Q1.
The figure below shows the human breathing system.

(a)  Name parts A and B.
Choose answers from the box.
 
alveolus	bronchus	capillary	trachea	
A  ____________________
B  ____________________
(2)
(b)  Where does gas exchange happen in the breathing system?
Tick (✓) one box.
 
A		B		C		D		
(1)
(c)  Give two ways that the lungs are adapted for efficient gas exchange.
1  _________________________________________________________________
___________________________________________________________________
2  _________________________________________________________________
___________________________________________________________________
(2)
The table below shows the percentage of gases in air breathed into the lungs and air breathed out of the lungs.
 
Gas	Percentage (%) in air breathed in	Percentage (%) in air breathed out	
Oxygen	21	16	
Carbon dioxide	0.04	4	
Nitrogen	78	78	
(d)  Explain the differences in the air breathed into the lungs and the air breathed out of the lungs.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(4)
(e)  The percentages given in each column of the table above do not add up to 100%.
Suggest one reason why.
___________________________________________________________________
___________________________________________________________________
(1)
(Total 10 marks)
Q2.
Exercise can improve health.
A student measured her breathing rate at rest, when walking and when jogging.
Figure 1 shows her results.
Figure 1
 
(a)  Compare the breathing rates when doing the three different activities.
Use values from Figure 1 in your answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(b)  Explain why the breathing rate changes when doing different activities.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
Figure 2 shows the heart in the circulatory system.
Figure 2
 
(c)  The heart is a double pump.
Describe what this means.
Use Figure 2 to help you.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(d)  The wall of the left ventricle is much thicker than the wall of the right ventricle.
Suggest one reason for this.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(1)
(e)  People are encouraged to exercise after recovering from a heart attack.
Suggest one reason why.
___________________________________________________________________
___________________________________________________________________
(1)
(Total 10 marks)
Q3.
Figure 1 shows a human heart.
Figure 1

(a)  The vena cava carries blood into the heart from the body.
Which blood vessel in Figure 1 is the vena cava?
Tick (✓) one box.
 
A		B		C		D		
(1)
(b)  Which chamber of the heart pumps blood to the body?
Tick (✓) one box.
 
Left atrium		
Left ventricle		
Right atrium		
Right ventricle		
(1)
(c)  What is the name of the blood vessel that carries blood to the heart muscle?
Tick (✓) one box.
 
Aorta		
Coronary artery		
Pulmonary artery		
(1)
The heart and some blood vessels contain valves.
(d)  Which type of blood vessel has valves?
Tick (✓) one box.
 
Artery		
Capillary		
Vein		
(1)
(e)  What is the function of valves?
___________________________________________________________________
___________________________________________________________________
(1)
Figure 2 shows a blood capillary.
Figure 2

(f)   Explain one way the capillary is adapted for its function.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
The table below shows information about the blood of four people.
 
Person	Concentration of blood component in number/mm3	
	Red blood cells	White blood cells	Platelets	
W	5 000 000	15 000	200 000	
X	4 700 000	5 500	20 000	
Y	8 000 000	7 200	250 000	
Z	4 900 000	6 400	225 000	
(g)  Person W has 5 000 000 red blood cells in 1 mm3 of blood.
What is 5 000 000 written in standard form?
Tick (✓) one box.
 
5 × 1 000 000		
5 × 106		
5 × 107		
50 × 105		
(1)
(h)  Draw one line from each description to the person in the table above it describes.
 
Description	 	Person in Table	
 	 	 	
 	 	Person W	
Person most likely to have an infection	 	 	
 	 	Person X	
 	 	 	
 	 	Person Y	
Person whose blood will not clot properly	 	 	
 	 	Person Z	
(2)
(i)   The greater the height above sea level, the less oxygen there is in the air.
People who live high above sea level have more red blood cells than people who live at sea level.
Some athletes train in mountains high above sea level.
Explain why having more red blood cells will improve an athlete’s performance.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(Total 13 marks)
Q4.
The heart is part of the circulatory system.
(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.
 
(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)
(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)
Q5.
Figure 1 shows one type of white blood cell.
Figure 1
 
(a)  What is structure A?
Tick one box.
 
Cell membrane		
Cell wall		
Cytoplasm		
Nucleus		
(1)
(b)  White blood cells help to defend the body against pathogens.
How do the white blood cells do this?
Tick three boxes.
 
