0% found this document useful (0 votes)

66 views347 pages

Unit 2 Exam Questions Science Aqa Synergy

Uploaded by

mangena.shibu14

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

0% found this document useful (0 votes)

66 views347 pages

Unit 2 Exam Questions Science Aqa Synergy

Uploaded by

mangena.shibu14

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 347

Q1.

Villi are found in some parts of the digestive system.

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)

(b) Diagram 2 shows the digestive system.

Diagram 2

Page 1 of 92
(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)

Q2.
(a) Draw a ring around one word to answer each of the following questions.

(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 __________________________ .

Page 2 of 92
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)

Q3.
A student accidentally touches a sharp object.
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:

Page 3 of 92
(i) light __________________________________________________________
(1)

(ii) sound _________________________________________________________

(1)

(iii) changes in position? _____________________________________________

(1)
(Total 7 marks)

Q4.
A group of pupils investigated the digestion of fat by the enzyme lipase.

(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 cm3 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)

The results of the pupils’ investigation are shown in the table.

Page 4 of 92
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.

N
e
u
t
r
a
l

‘
S
t
r
o
n
g
’
a
c
i

Page 5 of 92
d

‘
W
e
a
k
’
a
c
i
d
(1)

(ii) Give the reason for your answer.

______________________________________________________________

______________________________________________________________
(1)
(Total 8 marks)

Q5.
An athlete did a 6-month training programme.

The graph shows the effect of the same amount of exercise on his heart rate before and
after the training programme.

Page 6 of 92
(a) (i) What was the maximum heart rate of the athlete during exercise before the
training programme?

_________________________ beats per minute

(1)

(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

Page 7 of 92
exercise?

Tick ( ) two boxes.

Carbon dioxide

Glucose

Lactic acid

Oxygen

Urea

(2)
(Total 5 marks)

Q6.
People with asthma sometimes find it difficult to breathe.

Diagram 1 shows part of a human lung. Bronchioles are tubes that carry air to the alveoli.

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

(1)

Page 8 of 92
(b) Diagram 2 shows a section through a bronchiole of a healthy person and of a
person suffering from asthma.

The person with asthma may find it difficult to breathe.

Use information from Diagram 2 to give the reason for this.

___________________________________________________________________

___________________________________________________________________
(1)

(c) A person has asthma. The bar graph shows the effect of the drug salbutamol on the
contraction of the muscle fibres in the wall of this person’s bronchioles.

Page 9 of 92
(i) Describe the effect of salbutamol on the person’s muscle fibres.

______________________________________________________________

______________________________________________________________
(1)

(ii) How does salbutamol help this person?

______________________________________________________________

______________________________________________________________
(1)
(Total 4 marks)

Q7.
The body uses enzymes to digest (break down) large food molecules into smaller
molecules.

(a) (i) Draw one line from each large food molecule to the enzyme that acts on it.

Large food Enzyme

molecule

amylase

starch

protease

fat

lipase

protein

isomerase

(3)

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

amino acids.

Starch is broken down into fatty acids and glycerol.

sugars.

Page 10 of 92
amino acids.

Fat is broken down into fatty acids and glycerol.

fructose.

amino acids.

Protein is broken down into fructose.

sugars.
(3)

(b) Bile helps digestion.

Where is bile produced?

Draw a ring around one answer.

liver mouth stomach

(1)
(Total 7 marks)

Q8.
(a) List A gives four structures in the human body.

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

Page 11 of 92
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)

Q9.
Muscles need energy during exercise.

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)

(b) The table shows how much energy is used by two men of different masses when
swimming at different speeds.

Speed of swimming in Energy used in kJ per hour

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.

Page 12 of 92
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)

Q10.
The photograph shows a new-born baby.

By SCA Svenska Cellulosa Aktiebolaget [CC-BY-2.0], via Wikimedia Commons

(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.

Page 13 of 92
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)

(b) Which two of the following may be effectors in reflex actions?

Tick ( ) two boxes.

Brain

Glands

Motor neurones

Page 14 of 92
Muscles

Sensory neurones

(2)
(Total 6 marks)

Q11.
In a living organism, the cells are organised into organs, systems and tissues.

