anaerobic respiration
1
[14]

(a) C6H12O6
18. 1

(b) atmospheric air contains less carbon dioxide than exhaled air
allow converse
1

(flask B goes more cloudy because) carbon dioxide is produced in (aerobic) respiration (by
woodlice)
do not accept anaerobic respiration
1

(c) for comparison / to compare

allow answers in the context of the investigation e.g.

or
to check that no other factor / variable is influencing the results
to prove that the results obtained were due to the woodlice respiring
and nothing else
or
to prove that the woodlice produced the carbon dioxide and nothing
else
1

(d) (flask A) would remain colourless

ignore references to clear
allow not cloudy
1

(flask B) would remain colourless

1

(e) lactic acid

1

(f) alcohol / ethanol

1
[8]

Page 94 of 116
 (a) any two from:
19. • sprinkled through air
• air spaces between stones
• thin layer over stones (for efficient diffusion)
• slow flow (for efficient diffusion)
2

(b) green algae

1

(c) (large / small) protist

1

(d) Level 2 (3-4 marks):

Scientifically relevant facts, events or processes are identified and given in detail to form an
accurate account.

Level 1 (1-2 marks):

Facts, events or processes are identified and simply stated but their relevance is not clear.

No relevant content (0 marks)

Indicative content

digestion:
• (external) enzymes released
• role of enzymes – e.g. amylase / protease / lipase
• substrates & products – e.g. starch ⟶ sugar / protein ⟶ amino acids / fat ⟶ fatty
acids

absorption:
• by diffusion / active transport

deamination:
• amino acids ⟶ ammonia / ammonium ions

release of other ions:

• e.g. phosphate / nitrate / magnesium

respiration:
• produces carbon dioxide (+ water)
or
equation is given
• release of energy allows other processes to take place e.g. active transport
[8]

(a) no oxygen (is used)

20. 1

(b) muscles become fatigued / stop contracting

1

because not enough energy is transferred

1

Page 95 of 116
 (c) carbon dioxide
1

(d) count the bubbles

or
measure volume of gas
1

in a given time
1

(e) brewing / bread making

allow other suitable use of fermentation in food industry
1
[7]

(a) glucose is absorbed by diffusion into the bloodstream

21. 1

then blood delivers glucose to muscles in capillaries

1

(b) to stop air getting in

1

(c) yellow
1

(d) collect the CO2 / gas with a measuring cylinder / gas syringe
1

(volume collected) in a certain time using a timer / watch

1

(e) yeast produces ethanol but muscles produce lactic acid

marks can be awarded from correct word or balanced symbol
equations
1

yeast produces CO2 but muscles do not

answers must be comparative
1

both release small amounts of energy

1
ignore both occur without oxygen
[9]

(a) (i) without oxygen

22.
allow not enough oxygen
ignore air
ignore production of CO2
ignore energy
1

Page 96 of 116
 (ii) more / high / increased lactic acid (at end)
allow approximate figures (to show increase)
ignore reference to glucose
1

(b) (i) 1.5

allow only 1.5 / 1½ / one and a half
1

(ii) increases at first and levels off

ignore subsequent decrease
1

suitable use of numbers eg

rises to 10 / by 9 (dm3 per min)
or
increases up to 1.5 (min) / levels off after 1.5 (min) (of x axis timescale)
allow answer in range 1.4 to 1.5
or
after the first minute (of the run)
1

(iii) supplies (more) oxygen

1
supplies (more) glucose
1
need ‘more/faster’ once only for full marks
allow removes (more) CO2 / lactic acid / heat as an alternative for
either marking point one or two, once only

for (more) respiration

1

releases (more) energy (for muscle contraction)

do not allow energy production or for respiration
1
[9]

(a) (i) mitochondrion / mitochondria

23.
must be phonetically correct
1

(ii) carbon dioxide / CO2

1

water / H2O
1
in either order
accept CO2 but not CO2
accept H2O or HOH but not H2O

Page 97 of 116
 (iii) diffusion
1

high to low concentration

allow down a concentration gradient
1

through (cell) membrane or through cytoplasm

do not accept cell wall
1

(b) ribosomes make proteins / enzymes

1

using amino acids

1

part A / mitochondria provide the energy for the process

allow ATP
do not accept produce or make energy
1
[9]

(a) respire
24. 1

blood
1

2
[6]

(a) oxygen,
25. carbon dioxide or water (vapour)
for 1 mark each
2

(b) idea of more air per breath/deeper breaths

for 1 mark
1

Page 98 of 116
 (c) (i) respiration
for 1 mark
1

(ii) carbon dioxide,

water
for 1 mark each
2

(iii) more energy required,

for increased muscular activity
for 1 mark each
2
[8]

(a) (i) oxygen

26.
do not credit air
1

(ii) lung(s)
do not credit blood or nose or windpipe alone but accept as a
neutral answer if included with lungs
1

(b) oxygen
1

lactic acid
both words required
1
[4]

(i) 6 in both spaces

27.
do not credit if any formula has been altered
1

(ii) glucose
allow fructose or dextrose
1

(iii) mitochondria
accept organelles
1
[3]

Page 99 of 116
 (a) to transfer / provide / give release energy
28.
or production of ATP / adenosine triphosphate (molecules)
accept to give heat
1

(b) (i) C6H12O6 + 6O2 → 6CO2 + 6H2O

accept any other
n : 6n : 6n : 6n ratio
do not credit if any other changes have been made
1

(ii) glucose
do not credit sugar / sucrose
1

(c) (i) any two from

large surface

thin (surface)

moist (surface)

(with a good) blood supply

2

(ii) carbon dioxide

accept water vapour
do not credit just water
1

Page 100 of 116

 (d) (i) anaerobic (respiration)
1

(ii) any three from

in mitochondria

glucose decomposes / breaks down / reacts

or glucose → lactic acid for (2) marks

to give lactic acid

or breathing hard
or lactic acid → CO2 + water

causing pain

(leaving an) oxygen debt

(quick) source of energy

(but) less efficient than aerobic respiration

accept less efficient than with oxygen
3
[10]

(a) cells grow / divide abnormally / uncontrollably

29.
ignore mutation
1

(b) has spread to other parts / organs of the body

or
has spread to the liver / lung
or
has formed a secondary tumour
allow tumour has metastasised
1

(c) Level 3: Relevant points (reasons/causes) are identified, given in detail and logically
linked to form a clear account.
5−6

Level 2: Relevant points (reasons/causes) are identified, and there are attempts at
logical linking. The resulting account is not fully clear.
3−4

Level 1: Points are identified and stated simply, but their relevance is not clear and
there is no attempt at logical linking.
1−2

No relevant content.
0

Page 101 of 116

 Indicative content:

Tiredness
• fewer red blood cells
• so less haemoglobin
• so less oxygen transported around the body
• so less (aerobic) respiration can take place
• so more anaerobic respiration takes place
• less energy released for metabolic processes or less energy released so
organs cannot function as well
• lactic acid produced (during anaerobic respiration) causes muscle fatigue

Frequent infections
• fewer white blood cells / phagocytes / lymphocytes
• so fewer antibodies produced or less phagocytosis
• so fewer pathogens / bacteria / viruses killed

Bleeding
• fewer platelets
• so blood does not clot as easily

For Level 3, reference to all three symptoms must be made.