Clone pathogens		
Engulf pathogens		
Produce antibiotics		
Produce antibodies		
Produce antitoxins		
Produce toxins		
(3)
Measles is a serious disease. A person can die from measles.
Figure 2 shows the number of cases of measles in England and Wales between 2012 and 2015
Figure 2
 
(c)  Use Figure 2 to calculate the decrease in the number of cases of measles between 2012 and 2015
___________________________________________________________________
___________________________________________________________________
Answer = ______________________ cases
(2)
(d)  Suggest one reason for the decrease in the number of cases of measles between 2012 and 2015
___________________________________________________________________
___________________________________________________________________
(1)
(e)  Antibiotics cannot be used to treat measles.
Suggest why.
___________________________________________________________________
___________________________________________________________________
(1)
(f)  Gonorrhoea is a disease caused by a bacterium.
Gonorrhoea can be treated with antibiotics.
Give one other way to control the spread of gonorrhoea.
___________________________________________________________________
___________________________________________________________________
(1)
A scientist investigated how effective different antibiotics were at killing gonorrhoea bacteria.
This is the method used.
1.   Grow gonorrhoea bacteria on agar in a Petri dish.
2.   Place one paper disc soaked in water onto the agar.
3.   Place four other paper discs, each soaked in a different antibiotic, A, B, C, and D, onto the agar.
4.   Use the same sized paper discs and the same concentration of each antibiotic.
5.   Incubate the Petri dish for 3 days.
Figure 3 shows the scientist’s results.
A clear area around the disc means the antibiotic has killed the bacteria.
Figure 3
 
(g)  Give one control variable the scientist used.
___________________________________________________________________
___________________________________________________________________
(1)
(h)  Suggest why one disc was soaked in water.
___________________________________________________________________
___________________________________________________________________
(1)
(i)   Which antibiotic in Figure 3 would be the best to treat gonorrhoea?
Give a reason for your answer.
Antibiotic ___________________________________________________________
Reason ____________________________________________________________
___________________________________________________________________
(2)
(Total 13 marks)
Q6.
Foods are digested before they are absorbed into the blood.
The diagram below shows organs in the human digestive system.
 
(a)  Which organ is the stomach?
Tick (✓) one box.
 
A		B		C		D		
(1)
(b)  What type of enzyme is produced in the stomach?
Tick (✓) one box.
 
Carbohydrase		
Lipase		
Protease		
(1)
(c)  Which term describes the pH in the stomach?
Give one reason why the stomach is this pH.
Tick (✓) one box.
 
Acidic		
Alkaline		
Neutral		
Reason  ____________________________________________________________
___________________________________________________________________
(2)
(d)  Which organ produces bile?
Tick (✓) one box.
 
Large intestine		
Liver		
Mouth		
Pancreas		
(1)
(e)  How does bile help in the digestion of foods?
Tick (✓) one box.
 
It increases the surface area of fats.		
It is an enzyme that digests protein.		
It makes the pH in the small intestine acidic.		
(1)
A student tested different foods for the presence of protein, starch and sugar.
(f)  Draw one line from each food molecule to the reagent used to test for the food molecule.
 
Food molecule	 	Reagent	
 	
Protein	 	Benedict’s solution	
 	
Starch	 	Biuret reagent	
 	
Sugar	 	Iodine solution	
(2)
(g)  Give one safety precaution a student should take when using Benedict’s solution.
___________________________________________________________________
___________________________________________________________________
(1)
(h)  The table below shows the results for one food sample.
 
Test	Benedict’s test	Biuret test	Iodine test	
Colour after test	Red	Blue	Black	
Which of the tests show positive results?
Tick (✓) one box.
 
All three tests		
Benedict’s and Biuret tests only		
Benedict’s and iodine tests only		
Biuret and iodine tests only		
(1)
(i)   Starch molecules are not absorbed into the blood from the digestive system.
Give one reason why.
___________________________________________________________________
___________________________________________________________________
(1)
(Total 11 marks)
Q7.
Enzymes break down food in the digestive system.
Figure 1 shows the human digestive system.
Figure 1

The enzyme amylase digests starch.
(a)  Which part of the digestive system produces amylase?
Tick (✓) one box.
 
A		B		C		
(1)
(b)  What molecules are produced when starch is digested?
Tick (✓) one box.
 