(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)

(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

Page 15 of 92
Releases hormones or enzymes
(3)
(Total 4 marks)

Q12.
The bar chart shows the concentration of oxygen in the blood in three different blood
vessels, X, 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.

Page 16 of 92
(i) Most of the oxygen in the blood is carried by the red blood cells.

white blood cells.

(1)

(ii) Oxygen combines with a coloured pigment in the blood.

alveoli.

This coloured pigment is called haemoglobin.

lactic acid.
(1)
(Total 4 marks)

Q13.
The table is from a packet of biscuits.

UK guideline daily amounts

Average values Per 100 g Per biscuit
Children
Adults
(5 – 10 years)

Energy 1974 kJ 446 kJ 8500 kJ 7500 kJ

Protein 7.1 g 1.1 g 45 g 24 g

Carbohydrate 62.8 g 9.3 g 230 g 220 g

Fat 21.3 g 3.2 g 70 g 70 g

Sodium 3.6 g 0.5 g 2.4 g 1.4 g

One day a ten-year-old child ate a whole packet of the biscuits.

The biscuits in the pack had a mass of 400 g.

(a) (i) How many grams of carbohydrate did the child eat?

______________________________________________________________

Number of grams ______________________________________

(2)

(ii) The amount of carbohydrate you calculated in part (a)(i) was more than the UK
guideline daily amount for the child.

How much more?

Page 17 of 92
______________________________________________________________

______________________________________________________________

Number of grams ______________________________________

(1)

(b) Give two possible health effects on the child of eating so many biscuits every day.

1. _________________________________________________________________

2. _________________________________________________________________
(2)
(Total 5 marks)

Q14.
The nervous system allows humans to react to their surroundings.

(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)

(b) The photograph shows a baby.

Labels A, B, C, D and E show some of the baby’s sense organs.

Page 18 of 92
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)

(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?

___________________________________________________________________

Page 19 of 92
(1)
(Total 6 marks)

Q15.
The diagram shows an alveolus and a blood vessel in the lung.

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

an artery.

(i) Blood vessel X is a capillary.

a vein.
(1)

diffusion.

(ii) Gases pass across the wall of the alveolus by evaporation.

fermentation.
(1)

(iii) The table compares the concentrations of some gases in inhaled air and
exhaled air.

Complete the table.

Write ‘lower’ or ‘higher’ in each box.
One line has been completed for you as an example.

Page 20 of 92
Concentration
Gas
Inhaled air Exhaled air

Water vapour lower higher

Carbon dioxide

Oxygen
(2)

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

blood plasma.

(i) Oxygen is carried in the blood mainly in red blood cells.

white blood cells.

(1)

carbon dioxide.

(ii) In the blood, the oxygen combines with haemoglobin.

urea.
(1)
(Total 6 marks)

Q16.
The diagram below shows an alveolus from a healthy lung and an alveolus from a
damaged lung.

(a) Which one of the following is a difference between the alveolus from the damaged
lung and the alveolus from the healthy lung?

Page 21 of 92
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)

(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)

Q17.
Scientists investigated how exercise affects blood flow to different organs in the body.

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.

Organ Blood flow in cm3 per minute whilst …

doing vigorous
resting
exercise

Brain 750 750

Heart 250 1000

Page 22 of 92
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)

______________________________________________________________

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

Page 23 of 92
make more lactic acid.

respire aerobically.

make more glycogen.

(1)

(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)

Q18.
Figure 1 shows part of the lungs.

Figure 1

Page 24 of 92
(a) Give two ways the lungs are adapted for efficient exchange of gases.

Describe how each adaptation helps to maintain efficient gas exchange.

Adaptation 1 ________________________________________________________

___________________________________________________________________

Description _________________________________________________________

___________________________________________________________________

Adaptation 2 ________________________________________________________

___________________________________________________________________

Description _________________________________________________________

___________________________________________________________________
(4)

(b) There are 5.4 million people with asthma in the UK.

What type of disease is asthma?

Tick one box.

An allergy

A bacterial infection

A cancer

A viral infection

(1)

(c) Figure 2 shows cross-sections of bronchioles of two people.

Figure 2

Page 25 of 92
Suggest why people with asthma often find it difficult to breathe.