(d) anti-B antibodies in patient / receiver / recipient will bind to type B antigens on
person’s / donor’s red blood cells
1

(so) red blood cells clump together and are wider than capillaries
or
(so) red blood cells clump together and block capillaries
allow (so) red blood cells clump together and capillaries
burst
1

(so) cells have reduced supply of oxygen / glucose

or
(so) cells can’t respire
ignore references to energy
if no other mark awarded allow antibodies from patient
and antigens from donor are matching / complementary
shapes for 1 mark
1

(e) no antigens (on type O red blood cells)

1

(so) antibodies cannot bind (to the antigens / red blood cells)
allow no clumping (of red blood cells)
1

(f) hepatitis C infection

1

Page 102 of 116

 (g) no / less bile reaches the small intestine
ignore less / no bile produced
1

(so) less / no emulsification of fat

allow correct description of emulsification
do not accept reference to chemical digestion
1

(so) smaller surface area for lipase to break down fat

1

pH of small intestine is not neutralised / alkaline

allow pH of small intestine is acid / low
1

(so) lipase is not at its optimum pH to break down fat

pH (of small intestine) is not suitable for lipase to break
down fat
1
[19]

(a) any one from:

30. • (chemical which) catalyses / speeds up reactions in living organisms
allow biological catalyst
allow reduces activation energy (of reactions) in living
organisms
• (chemical which) catalyses / speeds up biological reactions
1

idea of specificity
or
(is a) protein
allow made of amino acids
1

(b) salivary gland

ignore mouth
ignore liver
1

small intestine
allow duodenum / ileum
ignore intestine unqualified
do not accept large intestine
1

Page 103 of 116

(c) reduced / no enzyme production / release (from pancreas)
allow named example of enzymes
ignore reference to hormones
1

food is not broken down fully or food is not digested fully

allow no food is broken down / digested
allow example
1

plus any one of the following routes for max 2 marks:

mark as pairs

less glucose / sugar absorbed or less glucose / sugar passes into the blood(stream)
1

(so) less glucose available for respiration so more (body / stored) fat used up in
metabolism / respiration
1
or

fewer amino acids absorbed or fewer amino acids pass into the blood(stream) (1)

(so) fewer amino acids are available for making new protein for repair / replacement
(1)

or

fewer fatty acids absorbed or fewer fatty acids pass into the blood(stream) (1)
ignore glycerol

(so) fewer fatty acids available so less fat is stored in the body (1)
ignore glycerol
or

chemotherapy / radiotherapy causes nausea / loss of appetite (1)

(so) less intake of food (1)

Page 104 of 116

(d) (cancer) cells cannot divide
or
(cancer) cells are destroyed / killed
do not accept reference to the drug killing (cancer) cells
1

(so) tumour doesn’t grow / get bigger or tumour less likely to spread or tumour less
likely to form secondary tumours
allow cancer cells less likely to spread / metastasise
1

(because) enzymes A and B are not working / active / effective / present

or
(because) enzymes A and B are inhibited
allow reference to both enzymes
ignore enzymes unqualified
1

(e) (functional) enzyme B would still be made / present

allow enzyme B is not inhibited
1

(therefore cancer) cells would still divide uncontrollably

or
(therefore cancer) cells would not be destroyed
or
(therefore) the tumour will (continue to) grow / get bigger / spread or the tumour will
form secondary tumours
1

(f)
ignore to make it more valid unqualified

any two from:

• to avoid the patients thinking they feel better with the drug
or
to take into account a psychological effect
• as a control / comparison
ignore to provide an independent variable

• to avoid bias(ed results)

2

Page 105 of 116

 (g) testing on volunteers with the disease
1

(h) monoclonal antibody is attached to radioactive substance / toxin / drug / chemical

1

monoclonal antibody will (only) attach to / target (antigen on) cancer cells / tumour
1

(so) radioactive substance / toxin / drug / chemical will (bind to cancer cells and) stop
them growing / dividing
allow radioactive substance / toxin / drug / chemical will
kill / destroy the cancer cells
OR
monoclonal antibody interrupts the cell cycle or
monoclonal antibody aids immune response (1)
monoclonal antibody will (only) target cancer cells /
tumour (1)
(so) action of monoclonal antibody stops cancer cells
growing / dividing or (so) action of monoclonal
antibodies helps immune system kill / destroy cancer
cells (1)
1
[19]

(a) an undifferentiated / unspecialised cell

31. 1

that can differentiate / become / change into (many) other cell types
1

(b) (malignant tumours) invade / spread to other tissues via the blood (benign don’t)
or
(malignant tumours) form secondary tumours in other organs
ignore cancer unqualified
allow converse
allow metastasises
1

(c) mitosis
correct spelling only
1

(d) glucose
answers in any order
ignore sugar
1

protein / amino acids

1

Page 106 of 116

(e) no need to wait for a donor
or
can be done immediately
1

(so) no risk of rejection

or
no need for immunosuppressant drugs
if no other marks awarded, allow for 1 mark idea of ethics
surrounding the use of tissue from another / dead person
1

(f) stent opens up the trachea

1

allowing air to flow through

or
allowing patient to breathe
1

(g) Level 3 (5-6 marks):

A judgement, strongly linked and logically supported by a sufficient range of correct
reasons, is given.

Level 2 (3-4 marks):

Some logically linked reasons are given. There may also be a simple judgement.

Level 1 (1-2 marks):

Relevant points are made. They are not logically linked.

Level 0
No relevant content

Indicative content

embryos advantages
• can create many embryos in a lab
• painless technique
• can treat many diseases / stem cells are pluripotent / can become any type of cell
(whereas bone marrow can treat a limited number)
embryos disadvantages
• harm / death to embryo
• embryo rights / embryo cannot consent
• unreliable technique / may not work

Page 107 of 116

 bone marrow advantages
• no ethical issues / patient can give permission
• can treat some diseases
• procedure is (relatively) safe / doesn’t kill donor
• tried and tested / reliable technique
• patients recover quickly from procedure
bone marrow disadvantages
• risk of infection from procedure
• can only treat a few diseases
• procedure can be painful

both procedures advantage

can treat the disease / problem

both procedures disadvantages
• risk of transfer of viral infection
• some stem cells can grow out of control / become cancerous
[16]

(a) stomach and pancreas correctly labelled

32. 1

(b) bacteria not killed (by stomach acid / HCl) and so they damage mucus lining
1

so acid / HCl damages stomach tissue / causes an ulcer

allow bacteria infect stomach tissue
1

(c) if the cancer is malignant

1

(cancer) cells can spread to other organs

1

via the blood forming a secondary tumour

do not award marking points 2 or 3 without marking point 1
1

(d) add Biuret reagent to food sample

allow sodium / potassium hydroxide (solution) + copper
sulfate(solution)
1

mauve / purple colour shows protein present

1

(e) damaged villi reduce surface area for absorption (of food molecules)
1

(therefore) fewer amino acids and glucose absorbed

1

with less glucose transfer of energy from respiration is reduced

1

Page 108 of 116

 and fewer amino acids available to build new proteins
1
[12]

(a) (i) (as a result of) uncontrolled / abnormal growth / division of cells
33.
ignore mutation
allow cells dividing with no contact inhibition
1

(ii) benign tumours do not invade / spread to other tissues / do not form secondary
tumours
accept converse for malignant
accept benign tumours do not metastasise
1