Amino acids		
Fatty acids		
Sugars		
(1)
(c)  Where is digested food absorbed into the blood?
Tick (✓) one box.
 
Liver		
Pancreas		
Small intestine		
(1)
A student investigated the effect of pH on the digestion of starch by amylase.
This is the method used.
1.   Put 1 drop of iodine solution into each well of a spotting tile.
2.   Prepare amylase solution at pH 5
3.   Mix the amylase solution with starch solution in a test tube.
4.   Every 30 seconds remove a drop of the amylase–starch mixture. Add each drop to iodine solution in a different well of the spotting tile.
5.   Record the colour of the iodine solution after the amylase–starch mixture has been added.
6.   Repeat steps 2 to 5 using amylase solutions at different pH values.
(d)  What is the independent variable in this investigation?
Tick (✓) one box.
 
pH of the amylase solution		
Time when the samples were taken		
Volume of iodine solution		
(1)
Figure 2 shows the results on the spotting tile.
Figure 2

(e)  What colours do the symbols in the key represent?
Choose answers from the box.
 
black	green	lilac	orange	white	
  _________________________
  _________________________
(2)
(f)   Look at the results for pH 6 in Figure 2.
How many minutes did it take for all the starch to be digested at pH 6?
____________________  minutes
(1)
(g)  What was the optimum pH for the amylase to work?
Use Figure 2.
Tick (✓) one box.
 
pH 5		pH 6		pH 7		pH 8		
(1)
(Total 8 marks)
Q8.
Figure 1 shows a section through a leaf.
Figure 1
 
(a)  Give one way that the palisade layer is adapted for photosynthesis.
___________________________________________________________________
___________________________________________________________________
(1)
(b)  Gases pass into and out of the leaf through small pores in the surface of the leaf.
What are the small pores labelled X called?
Tick (✓) one box.
 
Guard cells		
Stomata		
Xylem vessels		
(1)
(c)  A student viewed a section of a leaf using a microscope.
The student measured the length of one of the palisade cells.
The cell image measured 28 mm in length when viewed at a magnification of ×400
Calculate the real length of the palisade cell in millimetres (mm).
Use the equation:
real length = 
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Real length = _______________ mm
Convert the real length of the cell from millimetres to micrometres (µm).
1 mm = 1000 µm
___________________________________________________________________
___________________________________________________________________
Real length = _______________ µm
(3)
(d)  Carbon dioxide can move into and out of cells.
What is the process by which carbon dioxide can move into and out of cells?
Tick (✓) one box.
 
Active transport		
Diffusion		
Osmosis		
(1)
Figure 2 shows a diagram of four cells.
Each cell is surrounded by carbon dioxide molecules.
Figure 2
 
(e)  Which cell will carbon dioxide move into at the fastest rate?
Give a reason for your answer.
Tick (✓) one box.
 
A		B		C		D		
Reason  ____________________________________________________________
___________________________________________________________________
(2)
A student investigated the effect of different colours of light on the rate of photosynthesis.
Figure 3 shows some of the apparatus the student used.
Figure 3

The student placed the apparatus in blue light, then in green light and then in red light.
The student measured the rate of photosynthesis in each colour of light.
(f)  What two measurements should the student make to calculate the rate of photosynthesis?
1  _________________________________________________________________
2  _________________________________________________________________
(2)
(g)  Give two variables the student should keep the same in this investigation.
1  _________________________________________________________________
___________________________________________________________________
2  _________________________________________________________________
___________________________________________________________________
(2)
The table below shows the results.
 
Colour of light	Rate of photosynthesis in arbitrary units	
Blue	9	
Green	1	
Red	8	
(h)  Complete Figure 4.
You should:
•   label the y-axis
•   use a suitable scale
•   plot the data from the table above as a bar chart
•   label each bar.
Figure 4
 
(4)
(i)   Look at the table above.
What colour of light should be used to grow plants in a greenhouse?
Tick (✓) one box.
 
Blue		Green		Red		
(1)
(Total 17 marks)
Q9.
Plants need water for photosynthesis.
(a)  Where do plants obtain water for photosynthesis from?
___________________________________________________________________
(1)
Plants lose water from their leaves through small pores called stomata.
(b)  What is the evaporation of water from leaves called?
Tick (✓) one box.
 