___________________________________________________________________

___________________________________________________________________
(1)

(d) People with asthma often have a reduced lung volume.

Figure 3 shows the apparatus a student used to measure his lung volume.

Figure 3

This is the method used.

1 Fill the bottle with water.

2 Breathe out through the tube.

The volume of water pushed out of the bottle is equal to his lung volume.

What is the student’s lung volume?

Volume = ____________________ dm3

(1)

Scientists tested a new drug to treat asthma.

The scientists measured the lung volume of:

• volunteers without asthma
• some volunteers during a mild asthma attack
• other volunteers during a severe asthma attack.

Page 26 of 92
Half the people in each group were given a placebo.

The other half of the people in each group were given the new drug.

The tests were carried out as a double blind trial.

(e) What is a placebo?

___________________________________________________________________

___________________________________________________________________
(1)

(f) Who knows which volunteers in a double blind trial are given the drug and which
volunteers are given the placebo?

Tick one box.

The scientists but not the volunteers

The scientists and the volunteers

The volunteers but not the scientists

Neither the volunteers nor the

scientists
(1)

(g) Suggest why it is a good idea that double blind trials should be used in drug
testing?

___________________________________________________________________

___________________________________________________________________
(1)

(h) Figure 4 shows the results of the drug tests.

Figure 4

Page 27 of 92
Give two conclusions that can be made about the usefulness of the drug.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)
(Total 12 marks)

Q19.
(a) (i) Blood is part of the circulatory system.

Draw one line from each part of the blood to its correct function.

Part of the blood Function

carry glucose around

the body

White blood
cells

carry oxygen around

the body

Page 28 of 92
Red blood cells

help the blood to clot

Platelets

destroy
microorganisms

(3)

(ii) Name one waste product that is transported by the blood plasma.

______________________________________________________________
(1)

(b) The heart is also part of the circulatory system.

Figure 1 shows a section through the human heart.

Figure 1

(i) Which arrow, A, B, C or D, shows blood leaving the heart in the pulmonary

artery to go to the lungs?

(1)

(ii) Which arrow, A, B, C or D, shows blood from the lungs entering the heart in

Page 29 of 92
the pulmonary vein?
(1)

(iii) Valves in the circulatory system make sure blood only travels in one direction.

Name the type of blood vessel that has valves.

______________________________________________________________
(1)

(c) A person’s coronary artery has become narrower.

The person has a heart attack.

A doctor puts a stent into the person’s coronary artery.

Figure 2 shows a stent inside a coronary artery.

Figure 2

(i) How does the stent help to prevent another heart attack?

Give one way.

______________________________________________________________

______________________________________________________________
(1)

(ii) Figure 3 shows a surgeon putting a stent into a patient.

Figure 3

© Science Photo Library

Page 30 of 92
The surgeon puts the stent into an artery in the leg. He moves the stent
through the artery to the coronary artery.

Suggest two possible risks of this operation.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)
(Total 10 marks)

Q20.
The image below shows some cells in the lining of the stomach.

(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)

(b) Draw one line from each part of the human body to its correct scientific name.

Page 31 of 92
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)

Q21.
The diagram below shows the pathway for a simple reflex action.

(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)

Page 32 of 92
(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)

Q22.
(a) Diagram 1 shows the neurones and parts of the body involved in a response to
touching a hot object.

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.

Page 33 of 92
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)

(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)

Page 34 of 92
(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.

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.

Table 1 Table 2

Distance ruler fell Distance ruler fell

before it was caught before it was caught
in cm in cm

Page 35 of 92
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)

(iii) How could the students improve their investigation?

Suggest two ways.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)
(Total 10 marks)

Q23.
Our lungs help us to breathe.

Page 36 of 92
The image below shows the human breathing system.

(a) (i) Name part A.

______________________________________________________________
(1)

(ii) Give one function of the ribs.

______________________________________________________________
(1)

(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. ____________________________________________________________

Page 37 of 92
______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)
(Total 6 marks)

Q24.
Humans use the nervous system to react to changes in the environment.

(a) (i) Which word means a change in the environment?

Draw a ring around the correct answer.

neurone reflex stimulus

(1)

(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)

(b) Figure 2 shows a boy riding a bicycle on a sunny day.