(b) via the blood / circulatory system

accept via lymphatic system
1

(c) (i) incidence is increasing

1

more rapidly (over the years)

ignore figures
1

difference between rich and poor areas is getting less

or

the incidence is rising fastest in people from poor areas

accept converse for people from rich areas
1

(ii) risk factor is UV from sunlight

ignore ionising radiation
1

more UK citizens going abroad or taking holidays in the Sun

or

poorer people can afford holidays in the Sun

or

more poorer people are taking holidays in the Sun

1
[8]

Page 109 of 116

 any two from:
34.
• arthritis
ignore descriptions

• diabetes

• high blood pressure

• heart / blood vessel disease

ignore cholesterol
[2]

(a) leprosy
35.
allow bone / blood cancer
ignore cancer
1

(b) (i) 6 / six

1

(ii) from 1120 to 5600

allow from 5600 to 1120
allow 4480 (alone)
1

(c) any one from:

ignore side effects, eg allergies
ignore safety / harm unqualified

• (test for) toxicity

allow poisonous
• (test for) dosage
allow idea of amount
• (test for) efficacy.
allow to see if it works
allow to check for interaction with other drugs
1

(d) (i) any two from:

ignore reference to cost / addiction
• more people take / use legal / non-prescribed drugs
• legal / non-prescribed drugs are (more) readily available
• alcohol causes liver / brain damage
or
tobacco causes cancer.
allow harmful effects of other named legal non-prescribed drugs
2

Page 110 of 116

 (ii) addiction / dependency
allow withdrawal or examples of symptoms of withdrawal (if
attempting to stop)
1
[7]

(a)
36.

extra line from any drug cancels that mark

4

(b) (i) any one from:

• (live) animals
accept named examples, eg mice
ignore people / volunteers
• cells
• tissues
do not allow plants
1

(ii) to check that the drug works

1

to find the best dose to use

1

(iii) only scientists at the drug company

1

(c) (i) 420

1

(ii) statin(s)
1

Page 111 of 116

 (iii) any one from:

• side effects
allow cost
• other medication
allow patient choice
• other (medical) conditions
allow family history or age
1
[11]

(a) (i) any one from:

37.
• cells

• tissues

• (live) animals / named

allow mammals
1

(ii) any three from:

(to test for)

• toxicity / check not poisonous / not harmful

allow side-effect
allow converse

• interaction with other drugs

• efficacy or to see if they work or check if they treat the disease

allow converse

• dosage or how much is needed

3

(b) argued evaluation

comparison can be written anywhere in evaluation allow use of
‘only’ for implied comparison for each point eg only statins damage
muscles / kidneys / organs

any six from:

• statin can damage / muscles / kidneys / organs but cholesterol blockers don’t
ignore liver
if neither of the first 2 points are given accept for 1 mark

• statins can cause death but cholesterol blockers don’t

statins are more dangerous than cholesterol blockers or statins
have more side effects

Page 112 of 116

 • cholesterol blockers can interfere with action of other drugs but statins don’t

• statins are for a life time but cholesterol blockers are not

• statins (might) reduce cholesterol to zero but cholesterol blockers only

reduce it or statins reduce cholesterol more
allow statins (might) stop membrane / hormone production but
cholesterol blockers don’t

• statins better for people with inherited high cholesterol

• cholesterol blockers better for people with dietary cholesterol problems

• taking/using statins/cholesterol blockers is better than dying from heart

attack or build up of fat in blood vessels or reduced blood flow
6
[10]

(a)
38.

all three correct = 3 marks

two correct = 2 marks
one correct = 1 mark
extra line from a statement cancels
the mark
3

(b) (i) 8
1

(ii) 3210
1

(c) (i) if it is toxic

1

Page 113 of 116

 (ii) if it has side effects
1
[7]

(a) testing for toxicity / see if it is safe /see if it is dangerous / to see if it works
39.
ignore side effects unqualified
1

(b) (i) testing for side effects / testing for reactions (to drug)
ignore to see if it works
do not accept dosage
1

(ii) any one from

ignore immune system

• dose too low to help patient

• higher risk for patient

• might conflict with patient’s treatment / patient on other drug

• effect might be masked by patient’s symptoms / side effects clearer

1

(c) to find optimum dose

allow testing on larger sample or it makes results more reliable
allow to find out if drug is effective /find out if drug works on ill
people (not just if drug works)
1

(d) (i) (tablet / drug / injection) that does not contain drug
allow control / fake / false
allow tablet / injection that does not affect body
do not accept drug that does not affect body
1

(ii) neither patients nor doctors

1
[6]

Page 114 of 116

 (a) any two from:
40.
• arthritis
allow damaged joints

• diabetes
accept high blood sugar

• high blood pressure

• strokes
allow blocked blood vessels / thrombosis

• allow breathing difficulties

ignore cancer
ignore high cholesterol
2

(b) (i) any two from:

to gain marks there must be a comparison
ignore comparison at single age

• lower number of women deaths up to age of 75-80

• higher number of women deaths after 80

ignore women die older or men die younger

• men’s peak higher

• men’s peak at an earlier age

• men’s death start earlier than women

• more men than women die of heart disease

2

Page 115 of 116

 (ii) any two from:

• men smoke more (cigarettes)

ignore alcohol

• more men smoke

• men under more stress

• men less active

• more men overweight / eat more / less diet conscious or different fat distribution
ignore reference to body size

• genetic factors

• men might have lower metabolic rate

ignore references to hormones

• men less likely to visit doctor even though they have symptoms
2

(c) points can be in any order

laboratory tests / tests on tissues

or
tests on animals
or
tests for toxicity
ignore computer simulations
1

tests for side effects on volunteers / healthy people / small numbers

1

widespread testing
or
testing for optimum dose
or
test on patients / sick people
or
test to see if it is effective
accept use of placebo
1
[9]

Page 116 of 116

 Figure 1 shows part of a deadly nightshade plant.
1.
Figure 1

(a) How will the poisonous berries help the deadly nightshade plant to survive?

___________________________________________________________________

___________________________________________________________________
(1)

Page 1 of 53
(b) Which type of defence mechanism are the berries?

✓) one box.
Tick (✓

Chemical

Mechanical

Physical

(1)

Figure 2 shows part of a gorse plant.

Figure 2

(c) Suggest how the gorse plant is adapted to defend itself.

___________________________________________________________________

___________________________________________________________________
(1)

Page 2 of 53
(d) The green leaves of the gorse plant make glucose for the plant to use.

What are two uses of glucose in the gorse plant?

✓) two boxes.
Tick (✓

For defence

For respiration

To absorb water

To release minerals

To store as starch

(2)

(e) A student wanted to show that the leaves of a gorse plant contain glucose.

The student crushed the leaves to extract the liquid from the cells.

Describe the method the student could use to test the liquid from the cells for glucose.

Include the result if glucose is present.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Page 3 of 53
(f) The roots of the gorse plant have bacteria that turn nitrogen gas into nitrate ions.

Explain why nitrate ions are needed by the gorse plant.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(g) The roots of gorse plants can be infected by honey fungus.

The honey fungus produces tiny spores underground.

Suggest how the honey fungus spores travel from the roots of an infected gorse plant to
the roots of a healthy gorse plant.

___________________________________________________________________

___________________________________________________________________
(1)

A drug can be extracted from gorse seeds.

Doctors want to trial the drug from gorse seeds to see if it can treat diarrhoea.