Active transport		
Respiration		
Transpiration		
(1)
A student investigated the mass of water lost from a plant.
Figure 1 shows the apparatus.
Figure 1

This is the method used.
1. Seal a plastic bag around the pot of a potted plant.
2. Place the plant on a balance in a room at 20 °C.
3. Record the mass.
4. Record the mass every hour for 5 hours.
5. Calculate the total mass of water lost from the plant after each hour.
The table below shows the results.
 
Time in hours	Mass in grams	Total mass of water lost in grams	
0	510.7	0.0	
1	508.9	1.8	
2	507.1	3.6	
3	505.3	5.4	
4	503.5	7.2	
5	X	9.0	
(c)  Calculate mass X in the table above.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Mass X =  ____________________ grams
(2)
Figure 2 shows the results.
Figure 2

(d)  What was the rate of water loss from the plant?
Tick (✓) one box.
 
0.9 grams/hour		
1.8 grams/hour		
9.0 grams/hour		
(1)
(e)  The investigation was repeated at a lower temperature.
Draw one line on Figure 2 to show how the results would be different at a lower temperature.
(2)
(f)   Suggest one change to the investigation that would increase the rate of water loss from the plant.
Do not refer to temperature in your answer.
___________________________________________________________________
___________________________________________________________________
(1)
(Total 8 marks)
Q10.
This question is about plant transport systems.
(a)  Which organ in a plant absorbs water from the soil?
___________________________________________________________________
(1)
(b)  The concentration of nitrate ions in the soil is lower than the concentration of nitrate ions inside a plant.
How would the nitrate ions move from the soil into the cells of this plant?
Tick (✓) one box.
 
By active transport		
By diffusion		
By osmosis		
(1)
Dissolved sugars are transported in the phloem.
(c)  What is the name of the process that moves dissolved sugars through the phloem?
Tick (✓) one box.
 
Evaporation		
Osmosis		
Translocation		
(1)
(d)  Give one use of sugars in a plant.
___________________________________________________________________
___________________________________________________________________
(1)
Stomata are openings on the surface of a leaf.
Stomata allow gases to move into and out of a leaf.
The figure below shows the surface of a leaf.

(e)  What is cell X?
Tick (✓) one box.
 
Guard cell		
Meristem cell		
Palisade cell		
(1)
(f)   Why do the stomata open during the day?
Tick (✓) one box.
 
To allow carbon dioxide in		
To allow nitrogen in		
To allow oxygen in		
(1)
(g)  The area of the leaf shown in the figure above is 0.25 mm2.
Calculate the number of stomata per mm2 for the leaf in the figure above.
Use the equation:

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Number of stomata per mm2 = _______________
(2)
A student investigated the number of stomata per mm2 on the upper and lower surfaces of leaves.
The leaves were taken from the same plant.
The table below shows the results.
 
Leaf	Number of stomata per mm2	
	Upper surface	Lower surface	
1	0	37	
2	1	36	
3	2	30	
4	1	32	
5	1	35	
Mean	1	X	
(h)  Calculate mean value X in the table above.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
X = _______________
(2)
(i)  Water vapour is lost through stomata.
Explain the difference in the number of stomata on the upper and lower surfaces of the leaves.
Use the table above.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(Total 13 marks)
Q11.
Water is lost from the leaves of plants through pores called stomata.
(a)     What is the loss of water from a leaf called?
Tick (✓) one box.
 
Osmosis		
Respiration		
Transpiration		
(1)
(b)     Which cells control the size of stomata?
Tick (✓) one box.
 
Guard cells		
Phloem cells		
Xylem cells		
(1)
A student investigated the water loss when different surfaces of leaves were covered in grease.
The grease blocks the stomata.
This is the method used.
1.   Remove four similar leaves from one plant.
2.   Put grease on different surfaces of the leaves as shown in the diagram below.
3.   Record the mass of each leaf and attach the four leaves to a string.
4.   After 24 hours record the mass of each leaf again.

The table below shows the results.
 
