Q1.
Figure 1 shows onion cells viewed using a light microscope.
Figure 1

Figure 2 shows the apparatus given to a student.
Figure 2

Describe how the student could use the apparatus to estimate the mean length of onion cells on the slide.
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(Total 6 marks)
Q2.
The image below shows an epithelial cell from the lining of the small intestine.
 
(a)     (i)      In the image above, the part of the cell labelled A contains chromosomes.
What is the name of part A?
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(1)
(ii)     How are most soluble food molecules absorbed into the epithelial cells of the small intestine?
Draw a ring around the correct answer.
 
diffusion	osmosis	respiration	
(1)
(b)     Suggest how the highly folded cell surface helps the epithelial cell to absorb soluble food.
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(1)
(c)     Epithelial cells also carry out active transport.
(i)      Name one food molecule absorbed into epithelial cells by active transport.
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(1)
(ii)     Why is it necessary to absorb some food molecules by active transport?
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(1)
(ii)     Suggest why epithelial cells have many mitochondria.
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(2)
(d)     Some plants also carry out active transport.
Give one substance that plants absorb by active transport.
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(1)
(Total 8 marks)
Q3.
The image below shows some muscle cells from the wall of the stomach, as seen through a light microscope.
 
(a)     Describe the function of muscle cells in the wall of the stomach.
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(2)
(b)     The figure above is highly magnified.
The scale bar in the figure above represents 0.1 mm.
Use a ruler to measure the length of the scale bar and then calculate the magnification of the figure above.
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Magnification = _______________ times
(2)
(c)     The muscle cells in Figure above contain many mitochondria.
What is the function of mitochondria?
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(2)
(d)     The muscle cells also contain many ribosomes. The ribosomes cannot be seen in the figure above.
(i)      What is the function of a ribosome?
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(1)
(ii)     Suggest why the ribosomes cannot be seen through a light microscope.
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(1)
(Total 8 marks)
Q4.
This question is about cell division.
(a)  Write the biological structures from the box in the correct order of size.
 
cell	chromosome	gene	nucleus	
 
Smallest 

Largest	_______________
_______________
_______________
_______________	
(1)
Figure 1 shows how a fertilised egg cell can produce specialised cells.
Figure 1
 
(b)  Name Process A.
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(1)
(c)  How many cell divisions are needed to form a 16-cell embryo from the original fertilised egg cell?
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Number of cell divisions = _______________
(1)
(d)  In humans a fertilised egg cell contains 23 pairs of chromosomes.
How many chromosomes will there be in each of the embryo cells?
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(1)
(e)  Figure 2 represents a cell cycle for a human embryonic cell.
Figure 2
 
Describe one change in the cell that occurs during each of the stages of the cell cycle.
Stage 1  ____________________________________________________________
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Stage 2  ____________________________________________________________
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Stage 3  ____________________________________________________________
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(3)
Cell division is important in the growth of multicellular organisms.
(f)  Figure 3 shows the mean height of boys and of girls from birth to age 18 years.
Figure 3
 
Compare the growth of boys with the growth of girls.
Use data from Figure 3 in your answer.
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(6)
(g)  Give one way that cell division by mitosis is important in fully grown animals.
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(1)
(Total 14 marks)
Q5.
This question is about cell structures.
(a)  Draw one line from each cell structure to the type of cell where the structure is found.
 
Cell Structure	 	Type of cell where the structure is found	
 	
Nucleus	 	Prokaryotic cells	
 	
Permanent vacuole	 	Plant cells only	
 	
Plasmid	 	Eukaryotic cells	
(2)
(b)  Figure 1 shows a plant cell.
Figure 1
 
What are the names of structures A, B and C?
Tick one box.
 
Structure A	Structure B	Structure C	 	
Chloroplast	Vacuole	Cell wall		
Nucleus	Chloroplast	Cell membrane		
Vacuole	Mitochondrion	Cell membrane		
Vacuole	Ribosome	Cell wall		
(1)
A student observed slides of onion cells using a microscope.
Figure 2 shows two of the slides the student observed.
Figure 2
 
The cells on the slides are not clear to see.
(c)  Describe how the student should adjust the microscope to see the cells on Slide A more clearly.
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(1)
(d)  Describe how the student should adjust the microscope to see the cells on Slide B more clearly.
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(2)
(e)  The student made the necessary adjustments to get a clear image.
Figure 3 shows the student’s drawing of one of the cells.
Figure 3
 
The real length of the cell was 280 micrometres (µm).
Calculate the magnification of the drawing.
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Magnification = × _________________________
(3)
(Total 9 marks)
Q6.
Starfish can split in half. Each half can then grow new arms to form offspring.
This process is shown in the figure below.
 