(h) Which two factors must the doctors test the drug for in the trial?

✓) two boxes.
Tick (✓

Appearance

Dosage

Solubility

Taste

Toxicity

(2)

Page 4 of 53
 (i) In the trial some patients will take tablets made from gorse seeds and some patients will
take tablets made from sugar.

What are the tablets made from sugar called?

✓) one box.
Tick (✓

Antibiotics

Antibodies

Painkillers

Placebos

(1)
(Total 14 marks)

Monoclonal antibodies (mAbs) are usually made using mouse lymphocytes.

2.
Candida albicans infection produces serious symptoms in patients with a poor immune system.

Recently scientists have produced mAbs to Candida albicans using human lymphocytes
produced naturally after an infection.

Page 5 of 53
(a) Candida albicans lives in the throat of infected patients.

A sample is taken from the throat of a patient with a suspected Candida albicans infection.

The sample is transferred onto a microscope slide.

Describe how the mAbs and a fluorescent dye could be used to see any Candida albicans
pathogens on the slide.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

In a laboratory the human lymphocyte mAbs were injected into animals infected with Candida
albicans.

The mAbs caused increased phagocytosis of the Candida albicans pathogens.

Doctors intend to start a trial to give the mAbs to patients severely ill with Candida albicans.

(b) Explain how increased phagocytosis of the Candida albicans pathogen will help the patient.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 6 of 53
(c) It has been shown that this mAbs treatment is effective in the laboratory using both:
• infected tissue culture cells
• infected live animals.

The mAbs treatment for Candida albicans is now ready for clinical trials on people.

Describe how the clinical trials should be carried out.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

(d) Scientists have also used human lymphocytes to make mAbs to other pathogens and to
some types of cancer cells.

Suggest one reason why these new mAbs have been more successful in treating diseases
in humans than mAbs made using mice.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)
(Total 12 marks)

Page 7 of 53
 Plants can be infected by fungi, viruses and insects.
3.
Aphids are small insects that carry pathogens.

The diagram below shows an aphid feeding from a plant stem.

(a) An aphid feeds by inserting its sharp mouthpiece into the stem of a plant.

Give the reason why the mouthpiece of an aphid contains a high concentration of dissolved
sugars after feeding.

___________________________________________________________________

___________________________________________________________________
(1)

Page 8 of 53
(b) Plants infected with aphids may show symptoms of magnesium deficiency.

Magnesium deficiency symptoms include:

• yellow leaves
• stunted growth.

Explain how a deficiency of magnesium could cause these symptoms.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)

Page 9 of 53
 (c) A farmer thinks a potato crop is infected with potato virus Y (PVY).

The farmer obtains a monoclonal antibody test kit for PVY.

To make the monoclonal antibodies a scientist first isolates the PVY protein from the virus.

Describe how the scientist would use the protein to produce the PVY monoclonal antibody.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 10 marks)

Human immunodeficiency virus (HIV) is a pathogen.

4.
(a) Give one way HIV can spread from one person to another person.

___________________________________________________________________

___________________________________________________________________
(1)

The table below shows information about new cases of HIV diagnosed in the UK.

Number of new HIV Number of new HIV

Year
cases in women cases in men

2010 376 2266

2012 361 2310

2014 397 2370

2016 298 1886

2018 242 1288

Page 10 of 53
(b) Describe the trends shown in the table above between 2010 and 2018.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) Suggest one reason for the change in the number of new HIV cases between 2014 and
2018.

___________________________________________________________________

___________________________________________________________________
(1)

(d) Calculate the ratio of new cases of HIV in women to new cases of HIV in men in 2018.

Give your answer to 3 significant figures.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Ratio (3 significant figures) = __________: 1

(3)

(e) In the UK population the total number of women is greater than the total number of men.

The data in the table in part (a) is used to compare the proportions of new cases of HIV in
the population for men and women.

Suggest how the data could be presented differently so that a more valid comparison can
be made.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

Page 11 of 53
Scientists have been working to produce a vaccine for HIV for many years.

(f) Explain how a vaccine for HIV could work to prevent a person developing HIV infection.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

A person with late stage HIV infection has AIDS.

Scientists have produced monoclonal antibodies for HIV.

The monoclonal antibodies can prevent a person infected with HIV developing AIDS.

(g) Describe how the monoclonal antibody for HIV can be produced.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

Page 12 of 53
(h) The figure below shows how HIV enters a human cell.

Suggest how the monoclonal antibody for HIV helps to prevent a person infected with HIV
developing AIDS.

Use information from the figure above.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 19 marks)

Page 13 of 53
 Monoclonal antibodies are used to measure the levels of hormones in the blood.
5.
Pregnant women produce the hormone HCG.

HCG is excreted in urine.

Figure 1 shows four pregnancy test strips.

Figure 1

(a) Which test strip shows a negative test result?

Tick one box.

A B C D

(1)

(b) Monoclonal antibodies are used for pregnancy testing.

Give one other use of monoclonal antibodies.

___________________________________________________________________
(1)

Page 14 of 53
(c) Figure 2 shows the parts of a pregnancy test strip.

Figure 2

The pregnancy test strip will show a positive test result when a woman is pregnant.

Explain how the pregnancy test strip works to show a positive result.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 8 marks)

Page 15 of 53
 Pancreatic cancer develops when a malignant tumour grows inside the pancreas.
6.
(a) The pancreas produces digestive enzymes.

What is an enzyme?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) Carbohydrase is an enzyme produced by the pancreas.

Name two other organs in the digestive system that produce carbohydrase.

1 _________________________________________________________________

2 _________________________________________________________________
(2)

(c) One symptom of pancreatic cancer is weight loss.

Explain how pancreatic cancer may cause a person to lose weight.

Do not refer to hormones in your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

Page 16 of 53
Enzyme A and enzyme B are involved in controlling cell division in pancreatic cancer cells.

Most cancer cells produce both enzyme A and enzyme B.

Some people have a gene mutation that stops cancer cells producing enzyme B.

The following figure shows how cell division is controlled in pancreatic cancer cells.

Scientists have developed a drug that inhibits enzyme A.

The drug is given to pancreatic cancer patients who have the gene mutation that stops cancer
cells producing enzyme B.

The drug only targets cancer cells.

(d) Explain why the drug can be used to treat pancreatic cancer in patients with the gene
mutation.

Use information from the figure above.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Page 17 of 53
(e) Explain why the drug could not be used to treat pancreatic cancer in a patient that
produces both enzyme A and enzyme B.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(f) The drug was trialled before it was licensed for use.

To improve validity of the results in the trial:

• some patients were given a placebo

• a double-blind trial was used.

Give reasons why a placebo and a double-blind trial were used.

A placebo __________________________________________________________

___________________________________________________________________

___________________________________________________________________

A double-blind trial ___________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(g) One stage in a drug trial is to test the drug on healthy volunteers.

What is the next stage in the drug trial?

✓) one box.
Tick (✓

Testing on all patients with the disease

Testing on human tissue

Testing on live animals

Testing on volunteers with the disease

(1)
Page 18 of 53
 (h) A monoclonal antibody has been produced to treat pancreatic cancer.

Explain how the monoclonal antibody works to treat pancreatic cancer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 19 marks)

It is important to keep the blood glucose concentration within narrow limits.