Leaf	Surfaces covered with grease	Mass of leaf at start in grams	Mass of leaf after 24 hours in grams	Loss in mass after 24 hours in grams	
A	Upper and lower	2.01	1.97	X	
B	Only upper	2.00	1.87	0.13	
C	Only lower	2.01	1.96	0.05	
D	None	1.98	1.83	0.15	
(c)     Calculate value X in the table above.
___________________________________________________________________
___________________________________________________________________
Value X = _______________ g
(1)
(d)     The loss in mass of water was measured after 24 hours.
Calculate the mass of water lost in grams per hour for leaf D.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Mass of water lost per hour = _______________ g
(2)
The student concluded:
‘More water is lost from the lower surface of a leaf than from the upper surface.’
(e)     What evidence is there in the table above to support the student’s conclusion?
___________________________________________________________________
___________________________________________________________________
(1)
(f)      What do the results in the table above show about the number of stomata on the surfaces of a leaf?
Tick (✓) one box.
 
There are more stomata on the lower surface.		
There are more stomata on the upper surface.		
There are the same number of stomata on both surfaces.		
(1)
(g)     The investigation was done at 20 °C
How would the mass of water lost be different if the investigation was done at 25 °C?
Give a reason for your answer.
Difference _________________________________________________________
___________________________________________________________________
Reason _____________________________________________________________
___________________________________________________________________
(2)
(Total 9 marks)

Mark schemes
Q1.
(a)  (A) trachea
1
(B) bronchus
must be in this order
1
(b)  D
1
(c)  any two from:
•   many alveoli
•   large surface area
•   short diffusion distance
allow short distance for gas to travel across
•   wall of alveolus only one cell thick
allow (wall of) alveolus is thin
do not accept cell wall
•   wall of blood capillaries only one cell thick
allow thin (wall of) blood capillary
do not accept cell wall
•   good blood supply
•   well ventilated
ignore moist
2
(d)  Level 2: Relevant points (reasons / causes) are identified, given in detail and logically linked to form a clear account.
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
•   less oxygen in exhaled air (than inhaled air)
◦   (because) the body has used some oxygen
◦   for respiration
•   more carbon dioxide in exhaled air (than inhaled air)
◦   (because) carbon dioxide is produced in respiration
◦   carbon dioxide can cause poisoning (in high concentration)
◦   (so) needs to be removed from the body
•   no difference in the percentage of nitrogen in inhaled and exhaled air
◦   (because) nitrogen is not used by the body
•   more water vapour / moisture in air breathed out
◦   (because) water is produced in respiration
•   exhaled air is warmer (than inhaled air)
◦   (because) energy is transferred during respiration
◦   thermal energy of body warms the exhaled air
For Level 2, explanation(s) and difference(s) must be given
(e)  any one from:
•   there are other gases present
allow named gas eg argon
•   water (vapour) is present
•   the numbers are rounded
1
[10]
Q2.
(a)  breathing rate when walking is twice that at rest
allow breathing rate when walking is 12 (breaths / minute) more than at rest
1
breathing rate when jogging is 5 times that at rest
allow breathing rate when jogging is 48 (breaths / minute) more than at rest
1
breathing rate when jogging is 2.5 times that when walking
allow breathing rate when jogging is 36 (breaths / minute) more than when walking
1
allow for 1 mark if no other marks gained: breathing rate at rest is 12 (breaths per minute), breathing rate when walking is 24 (breaths per minute) and breathing rate when jogging is 60 (breaths per minute)
or
breathing rate increases with increasing activity
max 2 marks if written in terms of heart rate
(b)  (breathing rate increases)
to supply more oxygen / O2
or
to supply oxygen / O2 faster
allow to remove more carbon dioxide / CO2
or
to remove carbon dioxide / CO2 faster
do not accept incorrectly written formulae
1
for (aerobic) respiration
or
to reduce anaerobic respiration
or
to reduce lactic acid build up
1
(so) that more energy is transferred / released
or
(because) more energy is required
do not accept used / produced / created or energy made
1
reference to more / faster required at least once for full marks
(c)  right ventricle / side of the heart pumps (blood) to the lungs
1
left ventricle / side of the heart pumps (blood) to the body
1
if no other marks scored allow 1 mark for one side pumps blood to the lungs and the other side pumps blood to the body
(d)  any one from:
•   (the left ventricle) has to pump blood further (than the right ventricle)
allow (the left ventricle) has to pump blood all around the body
•   (the left ventricle) has to pump blood with a greater force (than the right ventricle)
allow (left ventricle) has to pump blood harder
•   (the left ventricle) has to pump blood at a higher pressure (than the right ventricle)
1
there must be a comparative statement
(e)  any one from:
•   strengthens heart (muscle)
•   reduces chance of another heart attack
ignore prevents / no heart attacks
•   reduces / controls weight
•   improves circulation
allow decreases chance of fatty deposits
or fat building up (in arteries / blood vessels)
allow reduces resting heart rate
1
[10]
Q3.
(a)  A
1
(b)  left ventricle
1
(c)  coronary artery
1
(d)  vein
1
(e)  to stop blood flowing in the wrong direction
allow to stop blood flowing backwards
allow to stop backflow (of blood)
allow to keep blood flowing in the correct direction
1
(f)   walls that are one cell thick
allow thin walls
ignore thin unqualified
do not accept references to cell walls
1
(so) there is a short diffusion distance
allow (so) substances can move (quickly) between blood and cells / tissues
allow (so) diffusion / movement can happen faster
allow (so) there is a short distance for substances to move
OR
large surface area (to volume ratio) (1)
for exchange of substances (1)
allow (so) more substances can diffuse / move at the same time (1)
allow (very) narrow (1)
(so) are close to cells (1)
1
(g)  5 × 106
1
(h)
 