Page 38 of 92
© 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)

(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)

Page 39 of 92
(Total 6 marks)

Q25.
The digestive system breaks down food into small molecules.

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)

(ii) Different organs in the digestive system have different functions.

Draw one line from each function to the organ with that function.

Page 40 of 92
(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)

Q26.
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)

Page 41 of 92
(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

Page 42 of 92
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)

Q27.
Respiration can happen aerobically or anaerobically.

Respiration transfers energy from glucose.

(a) Draw one line from each type of respiration in human cells to the correct
information.

Type of respiration
Information
in human cells

Produces ethanol

Aerobic respiration Uses oxygen

Anaerobic Uses carbon dioxide

Page 43 of 92
respiration

Produces lactic acid

(2)

(b) The table below shows the amount of energy released by aerobic and anaerobic
respiration.

Energy in kJ transferred
from 1 g of glucose

Aerobic respiration 16.1

Anaerobic
1.2
respiration

Suggest why human cells might respire anaerobically, even though only a small
amount of energy is transferred.

___________________________________________________________________

___________________________________________________________________
(1)

(c) Yeast is used in the brewing and baking industries.

Why is yeast used in these industries?

___________________________________________________________________

___________________________________________________________________
(4)
(Total 7 marks)

Q28.
Our nervous system controls our reactions.

Figure 1 shows the part of the nervous system involved in the rapid response to a
stimulus.

Figure 1

Page 44 of 92
(a) What is this type of rapid response called?

Tick one box.

Circular action

Fast action

Forced action

Reflex action

(1)

(b) Features of the nervous system are labelled A, B, C, D and E on Figure 1.

Draw one line from each feature to the correct label from Figure 1.

Feature Label

Effector B

Relay neurone C

Page 45 of 92
Sensory neurone D

E
(3)

(c) Two students compare their reactions using a ruler.

This is the method used.

1. Student A sits with his elbow on a table top.

2. Student B holds the ruler so the bottom of the ruler is level with the top of
student A’s thumb.

3. Student B drops the ruler.

4. Student A catches the ruler.

5. Record the drop distance.

6. Repeat steps 1 to 5 four more times.

7. Repeat the whole experiment with student A dropping the ruler and student B
catching it.

Both students are right-handed.

The students are testing the hypothesis:

the drop distance of the ruler is smaller when a right-handed person uses
their right hand to catch the ruler.

Student A uses his right hand to catch the ruler.

Student B uses her left hand to catch the ruler.

Complete the sentence.

Use an answer from the box.

control dependent independent

Page 46 of 92
The drop distance was the ________________________________ variable.
(1)

(d) The table below shows the students’ results.

Drop distance in cm
Student
Test 1 Test 2 Test 3 Test 4 Test 5

Student A 17.5 15.5 15.0 23.5 17.0

Student B 20.5 19.5 21.0 19.0

Figure 2 shows student B’s Test 2 result.

Figure 2

Use Figure 2 to complete the missing result for Test 2.

Write the answer in the table above.

(1)

(e) What was the resolution of the ruler the students used?

Tick one box.

0.1 cm

0.5 cm

1 cm

10 cm

(1)

Page 47 of 92
(f) One of the results in the table above is anomalous.

Identify the anomalous result.

Give the reason why you chose your answer.

___________________________________________________________________

___________________________________________________________________
(2)

(g) The students are testing the hypothesis:

the drop distance of the ruler is smaller when a right-handed person uses
their right hand to catch the ruler.

The results in the table above are not a good test of the hypothesis.

What is one reason why?

Tick one box.

The drop distances are very variable

The drop distance for Student A is sometimes

bigger than the drop distance for Student B

The results are for the left and right hands of

different people

The drop distances are not measured

accurately enough
(1)
(Total 10 marks)

Q29.
Some students investigated how exercise affects heart rate.

The figure below shows their results.

Page 48 of 92
(a) What was Student B’s resting heart rate?

Resting heart rate = _______________ beats per minute

(1)

(b) The students started running at 2 minutes.

What evidence for this is in the figure above?

___________________________________________________________________

___________________________________________________________________
(1)

(c) For how many minutes did the students run?

Tick one box.