7.
(a) A person eats a meal containing a lot of carbohydrate. This causes an increase in the
person’s blood glucose concentration.

Explain how the hormones insulin and glucagon control the person’s blood glucose
concentration after the meal.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)

Page 19 of 53
(b) The body cells of a person with Type 2 diabetes do not respond to insulin.

A person with Type 2 diabetes often has a higher blood insulin concentration than a
non-diabetic person.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Metformin is a drug used for treating people who have Type 2 diabetes.

Scientists investigated the effects of metformin and two other drugs, A and B.

The scientists wanted to see how the drugs affected the blood glucose concentrations of 220
people with Type 2 diabetes.

This is the method used.

1. Put the 220 people into five groups.

2. Treat each group with a different drug or combination of drugs for several weeks.

3. Give each person a meal high in carbohydrate.

4. Measure the blood glucose concentration of each person 30 minutes after the meal and
again 3 hours after the meal.

(c) Suggest three variables that the scientists should have controlled in the investigation.

1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________

3 _________________________________________________________________

___________________________________________________________________
(3)

Page 20 of 53
The scientists recorded their results as a mean value for each group.

The scientists calculated the ‘standard deviation’ for each group’s result.

Standard deviation is a measure of the spread of the individual results above or below (±) the
mean value.

The scientists gave each group’s result as:

mean ± standard deviation

The larger the standard deviation, the greater is the spread of results around the mean.

(d) Which of the results is the most precise?

✓) one box.
Tick (✓

Mean = 171.6 ± 16.3

Mean = 177.2 ± 15.4

Mean = 182.5 ± 18.2

Mean = 205.2 ± 19.4

(1)

Page 21 of 53
The following table and the figure show the scientists’ results.

Metformin Metformin
Drugs used Metformin A B
+A +B

Number of people 60 40 25 65 30

Mean blood glucose

concentration 30
177.2 182.5 171.6 205.2 206.5
minutes after the meal
± 15.4 ± 18.2 ± 16.3 ± 19.4 ± 19.6
in mg/100 cm3 ±
standard deviation

Page 22 of 53
 In the table and the figure some standard deviations of results overlap.

• An overlap of standard deviations shows the difference between the means is not
significant.

• No overlap of standard deviations shows a significant difference between the means.

(e) A student looked at the scientists’ method and the results in the table and figure above.

The student stated:

‘Metformin works better when used with other drugs.’

Evaluate the student’s statement.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 18 marks)

Nicotine is a drug in tobacco smoke. Smoking tobacco is harmful.

8.
(a) (i) Many smokers find it difficult to stop smoking.

Complete the sentence.

It is difficult to stop smoking because nicotine is very ___________________ .

(1)

Page 23 of 53
 (ii) Nicotine affects synapses in the brain.

What is a synapse?

______________________________________________________________

______________________________________________________________
(1)

(b) A drug company has developed a new drug, Drug A, to help people stop smoking.

Doctors tested the drug in a double-blind trial with over 2000 volunteers who were
smokers.

The volunteers wanted to stop smoking.

The volunteers were divided into three groups. Each volunteer took a tablet once a day for
12 weeks:

• group 1 took Drug A

• group 2 took Drug B (a drug already in use to stop people smoking)

• group 3 took a placebo.

The smoking habits of each group were recorded for a year.

(i) What is a placebo?

______________________________________________________________
(1)

(ii) Why is a placebo group used in drug trials?

______________________________________________________________

______________________________________________________________
(1)

(iii) Which people knew what was in each tablet, in this trial?

Tick ( ) one box.

Both doctors and volunteers

Doctors but not volunteers

Neither doctors nor volunteers

(1)
Page 24 of 53
 (iv) It is important that the three groups of volunteers should be similar.

Give two factors that should be similar in the groups of volunteers.

1. ____________________________________________________________

2. ____________________________________________________________
(2)

(c) The table shows the results of the trials.

Percentage of volunteers who had stopped

smoking
Tablet
After 12 weeks After 1 year

Drug A 44 23

Drug B 30 15

Placebo 18 10

A doctor looked at the results of the tests.

The doctor suggested that a smoker who wanted to give up smoking should use Drug A.

Why?

___________________________________________________________________

___________________________________________________________________
(1)
(Total 8 marks)

Obesity is linked to several diseases.

9.
(a) Name two diseases linked to obesity.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

Page 25 of 53
(b) Scientists trialled a new slimming drug.

The table shows their results after one year.

Percentage change in mass Number of volunteers

of each volunteer

gained mass or lost 0 to 3.9 % 1900

lost 4.0 to 4.9 % 1100

lost 5.0 to 9.9 % 1500

lost 10 % or more 1500

(i) Calculate the proportion of the volunteers who lost 10 % or more of their mass.

You should first calculate the total number of volunteers, then work out the proportion.

______________________________________________________________

______________________________________________________________

Proportion of volunteers = _________________________

(2)

(ii) The National Health Service (NHS) gave permission for the drug to be used.

Use information from the table to suggest a reason why the NHS gave permission for
the drug to be used.

______________________________________________________________

______________________________________________________________
(1)
(Total 5 marks)

Page 26 of 53
 (a) List A gives the names of three stages in trialling a new drug.
10.
List B gives information about the three stages.

Draw a line from each stage in List A to the correct information in List B.

List A List B
Stage Information

Used to find if the drug is toxic

Tests on humans
including a placebo

The first stage in the clinical trials

of the drug

Tests on humans using

very small quantities of
the drug

Used to find the optimum dose

of the drug

Tests on animals

Used to prove that the drug is

effective on humans

(3)

Page 27 of 53
(b) Read the passage.

Daily coffee dose delays development of Alzheimer’s in humans.

Alzheimer’s is a brain disease that causes memory loss in elderly people.

Scientists studied 56 mice that had been genetically engineered to
develop Alzheimer’s.

Before treatment all the mice did badly in memory tests.

Half the mice were given a daily dose of caffeine in their drinking water.
The dose was equivalent to the amount of caffeine in six cups of coffee for
a human.

The other mice were given ordinary water.

After two months, the caffeine-drinking mice did better in memory tests
than the mice drinking ordinary water.

The headline for the passage is not justified.

Explain why as fully as possible.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 6 marks)

Page 28 of 53
 Scientists have trialled a new statin called rosuvastatin.
11.
• 17 802 people took part in the trial.

• All of these people had high levels of a protein called CRP in their blood.

• The higher the level of CRP in the blood, the higher the risk of a heart attack.

• None of these people had heart conditions at the beginning of the investigation.

• None of these people had high LDL (low density lipoprotein) levels.

• All of these people were aged 50 or above.

• Half the people were given a rosuvastatin tablet each day; the other half were given a
placebo.

• The trial was stopped 7 months early when it was found that the people given rosuvastatin
were 54% less likely to have a heart attack than people given the placebo.

(a) Give two control variables in this investigation.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

(b) What would the placebo be in this investigation?

___________________________________________________________________

___________________________________________________________________
(1)

(c) The trial gave reliable results.

Give one reason why.

___________________________________________________________________

___________________________________________________________________
(1)

(d) The trial was stopped 7 months early.

Give one reason why.

___________________________________________________________________

___________________________________________________________________
(1)

Page 29 of 53
 (e) The manufacturers of rosuvastatin paid for the trial.

However, the manufacturers took no part in the trial.

Suggest one reason why the manufacturers did not take part in the trial.