do not accept more than one line from a box on the left
2
(i)   more oxygen (can be transported / carried)
allow red blood cells carry oxygen
1
(oxygen) is needed for (aerobic) respiration
allow (so) less anaerobic respiration
1
(so) more energy can be transferred / released
do not accept energy is made / produced / created
1
[13]
Q4.
(a)     (i)     any one from:
•        glucose
•        oxygen
•        carbon dioxide
•        urea
•        water
allow hormones
allow named example of a product of digestion
1
(ii)     (cardiac) muscle
allow muscular
1
(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]
Q5.
(a)  cell membrane
extra ticks negates marks
1
(b)  engulf pathogens
1
produce antibodies
1
produce antitoxins
1
extra ticks negates marks
(c)  2050 − 100
1
= 1950
allow 1 mark for a correct subtraction of incorrect values
1
an answer of 1950 scores 2 marks
(d)  any one from:
•   (more) people vaccinated
ignore injections / treatments / medicines unqualified
allow vaccine produced
allow (more people given) MMR (vaccine)
do not allow antibiotics
ignore less people infected
•   (more) people immune
•   no new measles strain
1
(e)  any one from:
•   measles is (caused by) a virus
allow measles is not caused by a bacterium
•   viruses cannot be killed / destroyed by antibiotics
allow antibiotics only kill / destroy bacteria
ignore harmed / treated
1
(f)  any one from:
•   use of a barrier method of contraception
ignore use of diaphragm
•   use of a condom
ignore use protection / safe sex
•   vaccination / immunisation
•   avoid sexual intercourse / contact
do not accept less sexual intercourse / contact
1
(g)  any one from:
•   size / shape/ type of paper disc
ignore paper disc unqualified
•   concentration of antibiotic
allow strength / dosage of antibiotic
•   volume / amount of antibiotic
•   (incubation) time
allow 3 days
•   (incubation) temperature
ignore size of petri dish
1
(h)  to check that the disc / water did not have an effect
or
to make sure it was the antibiotic that had an effect
allow for comparison with the antibiotics
allow as a (experimental) control
do not accept as a control variable
1
(i)   (antibiotic) A
no marks if wrong antibiotic given
1
any one from:
•   (antibiotic A) had the largest clear area around it
•   (antibiotic A) killed the most bacteria
1
[13]
Q6.
(a)  C
1
(b)  Mark with (c)
protease
1
(c)  Mark with (b)
acidic
1
reason:
any one from: 
•   produces (hydrochloric) acid
allow contains (hydrochloric) acid
•   optimum / best conditions for enzyme / protease to act
allow optimum / best condition to digest food / protein
allow ecf from (b)
allow to kill microorganisms / bacteria / pathogens
1
(d)  liver
1
(e)  it increases the surface area of fats
1
(f)
 