(a)     What process produces the starfish offspring?
Tick one box.
 
Asexual reproduction		
Fertilisation		
Selective breeding		
Sexual reproduction		
(1)
(b)     More cells are produced as the starfish grows more arms.
What process will produce more cells in the starfish as they grow?
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(1)
(c)     All the offspring produced are genetically identical.
What name is given to genetically identical organisms?
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(1)
(d)     Each body cell of the parent starfish contains 44 chromosomes.
How many chromosomes are in each body cell of the offspring?
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(1)
(Total 4 marks)
Q7.
The diagram below shows a cross-section of a plant root. The transport tissues are labelled.
 
(a)     (i)      What is tissue A?
Draw a ring around the correct answer.
cuticle                epidermis                xylem
(1)
(ii)     Name two substances transported by tissue A.
1. ____________________________________________________________
2. ____________________________________________________________
(2)
(b)     Phloem is involved in a process called translocation.
(i)      What is translocation?
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(1)
(ii)     Explain why translocation is important to plants.
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(2)
(c)     Plants must use active transport to move some substances from the soil into root hair cells.
(i)      Active transport needs energy.
Which part of the cell releases most of this energy?
Tick (✓) one box.
 
mitochondria		
nucleus		
ribosome		
(1)
(ii)     Explain why active transport is necessary in root hair cells.
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(2)
(Total 9 marks)
Q8.
Cells, tissues and organs are adapted to take in different substances and get rid of different substances.
The table shows the concentration of four ions outside cells and inside cells.
 
Ion	Concentration outside cells in mmol per dm3	Concentration inside cells in mmol per dm3	
Sodium	140	    9	
Potassium	    7	138	
Calcium	    2	  27	
Chloride	118	    3	
(a)     Use information from the table above to complete the following sentences.
Sodium ions will move into cells by the process
of __________________________________ .
Potassium ions will move into cells by the process
of __________________________________ .
(2)
(b)     Some students investigated the effect of the different concentrations of sugar in four drinks, A, B, C and D, on the movement of water across a partially permeable membrane.
The students:
•        made four bags from artificial partially permeable membrane
•        put equal volumes of 5% sugar solution in each bag
•        weighed each bag containing the sugar solution
•        placed one bag in each of the drinks, A, B, C and D
•        after 20 minutes removed the bags containing the sugar solution and weighed them again.
The diagram below shows how they set up the investigation.
 
(i)      The bag in drink A got heavier after 20 minutes.
Explain why.
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(3)
(ii)     In which drink, A, B, C or D, would you expect the bag to show the smallest change in mass?
 
Tick (✔) one box.	 	
 
A		 	B		 	C		 	D		
(1)
(iii)     Explain why you think the bag you chose in part (b)(ii) would show the smallest change.
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(2)
(Total 8 marks)
Q9.
In this question you will be assessed on using good English, organising information clearly and using specialist terms where appropriate.
Plants transport many substances between their leaves and roots.
The diagram below shows the direction of movement of substances through a plant.
 
Describe how ions, water and sugar are obtained and transported through plants.
In your answer you should refer to materials moving upwards in a plant and to materials moving downwards in a plant.
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(Total 6 marks)
Q10.
(a)     In humans there are two types of cell division: mitosis and meiosis.
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.
 
Statement	Mitosis only	Meiosis only	Both mitosis
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)
(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.
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(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).
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(1)
(Total 6 marks)