___________________________________________________________________

___________________________________________________________________
(1)

(f) The table shows some of the results of the trial.

Concentration in blood in mg per

Substance
100 cm3 after 3 years of trial

People given People given

rosuvastatin placebo

LDL cholesterol 53 106

HDL cholesterol 50 49

Saturated fats 106 123

Rosuvastatin reduces the risk of heart attacks.

Use the data in the table to explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 8 marks)

Hormones are used in contraceptive pills.

12.
(a) Explain how a contraceptive pill works.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 30 of 53
(b) Read the information about the trialling of the first contraceptive pill.

The Pill was developed by a team of scientists led by Gregory Pincus.

The team needed to carry out large scale trials on humans.
In the summer of 1955, Pincus visited the island of Puerto Rico. Puerto
Rico is one of the most densely populated areas in the world. Officials
supported birth control as a form of population control. Pincus knew that
if he could demonstrate that the poor, uneducated women of Puerto Rico
could use the pill correctly then so could women anywhere in the world.
The scientists selected a pill with a high dose of hormones to ensure that
no pregnancies would occur while test subjects were taking the drug.
The Pill was found to be 100% effective when taken properly. But 17% of
the women in the study complained of side effects. Pincus ignored these
side effects.
The women in the trial had been told only that they were taking a drug
that prevented pregnancy. They had not been told that the Pill was
experimental or that there was a chance of dangerous side effects.

Evaluate the methods used by Pincus in trialling the contraceptive pill.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)
(Total 7 marks)

Page 31 of 53
 A virus called RSV causes severe respiratory disease.
13.
(a) Suggest two precautions that a person with RSV could take to reduce the spread of the
virus to other people.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

(b) One treatment for RSV uses monoclonal antibodies which can be injected into the patient.

Scientists can produce monoclonal antibodies using mice.

The first step is to inject the virus into a mouse.

Describe the remaining steps in the procedure to produce monoclonal antibodies.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c) Describe how injecting a monoclonal antibody for RSV helps to treat a patient suffering with
the disease.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

A trial was carried out to assess the effectiveness of using monoclonal antibodies to treat
patients with RSV.

Some patients were given a placebo.

Page 32 of 53
(d) Why were some patients given a placebo?

___________________________________________________________________

___________________________________________________________________
(1)

A number of patients had to be admitted to hospital as they became so ill with RSV.

The results are shown in the table below.

Treatment received by patient % of patients within each group admitted

to hospital with RSV

Group A: Monoclonal antibody for RSV 4.8

Group B: Placebo 10.4

The trial involved 1 500 patients.

• Half of the patients (group A) were given the monoclonal antibodies.
• Half of the patients (group B) were given the placebo.

(e) Calculate the total number of patients admitted to hospital with RSV during the trial.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Total number of patients admitted to hospital = ____________________

(2)

(f) Evaluate how well the data in the table above supports the conclusion:

‘monoclonal antibodies are more effective at treating RSV than a placebo’.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 12 marks)

Page 33 of 53
Mark schemes
(a) will stop animals / herbivores eating it
1.
allow it will not be eaten
1

(b) chemical
1

(c) thorns / spikes / spines / prickles (to stop animals / herbivores eating it)
1

(d) for respiration

1

to store as starch
1

(e) add Benedict’s (solution / reagent to the liquid)

1

boil / heat
allow any temperature of 65 °C or above
1

(if glucose is present the blue) colour changes to yellow / green / orange / brown /
(brick) red
1

(f) (nitrate ions are needed) to make proteins / amino acids

allow to make chlorophyll / DNA / ATP / nucleic acid
1

which are needed for growth / enzymes / new cells

allow correct process for named molecule in mp1
1

(g) in / on the (soil) water

allow through air (spaces) in the soil
1

(h) dosage
1

toxicity
1

(i) placebos
1
[14]

Page 34 of 53
 (a) bind fluorescent dye to mAbs
2. 1

put (bound) fluorescent mAbs on the slide (and rinse off)

ignore add mAbs and dye to slide (unbound)
1

mAbs will bind to Candida albicans / pathogens and show up under the microscope
allow mAbs will bind to Candida albicans / pathogens
and show up under UV (lamp)
1

(b) more Candida albicans / pathogens will be engulfed / killed by phagocytes / white blood
cells
allow Candida albicans / pathogens will be engulfed /
killed by phagocytes / white blood cells more quickly
do not accept white blood cells produce antibodies
do not accept lymphocytes engulf Candida albicans
1

therefore less damage to cells / tissues / organs

ignore less toxin released (by Candida albicans)
1

(c) Level 2: Scientifically relevant facts, events or processes are identified and given in detail
to form an accurate account.
4−6

Level 1: Facts, events or processes are identified and simply stated but their
relevance is not clear.
1−3

No relevant content
0

Indicative content

• given first to healthy volunteers

○ at (very) low dose
○ to test it is safe or to test for toxicity or to check for any side effects

• then to some patients (with the disease) or people with the disease
○ to test for the correct / optimum dose
○ to check for any side effects
○ to test for efficacy or to test if it works
○ in a double blind trial
○ where neither patients nor doctors know who has the mAbs and who has
a placebo (or alternative treatment)

• reference to large trial or long duration or control variables

Page 35 of 53
 (d) any one from:
• (the body will) not reject the mAbs
or (the body is) less likely to reject the mAbs
do not accept idea of rejection of cells

• mouse mAbs are (more likely to be) rejected

• the human lymphocytes have already responded to that infection / cancer cell
so they are known to work against the disease
1
[12]

(a) (mouthpiece) has pierced / entered the phloem

3. or
(the aphid) has been feeding from the phloem
1

(b) yellow leaves due to lack of chlorophyll

ignore ‘chloroplasts’
ignore magnesium is needed to make chlorophyll
1

(therefore) less / no light absorbed (by chlorophyll)

1

(therefore) lower rate of / no photosynthesis

do not allow ‘energy is produced by photosynthesis’
1

(therefore) plant makes less / no sugar / glucose

1

(therefore) plant converts less / no sugar / glucose into protein (for growth, so growth
is stunted)
allow less glucose / sugar converted into cellulose (cell
wall)
allow less energy for protein synthesis
1

Page 36 of 53
 (c) inject the protein / it into a mouse
1

combine lymphocytes with tumour / cancer cells to make hybridoma (cells)

ignore white blood cells
allow T or B lymphocytes
ignore tumour unqualified
1

find a hybridoma which makes a monoclonal antibody specific to PVY

1

(the scientist) clones (the hybridoma) to produce many cells (to make the antibody)
do not allow cloning of original stem cells
allow many rounds of cloning / mitosis
1
[10]

(a) any one from:

4. • sexual contact
• exchange of body fluids
allow example of exchange e.g. (drug) users sharing
needles or blood transfusion
1

(b) (number of cases) in women decreases then increases, then decreases

ignore use of figures
1

(number of cases) in men increases then decreases

allow total numbers (of men and women together)
increase then decrease
ignore ref to differences between men and women
allow if no other marks awarded allow overall trend
decreases (in men and women) for 1 mark
1

(c) any one from:

• better education into prevention of spread of HIV
do not accept better education unqualified
allow examples of methods to prevent spread of HIV

• condoms more widely available or condoms easier to source or condoms

cheaper

• new drugs to prevent HIV infection have been developed

allow PrEP / anti-retrovirals stop the virus being passed
on ignore antivirals

• better testing / identification of people with HIV and so less likely to spread
ignore vaccination
1