all three correct for 2 marks
one or two correct for 1 mark
extra line from a box negates that box
2
(g)  any one from:
•   wear goggles
•   use a water bath to heat the solution / mixture
•   wash spills from bench / skin
allow wash hands
allow wear gloves
ignore examples such as tie hair back or move bags under bench
1
(h)  Benedict’s and iodine tests only
1
(i)   any one from:
•   starch (molecule) is (too) large
allow idea that starch needs to be broken down into small / soluble molecules
•   starch (molecule) is insoluble
1
[11]
Q7.
(a)  C
1
(b)  sugars
1
(c)   small intestine
1
(d)  pH of the amylase solution
1
(e)   black
1
 orange
1
(f)   3(.0 minutes)
allow any value in the range 2.51 to 3.0 (minutes)
do not accept 2.5 (minutes)
1
(g)  pH 7
1
[8]
Q8.
(a)  cells contain (many) chloroplasts
allow positioned nearest to the light
or
at the top of the leaf
allow cells are closely packed
or
no gaps between cells
allow chlorophyll for chloroplast
1
(b)  stomata
1
(c)  (real length) = 
1
(real length in mm =) 0.07
1
(real length in µm =) 70
allow answer given for length in mm correctly multiplied by 1000
1
(d)  diffusion
1
(e)  A
no marks if wrong cell chosen
1
Reason any one from: 
•   steeper (diffusion) gradient
•   bigger difference in concentration of carbon dioxide inside and outside the cell
allow higher concentration of carbon dioxide outside the cell than inside the cell
allow particles / molecules for carbon dioxide
1
(f)  (number / amount of) bubbles
allow volume of gas / oxygen
1
time
allow suitable time eg 1 / 5 / 10 minutes
1
(g)  any two from:
•   temperature (of water)
•   light intensity
allow amount of light
ignore light unqualified
or
•   distance of light (from pondweed)
•   concentration of carbon dioxide (in water)
allow amount / mass of sodium hydrogen carbonate (in water)
allow type / size of plant
ignore volume of water / solution
do not accept colour of light
ignore time
2
(h)  y-axis labelled: rate of photosynthesis in arbitrary units
1
suitable scale
1
all bars plotted correctly
allow ± ½ a small square the bars can be in any order
1
all bars labelled correctly
1
(i)   blue
1
[17]
Q9.
(a)  soil
allow ground
ignore air
ignore rain
ignore roots
1
(b)  transpiration
1
(c)  510.7 - 9(.0)
or
503.5 - 1.8
1
501.7 (grams)
1
(d)  1.8 grams/hour
1
(e)  straight line drawn from 0,0 to 5 hours
ignore any extrapolations
1
at a less steep gradient below the line on Figure 2
1
(f)   any one from:
•   increase air movement
•   increase light intensity
•   decrease humidity
ignore references to temperature
ignore references to the bag
allow descriptions of how changes could be achieved experimentally eg use a fan
1
[8]
Q10.
(a)  root
do not accept root hair (cells)
1
(b)  by active transport
1
(c)  translocation
1
(d)  any one from:
•   respiration
allow to release energy
do not accept to produce / make / create energy
allow for growth
•   (used) to produce starch
•   (used) to produce fat / oil
•   (used) to produce cellulose
•   (used) to produce amino acids / protein
1
(e)  guard cell
1
(f)  to allow carbon dioxide in
1
(g)  
1
36
do not accept if a unit is given allow correct calculation using

1
(h)  

1
34
1
(i)  there are fewer stomata on the upper surface of the leaves
allow converse statements a comparative term is required
1
(conditions on upper surface will:) any one from:
•   be warmer
•   be drier
•   be more exposed to wind
•   have more light
1
(so) less water will be lost
1
[13]
Q11.
(a)  transpiration
1
(b)  guard cells
1
(c)  0.04 (g)
1
(d)

allow 
1
= 0.0062(5) (g)
or
= 6.2(5) × 10-3 (g)
allow 0.006 / 0.0063 / 6 10-3 / 6.3 × 10-3 (g)
1
(e)  any one from:
•   leaf B lost more mass / water than leaf C
or
leaf C lost less mass / water than leaf B
allow B lost 013 g of mass / water and C lost 0.05 g of mass / water
allow lower surface lost 0.13 g of mass / water and upper surface lost 0.05 g of mass / water 1 AO3
•   when lower surface covered less mass / water was lost (than when upper surface covered)
•   when upper surface covered more mass / water was lost (than when lower surface covered)
1
(f)  there are more stomata on the lower surface
1
(g)  more (mass / water) lost
‘it’ refers to the mass of water lost
1
(because) evaporation / transpiration would be faster
1
[9]