(1)

(d) Student B is fitter than Student A.

Use the figure above to give two pieces of evidence that support this statement.

1. _________________________________________________________________

Page 49 of 92
___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

(e) There are other changes in the body during exercise.

Explain why these changes occur.

___________________________________________________________________

___________________________________________________________________
(4)
(Total 9 marks)

Q30.
An athlete decides to try a new type of protein drink after he exercises.

(a) The athlete tests the protein drink to check it contains protein.

Which solution is used to test for protein in the drink?

Tick one box.

Benedict’s

Biuret

Iodine

Universal indicator

(1)

(b) What colour will the solution turn to if there is protein in the drink?

Tick one box.

Blue-black

Page 50 of 92
Purple

Red

Yellow

(1)

Figure 1 shows the proportion of different nutrients in the protein drink.

Figure 1

(c) What is the ratio of sugar to protein in the protein drink?

1:1 1:0:6 1:2 1:1:6

(1)

(d) Why is a high protein diet useful to an athlete?

Tick one box.

Provides amino acids to make new muscle.

Provides fatty acids to produce urea.

Provides glucose for energy.

Provides lactic acid for anaerobic respiration.

(1)

When the athlete drinks the protein drink the substances are digested.

The products of digestion are absorbed into the bloodstream.

Absorption happens in the small intestine.

Page 51 of 92
Figure 2 shows a section of the small intestine.

Figure 2

(e) How is the small intestine in Figure 2 adapted to absorb the products of digestion
quickly?

Tick two boxes.

It has a large surface area.

It has a long diffusion pathway.

It has a thin surface.

The concentration inside the small

intestine is low.

It has a poor blood supply.

(2)

(f) Figure 3 shows the proportion of different nutrients in four protein drinks.

Figure 3

Page 52 of 92
Which protein drink should an athlete with diabetes use?

Give a reason for your answer.

Drink ____________________

Reason ____________________________________________________________

___________________________________________________________________
(2)
(Total 8 marks)

Q31.
This question is about the circulatory system.

Figure 1 shows a human heart.

Figure 1

Page 53 of 92
(a) What is the name of vessel E?

Tick one box.

Aorta

Pulmonary artery

Pulmonary vein

Vena cava

(1)

(b) Heart rate is controlled by a natural pacemaker.

Where in Figure 1 is the heart’s natural pacemaker?

Tick one box.

A B C D

(1)

An electrocardiogram (ECG) records the rhythm and electrical activity of the heart.
Heart rate can be measured using an ECG.

An ECG shows a peak each time the heart beats.

Figure 2 is an ECG graph showing a natural resting heart rate.

Figure 2

Page 54 of 92
(c) Figure 2 shows 7 seconds of the ECG graph.

Calculate the heart rate per minute shown by the ECG in Figure 2.

___________________________________________________________________

Heart rate = ____________________ beats per minute

(2)

A man goes to hospital because he has an irregular heart rate.

Doctors measure his heart rate and fit an artificial pacemaker.

Figure 3 shows ECGs for the man before and after he had a pacemaker fitted.

Figure 3

(d) Which ECG in Figure 3 was recorded after the pacemaker was fitted and the man’s
heart was working normally again.

Give a reason for your answer.

ECG ____________________

Reason ____________________________________________________________

___________________________________________________________________
(2)

(e) Blood carries many different substances around the body.

The table shows information about different substances in blood samples.

Blood Substance

Page 55 of 92
sample Carbon Oxygen Sodium
Glucose in
dioxide in in mg / chloride in
mg / dm3
mg dm3 mg / dm3

A 1100 90 262 312

B 1054 91 256 320

C 1070 96 270 315

D 1400 88 198 310

A student concludes:

• blood sample D was taken from a vein

• blood samples A, B and C were taken from arteries.

Give two reasons to support the conclusion that blood sample D was taken from a
vein.

Use the table.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

(f) Complete the sentence.

Carbon dioxide moves from cells into the blood through the walls of

blood vessels called ____________________ .

(1)

(g) Figure 4 shows the structure of an artery and the structure of a vein.

Figure 4

Give two differences in the structure of an artery compared with the structure of a
vein.