Page 37 of 53
(d)

0.1878…
1

0.188 (:1)
1

(e) any one from:

• calculate as a percentage
• give the numbers per 100 000 people
allow any standard number e.g. 10 000 / 1 000
1

(f) inactive HIV / virus is injected (into bloodstream / muscle / body)

allow dead HIV / virus is injected (into bloodstream /
muscle / body)
allow part of HIV / virus is injected (into bloodstream /
muscle / body)
1

white bloods cells produce antibodies (against inactive virus)

allow lymphocytes produce antibodies (against inactive
virus)
do not accept phagocytes produce antibodies (against
inactive virus)
1

(if infected with HIV), white blood cells produce correct / specific antibodies quickly
allow (if infected with HIV), memory cells produce
correct / specific antibodies quickly
1

antibodies destroy the (active) virus / HIV

allow antibodies ‘kill’ the (active) virus / HIV
1

Page 38 of 53
 (g) HIV / antigen / protein injected into mouse
1

Extract / collect mouse lymphocytes that make a specific antibody to HIV / antigen /
protein
allow other correct animals e.g. rat
allow extract specific lymphocytes from someone with
HIV for 2 marks
1

lymphocytes are combined with tumour cell to create a hybridoma

1

(hybridoma) cloned to create many cells that produce the antibody

1

(h) monoclonal antibody is complementary in shape to HIV antigen

allow ‘the virus’ for HIV throughout
allow correct description of complementarity
1

monoclonal antibodies attaches to (all the) HIV antigens

1

(so) HIV cannot bind to (human) cell

or
(so) HIV genetic material cannot enter (human) cell
1
[19]

(a) A
5. 1

(b) any one from:

• identify / locate specific molecules / other hormones
• locate blood clots
• diagnose / treat some cancers
1

(c) (as) urine passes through reaction zone

1

HCG hormone binds to the mobile HCG antibody (in the reaction zone)
1

(passes up the stick) HCG hormone binds to the immobilised HCG antibodies in the results
zone
1

(the other) antibodies which do not attach to HCG

1

bind to antibodies in control zone

1

Page 39 of 53
 blue dye appears in both control and results zones (to show positive result)
1
[8]

(a) any one from:

6. • (chemical which) catalyses / speeds up reactions in living organisms
allow biological catalyst
allow reduces activation energy (of reactions) in living
organisms
• (chemical which) catalyses / speeds up biological reactions
1

idea of specificity
or
(is a) protein
allow made of amino acids
1

(b) salivary gland

ignore mouth
ignore liver
1

small intestine
allow duodenum / ileum
ignore intestine unqualified
do not accept large intestine
1

Page 40 of 53
(c) reduced / no enzyme production / release (from pancreas)
allow named example of enzymes
ignore reference to hormones
1

food is not broken down fully or food is not digested fully

allow no food is broken down / digested
allow example
1

plus any one of the following routes for max 2 marks:

mark as pairs

less glucose / sugar absorbed or less glucose / sugar passes into the blood(stream)
1

(so) less glucose available for respiration so more (body / stored) fat used up in
metabolism / respiration
1
or

fewer amino acids absorbed or fewer amino acids pass into the blood(stream) (1)

(so) fewer amino acids are available for making new protein for repair / replacement
(1)

or

fewer fatty acids absorbed or fewer fatty acids pass into the blood(stream) (1)
ignore glycerol

(so) fewer fatty acids available so less fat is stored in the body (1)
ignore glycerol
or

chemotherapy / radiotherapy causes nausea / loss of appetite (1)

(so) less intake of food (1)

Page 41 of 53
(d) (cancer) cells cannot divide
or
(cancer) cells are destroyed / killed
do not accept reference to the drug killing (cancer) cells
1

(so) tumour doesn’t grow / get bigger or tumour less likely to spread or tumour less
likely to form secondary tumours
allow cancer cells less likely to spread / metastasise
1

(because) enzymes A and B are not working / active / effective / present

or
(because) enzymes A and B are inhibited
allow reference to both enzymes
ignore enzymes unqualified
1

(e) (functional) enzyme B would still be made / present

allow enzyme B is not inhibited
1

(therefore cancer) cells would still divide uncontrollably

or
(therefore cancer) cells would not be destroyed
or
(therefore) the tumour will (continue to) grow / get bigger / spread or the tumour will
form secondary tumours
1

(f)
ignore to make it more valid unqualified

any two from:

• to avoid the patients thinking they feel better with the drug
or
to take into account a psychological effect
• as a control / comparison
ignore to provide an independent variable

• to avoid bias(ed results)

2

Page 42 of 53
 (g) testing on volunteers with the disease
1

(h) monoclonal antibody is attached to radioactive substance / toxin / drug / chemical

1

monoclonal antibody will (only) attach to / target (antigen on) cancer cells / tumour
1

(so) radioactive substance / toxin / drug / chemical will (bind to cancer cells and) stop
them growing / dividing
allow radioactive substance / toxin / drug / chemical will
kill / destroy the cancer cells
OR
monoclonal antibody interrupts the cell cycle or
monoclonal antibody aids immune response (1)
monoclonal antibody will (only) target cancer cells /
tumour (1)
(so) action of monoclonal antibody stops cancer cells
growing / dividing or (so) action of monoclonal
antibodies helps immune system kill / destroy cancer
cells (1)
1
[19]

(a)
7. ignore incorrect organ secreting insulin / glucagon

(blood glucose increases after meal causing) insulin secretion

allow (blood glucose increases after meal causing)
insulin increase
1

insulin causes glucose to enter cells / liver / muscles

1

(insulin causes) glucose conversion to glycogen

1
allow glucose converted to glycogen in cells / liver /
muscles for 2 marks

(so) blood glucose decreases causing glucagon secretion

allow increase in glucagon when blood glucose is low
1

glucagon causes glycogen to be converted to glucose

1

Page 43 of 53
(b) cells / liver / muscles absorb less glucose
allow cells / liver / muscles convert less glucose to
glycogen
do not accept no absorption / conversion of glucose
1

(so) glucose concentration in blood remains high

allow (so) glucose concentration in blood does not
decrease
1

(high blood glucose stimulates / causes) pancreas to release more insulin

allow more insulin is released from pancreas to ‘try’ to
reduce blood glucose
1

(c) any three from:

• age
• height and mass
allow BMI
• proportion of males and females or group size
allow sex of the participants
• (same) severity of diabetes
• (same) activity (during investigation)
• (same) type of meal
• dose of drug
• (similar) blood glucose concentrations at start
allow how much / type of food / drink consumed before
• other health conditions or other drugs being taken
allow may not have followed drug-taking regime
beforehand
3

(d) Mean = 177.2 + 15.4

1

(e) Level 3: A judgement, strongly linked and logically supported by a

sufficient range of correct reasons, is given.
5–6

Level 2: Some logically linked reasons are given. There may also
be a simple judgement.
3–4

Level 1: Relevant points are made. They are not logically linked.
1–2

No relevant content
0

Page 44 of 53
 Indicative content

Pro:
• Met + A gives larger (%) reduction (in blood glucose) than Met alone
• so statement is supported

• Met + B gives larger (%) reduction (in blood glucose) than Met alone
• so statement is supported

• Met + A SD does not overlap with Met SD

• so difference is significant

Con:
• Met + B SD overlaps with Met SD
• so difference is not significant
• difference in results could be due to chance

----------------------------------------------------------------------------------------------
• number of people used is not very large
• number of people in each group is different
• so may not be representative or may not be repeatable / reproducible
• so anomalies will have a bigger impact on smaller groups

• 30 minute / starting levels of blood glucose are different

• all 30 minute / starting levels are higher in the 2-drug trial
• so may cause different % reductions

• no information about control variables or named e.g.