Mark schemes
Q1.
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 plan 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
Indicative content
Method 1
•   place ruler on (microscope) stage
•   focus on (scale on) ruler
•   measure diameter / width of field of view
•   in millimetres
•   replace ruler with slide
•   focus on cells
•   use same magnification
•   estimate / count number of cells that fit (lengthwise) across field of view
•   (to calculate mean length of onion cells): 
divide diameter / width of field of view by (estimated) number of cells 
or 
divide diameter / width of field of view by 3 cells
Method 2
•   focus on cells
•   note magnification
•   take a photograph of the image
•   calculate a mean:
◦   measure length of several cells (3 or more) cells on the photograph
◦   add all image lengths together and divide total by number of cells (to calculate mean cell image length)
OR
◦   measure the length of one cell
◦   calculate the real size
◦   repeat for other cells (3 or more)
◦   calculate the mean real size
•   (mean) size of real cell = (mean cell) image size / magnification
General points
•   focus under low power first
•   using focusing knob
•   then focus at ×100 magnification
•   reference to how total magnification is calculated
•   equation:
(mean) size of real cell = (mean cell) image size / magnification
For Level 2 attempt at a method to measure cells plus an indication of how to calculate mean length
For Level 3 suitable method and calculation of mean length.
[6]
Q2.
(a)     (i)      nucleus
1
(ii)     diffusion
1
(b)     increases / larger surface area (for diffusion)
ignore large surface area to volume ratio
1
(c)     (i)      sugar / glucose
accept amino acids / other named monosaccharides
1
(ii)     against a concentration gradient
or
from low to high concentration
1
(iii)    (active transport requires) energy
1
(from) respiration
1
(d)     minerals / ions
accept named ion ignore nutrients
do not accept water
1
[8]
Q3.
(a)     contract / shorten
ignore relax
do not allow expand
1
to churn / move / mix food
accept peristalsis / mechanical digestion
ignore movement unqualified
1
(b)     400
acceptable range 390-410
allow 1 mark for answer in range of 39 to 41
allow 1 mark for answer in range of 3900 to 4100
2
(c)     to transfer energy for use
allow to release / give / supply / provide energy
do not allow to ‘make’ / ߢproduce’ / ‘create’ energy
allow to make ATP
ignore to store energy
1
by (aerobic) respiration or from glucose
do not allow anaerobic
energy released for respiration = max 1 mark
1
(d)     (i)      to make protein / enzyme
ignore ‘antibody’ or other named protein
1
(ii)     too small / very small
allow light microscope does not have sufficient magnification / resolution
allow ribosomes are smaller than mitochondria
ignore not sensitive enough
ignore ribosomes are transparent
1
[8]
Q4.
(a)  gene
chromosome
nucleus
cell
must be in this order
1
(b)  differentiation
ignore specialisation
1
(c)  4
allow 15
1
(d)  46
allow 23 pairs (of chromosomes)
1
(e)  Stage 1 any one from:
•   (cell) growth
•   increase in number of sub-cellular structures
allow increase in number of organelles / ribosomes / mitochondria
•   DNA replicates
allow genetic material for DNA
allow DNA doubles / duplicates
•   chromosomes double / duplicate / replicate
1
Stage 2 any one from:
ignore mitosis occurs
•   (one set of) chromosomes is pulled to each end of cell
allow chromosomes line up
across the centre of the cell
allow chromosomes move to opposite ends of the cell
•   two nuclei form
allow nucleus divides / splits (into two)
1
Stage 3 any one from:
•   cytoplasm / membrane divides
allow cytokinesis
•   two identical cells formed
1
(f)  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
Indicative content
General comparisons:
•   boys height at birth (slightly) greater than girls height
•   boys are (slightly) taller than girls up to age 11
•   correct height comparisons eg boys are approximately 4 / 5 cm taller than girls up to age 11
•   girls and boys are the same height at age 11
•   girls are taller than boys between age 11 and age 14
•   girls and boys are the same height at age 14
•   boys are taller than girls above age 14
•   correct height comparisons eg boys are 5 to 18 cm taller than girls above age 14
•   boys (eventually) grow taller than girls
•   boys carry on growing for a longer time than girls
•   girls stop growing age 13 / 14 / 15 and boys stop growing age 17 / 18
Rate comparisons:
•   rate of growth similar up to age 10 / 11
•   girls grow faster than boys between 10 / 11 and 14
allow girls have a greater increase in height between 11 and 14
•   growth spurt occurs at a younger age in girls
•   growth spurt starts age 10 / 11 in girls and age 13 / 14 in boys
•   increased rate of growth in girls aged 10 to 13 /14 and in boys aged 13 to 17 / 18
Key points for Level 2 are correct reference to 0-11 year period, 11-14 period and after age 14, with at least one correct reference to rate of growth or use of correct values of height and age to illustrate rate.
(g)  repair of tissues
allow repair of organs
ignore repair of cells
or
replacement of cells
allow replacement of tissues
ignore replacement of organs
ignore growth
1
[14]
Q5.
(a)
 