1. _________________________________________________________________

___________________________________________________________________

Page 56 of 92
2. _________________________________________________________________

___________________________________________________________________
(2)
(Total 11 marks)

Q32.
This question is about coordination in the human body.

Figure 1 shows a sensory neurone (nerve cell).

Figure 1

(a) Which label is the cell nucleus?

Tick one box.

A B C D

(1)

(b) Which label is the receptor?

Tick one box.

A B C D

(1)

Figure 2

Page 57 of 92
Name structures A and B on Figure 2
(2)

(d) When the finger touches the sharp pin, the muscle in the arm contracts to pull the
arm away.

What type of action is this?

Tick two boxes

A conscious action

A delayed action

A reflex action

(1)

(e) Doctors tested people of different ages to time how long it took between touching a
sharp pin and the arm muscle contracting.

At each age they tested five men and calculated a mean value for the time.

The table below shows the results.

Mean time for

muscle to
Age in years
contract in
milliseconds

20 18

40 20

60 23

80 30

How much longer does it take for the muscle to contract at 80 years of age
compared to at 20 years of age?

Page 58 of 92
Give your answer in seconds.

___________________________________________________________________

Time = ______________________ s
(2)

(f) Figure 3 shows the position of some of the glands which release hormones.

Figure 3

Which label on Figure 3 shows the position of the pituitary gland?

Tick one box.

A B C D

(1)

(g) Luteinising hormone (LH) is a hormone released by the pituitary gland.

What is the function of LH?

Tick one box.

Controls blood glucose concentration

Controls the formation of sperm

Page 59 of 92
Controls the growth of muscles

Controls the release of an egg

(1)

(h) How does LH travel from the pituitary gland to its target organ?

___________________________________________________________________
(1)

(i) Figure 4 shows the relative levels of sex hormones of three young people over 30
days.

One person is an 8-year-old girl, one is an 18-year-old boy and the other is an 18-
year-old girl.

Figure 4

Which person is the 18-year-old boy?

Give one reason for your answer.

Person ____________________________________________________________

Reason ____________________________________________________________

___________________________________________________________________
(2)
(Total 12 marks)

Q33.
Figure 1 shows the human digestive system.

Figure 1

Page 60 of 92
(a) Which organ in Figure 1 produces acid?

Tick one box.

A B C D E

(1)

(b) Which organ in Figure 1 produces bile?

Tick one box.

A B C D E

(1)

Tick one box.

A B C D E

(1)

(d) Food molecules such as proteins cannot be absorbed unless they are digested.

Give one reason why.

___________________________________________________________________

___________________________________________________________________
(1)

A scientist investigated the effect of pH on the activity of two protease enzymes.

Page 61 of 92
Figure 2 shows the results.

Figure 2

(e) What is the optimum pH for enzyme Y?

pH ____________________
(1)

(f) Where in the digestive system might the two protease enzymes be produced?

Tick one box.

Enzyme X Enzyme Y

Mouth Stomach

Pancreas Mouth

Small
Pancreas
intestine

Small
Stomach
intestine
(1)

Figure 3 shows a model of an enzyme molecule.

Figure 3

Page 62 of 92
(g) Which substrate fits the enzyme molecule in Figure 3?

Tick one box.

(1)

(h) The enzyme and substrate diagrams are used as a model for a theory of enzyme
action.

What is the name of this theory?

Tick one box.

Evolution

Lock and key

Natural selection

Protein synthesis

(1)

(i) Explain why pH affects enzyme activity.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 10 marks)

Page 63 of 92
Q34.
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.

___________________________________________________________________

Page 64 of 92
___________________________________________________________________

___________________________________________________________________
(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.

___________________________________________________________________

Page 65 of 92
___________________________________________________________________
(1)
(Total 10 marks)

Q35.
Respiration occurs in living cells.

(a) Complete the word equation for aerobic respiration.

+ oxygen → + __

(3)

Lactic acid is produced in muscles when there is insufficient oxygen for aerobic
respiration.

(b) Suggest how muscles feel when lactic acid levels increase.

___________________________________________________________________

___________________________________________________________________
(1)

Scientists investigated the concentration of lactic acid in the blood of an athlete running at
different speeds.

This is the method used.