• concentration of drugs not given / may differ
• so results may not be valid

for level 3 an inclusion of a discussion of significance is required

[18]

(a) (i) addictive

8.
allow addicting / addict / addicted / addiction or similar
allow phonetic spelling
do not accept / additive / addition
1

(ii) junction / gap / space between neurones

allow nerve cells / nerves for neurones
allow idea where neurones /
nerve cells / nerves meet / join
1

(b) (i) tablet with no drug

accept answers that convey this idea eg fake / dummy / sugar pill
allow injection with no drug
ignore drugs that don't work.
1

Page 45 of 53
 (ii) for comparison
accept to see if drug / it works
allow to see psychological effect or make sure, it is not all in the
mind
allow as a control
ignore 'to make test fair / unbiased'
1

(iii) Neither doctors nor volunteers

1

(iv) any two from:

• age (range)

• sex / gender (mix)

• previous smoking habits or eg number smoked (before trial)

or length of time smoked

• number in the group

• other drugs being taken or general health or height / weight /

BMI / lifestyle / fitness
ignore factors already controlled
ignore reference to all smokers or all want to give up
2

(c) higher percentage / number of smokers who had stopped smoking (than Drug B)
answers must refer to data and be comparative
allow best results / most effective
ignore best drug unqualified
ignore references to 12 weeks / 1 year
1
[8]

Page 46 of 53
 (a) any two from:
9.
ignore eating disorder
ignore cancer

• arthritis
accept worn joints

• diabetes
accept high blood sugar

• high blood pressure

ignore cholesterol

• heart disease / heart condition / heart attack / blood vessel disease

allow blood clots / strokes
2

(b) (i) or 0.25 or 25%

correct answer gains 2 marks

if answer incorrect, evidence of 1500 ÷ 6000 gains 1 mark
25 without % gains 1 mark
2

(ii) majority / most / high proportion of people in trial lost mass / weight
ignore good results / it worked
1
[5]

Page 47 of 53
 (a)
10.

1 mark for each correct line

mark each line from left hand box
two lines from left hand box cancels mark for that box
3

Page 48 of 53
 (b) any three from:
Students have been informed that the headline is not justified

• reference to reliability, eg only a small number of mice tested

or trial too short
or investigation not repeated

• reference to control, eg mice given caffeine not coffee

or 6 cups (equivalence) is more than 1 dose

• (and) the effect on mice might not be same as on humans

allow only tested on mice

• (also) text suggests that the treatment improves memory loss (rather than delays it)
accept text suggests disease cured

or mice already have memory loss or experiment only showed improvement in

memory
or does not show delays Alzheimer’s
or experiment not done on old mice
allow reference to the fact that mice engineered to have it
3
[6]

(a) any two from:

11.
• (high) CRP / protein

• (no) heart condition

allow health

• (not high) LDL

• over 50 / age

• number of tablets (each day)

ignore time
ignore placebo / rosuvastatin
ignore number of people
2

Page 49 of 53
(b) any one from:

• tablet with no drug

allow fake (pill) / dummy (pill) / sugar / chalk (pill)

• tablet that has no effect

allow drug that has no effect

• tablet without chemicals

ignore vitamin / mineral pill

• tablet that people thought contained statin or reference to psychological effect

ignore control / different statin
1

(c) 17802 / large number of people or enough people

ignore control group / fair test / control variables
ignore time / repeats
1

(d) any one from:

ignore cost

• placebo group at risk of heart attack or to allow statin to be given to everyone

• statin group 54% less likely to get heart attack or showed that statin worked or
showed trial (very) successful
ignore reliable

• sufficient information gained / results conclusive

ignore got results early

• unethical / unfair to carry on trial

1

(e) to avoid bias or show impartiality or show results independent

allow manufacturers could cheat
ignore reliability
ignore could be sued / blamed if trial went wrong
ignore manufacturer would know which group got statin / placebo
1

Page 50 of 53
 (f) any two from:

• reduction in LDL
allow improves LDL:HDL balance or LDL and HDL concentrations
equal
ignore less cholesterol
ignore more HDL
do not accept less HDL

• reduction in (saturated) fats

• reduces deposition of fat / cholesterol / LDL in walls of blood vessels

or
blood vessels less likely to be blocked with fat / cholesterol / LDL
2
[8]

(a) inhibits FSH (production / secretion)

12. 1

(therefore) no eggs mature / released

if no other marks gained allow 1
mark for no eggs produced
1

or

effect of FSH on ovary described

references to LH are neutral

Page 51 of 53
 (b)
maximum 4 marks if no conclusion

Pros max 2marks from 4 marks e.g.

• large scale trial gave better results

• chose uneducated women so that if these women could use it correctly,

women elsewhere would be able to cons max 3 marks from 4 marks e.g.

• used pill with high dose of hormone – either so results not valid for general
use of hormone or dangerous

• side effects ignored

• women not told pill was experimental / pill might have side effects

• no placebo

• should have tried a range of doses

• should have done pre-trial to check for side effects

4

conclusion 1 mark e.g.

trials flawed therefore cons outweigh pros

accept reverse e.g. trials flawed but pros outweigh cons

1
[7]

(a) any two from:

13. • regular hand washing
or
use hand sanitiser / alcohol gel
• cover nose / mouth when coughing / sneezing
allow wear a face mask
• put used tissues (straight) in the bin
• don’t kiss uninfected people
allow isolate patient from others
or
don’t share cutlery / cups / drinks with uninfected people
• clean / disinfect / sterilise surfaces regularly
ignore responses referring to infected people
2

Page 52 of 53
(b) any three from:
• stimulate (mouse) lymphocytes to produce antibody
for marking points 1 and 2 lymphocyte must be used at least once
• combine (mouse) lymphocyte with tumour cell
or
(create a) hybridoma
• clone (hybridoma) cell
• (hybridoma) divides rapidly and produces the antibody
3

(c) any two from:

• (monoclonal) antibody binds to virus or antibody binds to antigen on surface of virus
• (monoclonal) antibody is complementary (in shape) / specific to antigen (on surface
of virus)
• white blood cells / phagocytes kill / engulf the virus(es)
2

(d) as a control
or
to see / compare the effects of the treatment (vs. no treatment)
1

(e) (4.8 + 10.4) ÷ 2 ÷ 100 × 1500

or
(4.8 ÷ 100 × 750) + (10.4 ÷ 100 × 750)
1

114
an answer of 114 scores 2 marks
allow 228 for 1 mark
1

(f) (supports the conclusion because)

over double the number / % of patients (in the trial) were hospitalised with the placebo
(compared to MAB)
1

(does not support the conclusion because)

no information on patients not hospitalised / still unwell at home
or
other factors may have affected those admitted to hospital
allow correct named factor e.g. age / gender / other illness
or
don’t know if it was a double blind trial
1
[12]

Page 53 of 53