allow 1 mark for one or two correct links
2
(b)
vacuole	ribosome	cell wall	
tick box takes precedence
if no tick is given, look at both the figure and the circling of words in the table
if writing is seen on the figure and in the table both must be correct
1
(c)  turn the (fine focusing) knob until the cells are in focus
allow focus it
do not accept increase magnification
ignore decrease magnification
ignore clear
ignore references to resolution / illumination
ignore zoom in / out
1
(d)  (rotate the) nosepiece / objective lens
allow change the (objective / eyepiece) lens
1
to a higher power (lens)
allow (to) increase the magnification
a comparator is required
ignore change / adjust the magnification
allow stronger or more powerful lens
ignore references to resolution / illumination unqualified
ignore zoom in / out
ignore references to an electron microscope
1
(e)  conversion of units:
(112 mm ⟶) 112 000 (µm)
or
(280 µm ⟶) 0.28 (mm)
1
 
or
 
allow 1 mark for no conversion of units 112 / 280
or
incorrect value from step 1 correctly substituted
1
400 (×)
do not accept if units are given
if no other mark scored allow 1 mark for:
 
a triangle with words or letters in is insufficient, as the correct rearrangement is needed
1
an answer of 400 (×) scores 3 marks
[9]
Q6.
(a)     asexual reproduction
1
(b)     mitosis
1
(c)     clones
1
(d)     44
1
[4]
Q7.
(a)     (i)      xylem
1
(ii)     water
1
minerals / ions / named example(s)
ignore nutrients
1
(b)     (i)      movement of (dissolved) sugar
allow additional substances, eg amino acids / correct named sugar (allow sucrose / glucose)
allow nutrients / substances / food molecules if sufficiently qualified
ignore food alone
1
(ii)     sugars are made in the leaves
1
so they need to be moved to other parts of the plant for respiration / growth / storage
1
(c)     (i)      mitochondria
1
(ii)     for movement of minerals / ions
Do not accept ‘water’
1
against their concentration gradient
1
[9]
Q8.
(a)     diffusion
1
active transport
1
this order only
(b)     (i)      concentration (of sugar) in the bag was higher (than in the drink)
allow concentration (of sugar) in the drink was lower (than in the bag)
or
higher concentration of water outside the bag or in the drink / boiling tube
allow higher water potential outside the bag or lower water potential inside the bag
1
(so) water moved in (to the tubing)
allow water moves down its concentration gradient
do not allow sugar moving
1
by osmosis
allow diffusion (of water)
do not allow sugar moving by osmosis or water moving by active transport
1
(ii)     B
1
(iii)     close(st) to the concentration in the bag or to 5%
allow small(est) diffusion gradient or close(st) to an equilibrium
1
(so rate of) diffusion / osmosis is slow
allow (so) less water moves in (to the bag)
ignore ref. to sugar
1
[8]
Q9.
Marks awarded for this answer will be determined by the Quality of Written Communication (QWC) as well as the standard of the scientific response.
Level 3 (5–6 marks):
Processes used for obtaining specified materials are given.
and
correctly linked to the vessels that the materials are transported in
or
correctly linked to a description of the direction of movement of the materials.
For full credit, in addition to the above descriptors at least one of the processes must be linked to the vessel that the material is transported in and the direction of the movement of the material.
Level 2 (3–4 marks):
At least one process for obtaining a specified material is given
and
is correctly linked to the vessel that the material is transported in
or
correctly linked to a description of the direction of movement of the material
Level 1 (1–2 marks):
At least one process (P) for obtaining a material is given
or
at least one vessel (V) and the material it carries is given
or
there is a description of the direction of movement (M) for at least one material
0 marks:
No relevant points are made
examples of points made in the response Ions:
(P) taken up by diffusion or active transport
•        from an area of high to low concentration (diffusion) or an area of low to high concentration (active transport)
(V) travels in the xylem
(M) to the leaves or from the roots / soil
Water:
(P) taken up by osmosis
•        from an area of low to high concentration
allow high concentration of water to low concentration of water
allow from high water potential to low water potential
ignore along a concentration gradient
(V) travels in the xylem
(M) to the leaves or from the roots / soil
(P) transpiration stream
•        movement replaces water as it evaporates from leaves
(V) in the xylem
Sugar:
(P) made during photosynthesis
(V) travels in the phloem
(M) to other parts of the plant or to storage organs or travels up and down
[6]
Q10.
(a)     
 	Mitosis only	Meiosis only	Both mitosis 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]