1. An athlete runs on a treadmill at a speed of 3.0 metres per second (m/s).

2. After 10 minutes her blood lactic acid concentration is recorded.

3. The athlete rests until her lactic acid concentration returns to normal.

4. She repeats the investigation at different speeds.

The room was kept at 18 °C.

The graph shows the scientists’ results.

Page 66 of 92
(c) Give three control variables in this investigation.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

3. _________________________________________________________________

___________________________________________________________________
(3)

(d) Describe the trend shown in Figure 2 between 3.5 m/s and 5.0 m/s

___________________________________________________________________

___________________________________________________________________
(2)

(e) Determine the change in lactic acid concentration in the blood between 3.5 m/s and
5.0 m/s

___________________________________________________________________

Page 67 of 92
Change in lactic acid concentration = ____________________ arbitrary units
(2)

(f) As the speed increases the heart rate of the athlete increases.

As the speed increases from 3.0 m/s to 3.4 m/s lactic acid concentration in the blood
decreases.

Explain how an increase in heart rate could cause the decrease in lactic acid
concentration.

Use words from the box.

blood flow muscle oxygen respiration

___________________________________________________________________

___________________________________________________________________
(3)

(g) After the athlete stops running, her heart rate and breathing rate do not immediately
return to normal.

Why does it take time for her heart rate and breathing rate to return to normal?

Tick two boxes.

After anaerobic respiration oxygen debt must be repaid.

Carbon dioxide is not being produced.

Increased breathing rate delivers more carbon dioxide to muscles.

Increased heart rate delivers more glucose to muscles.

Oxygen is needed to remove lactic acid from muscles.

(2)
(Total 16 marks)

Page 68 of 92
Mark schemes

Q1.
(a) (i) capillary
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]

Q2.
(a) (i) artery
1

(ii) capillary
1

(b) alveoli
1

red blood cells

nucleus
1
[5]

Q3.
(a) (i) receptor
1

(ii) sensory neurone

(iii) motor neurone

(iv) muscle
1

(b) (i) eye(s)

allow retina
ignore sight

Page 69 of 92
1

(ii) ear(s)
ignore hearing
do not allow ear drum
1

(iii) ear(s)
ignore balance
1
[7]

Q4.
(a) fatty acids
1

glycerol
1

(b) (i) any one from:

• (same) amount / 1cm3 fat

• (same) amount / 10cm3 lipase / enzyme

• (kept for) 24 hours or (same length of) time

(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

(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]

Q5.

Page 70 of 92
(a) (i) 150
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]

Q6.
(a) B
1

(b) Narrow(er) small(er) / thin(ner)(air) passages / bronchioles

allow muscle fibres are contracted
allow oxygen instead of air

or less air can pass through

ignore reference to surface area

or harder for air to enter

(c) (i) salbutamol causes relaxation / reduces contraction

(ii) widens / enlarges / bronchioles / (air) passages

allow oxygen instead of air

or allows air through more easily

or allows person to breathe more easily

1
[4]

Q7.
(a) (i)

Page 71 of 92
all three correct = 3 marks
two correct = 2 marks
one correct = 1 mark
extra line from a large food molecule cancels the mark
3

(ii) sugars
1

fatty acids and glycerol

amino acids
must be in this order
1

(b) liver
1
[7]

Q8.
(a)

Page 72 of 92
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]

Q9.
(a) (i) glycogen
1

(ii) respiration
1

(b) (i) 483 kJ

(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]

Q10.
(a)

Page 73 of 92
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]

Q11.
(a) in sequence:

2 = tissue(s)

Page 74 of 92
3 = organ(s)

4 = system(s)
1

(b)

1 mark for each correct line

extra line(s) from one tissue cancel
3
[4]

Q12.
(a) (i) 18
1

(ii) Z
1

(b) (i) red blood cells

(ii) haemoglobin
1
[4]

Q13.
(a) (i) 251.2
award 2 marks for correct answer, irrespective of working.
if incorrect or no answer 62.8 x 4 or equivalent gains 1 mark
2

(ii) 31.2
allow ecf from (a)(i); answer to (a)(i) – 220
1

(b) any two from:

• overweight / obesity or increased BMI

allow get fat

Page 75 of 92
ignore get heavier

• (Type 2) diabetes
allow high blood sugar

• high blood pressure

• cardiovascular / heart disease or heart problems or

disease of blood vessels or clogged arteries

• high cholesterol

• arthritis / worn joints

• tooth decay
2
[5]

Q14.
(a) a stimulus
1

(b) (i) A
1

(ii) C
either order
1

D
1

(iii) E
1

Q15.
(a) (i) capillary
1

(ii) diffusion
1

(iii) Carbon low(er) high(er)

dioxide
1

Oxygen high(er) low(er)

Page 76 of 92
1 mark for each correct row
1

(b) (i) red blood cells

(ii) haemoglobin
1
[6]

Q16.
(a) The damaged alveolus has a smaller surface area.
1

(b) Less oxygen is taken in.

1
[2]

Q17.
(a) any two from:
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

Page 77 of 92
do not accept other named substances eg CO2 water

glucose / sugar
allow glycogen
ignore food / carbohydrate
1

(iii) respire aerobically

(iv) carbon dioxide

lactic acid
1

(d) increased heart rate

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

Q18.
(a) any two adaptations with linked descriptions from:

• many alveoli to provide a large surface area

• good blood supply to maintain steep diffusion / concentration gradient

• thin walls so gases do not have far to diffuse / travel

• well ventilated to maintain steep diffusion / concentration gradient

1 mark for adaptation and 1 mark for linked description
allow to collect oxygen or to bring carbon dioxide to lungs
4

(b) an allergy
1

(c) any one from:

• narrow(er) / small(er) (air) passages / bronchioles

• less air / oxygen can pass through

(d) 3.3 (dm3)

(e) any one from:

• fake drug

• inactive form of drug

(f) neither the volunteers nor the scientists

Page 78 of 92
1

(g) to avoid / reduce bias

(h) any two from:

• drug only works for severe asthma attacks

or
drug only increased lung capacity in severe asthma attacks

• drug had little effect or slight reduction in healthy people

• drug had no effect in mild asthma attacks

• drug does not alleviate the problem entirely

2
[12]

Q19.
(a) (i)

one mark for each line

extra line negates a mark
3

(ii) any one from:

• carbon dioxide / CO2

• urea
do not allow urine
ignore water
ignore ions
1

(b) (i) B
1

(ii) D
1

(iii) vein
accept correct named

Page 79 of 92
examples
1

(c) (i) any one from:

• keeps artery / blood vessel open or widens artery / blood vessel

• allows (more) blood to heart / cardiac muscle
• (allows) blood to flow more easily
• allows (more) oxygen to heart / cardiac muscle
1

(ii) any two from:

• bleeding
allow blood clots
• infection
• damaging blood vessels
• damaging the heart
• risk from anaesthetic
2
[10]

Q20.
(a) (i) A = (cell) membrane
1

B = cytoplasm
do not accept cytoplast
1

(ii) To control the activities of the cell

(b)

extra lines cancel

3
[6]

Page 80 of 92
Q21.
(a) sensory neurone
1

(b) (i) synapse

(ii) a chemical
1

(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]

Q22.
(a) (i) sensory neurone
1

a synapse
1

(ii) contract
1

(iii) not connected to brain / coordinated only by spinal cord

(iv) automatic / rapid (response)

allow no thinking / faster / less time
1

protects body from danger / from damage / from burning

(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’

Page 81 of 92
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]

Q23.
(a) (i) alveoli / alveolus
allow air sacs
allow phonetic spelling
1

(ii) any one from:

• protection (of lungs / heart)
• help you breathe / inflate lungs.
1

(b) (i) diffusion

(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]

Q24.
(a) (i) stimulus
1

(ii) cytoplasm
1

(b) (i) ear(s)

in this order only
1

Page 82 of 92
eye(s)
accept retina
1

skin
ignore extra detail
1

(ii) A muscle
1
[6]

Q25.
(a) (i) large intestine = E
1
small intestine = D
1
stomach = B
1

(ii)
extra lines cancel
3

(b) The concentration in the blood is lower.

1
[7]

Q26.
(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

Page 83 of 92
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

(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]

Q27.
(a)

an extra line from a LH box negates that mark

(b) any one from:

• not enough oxygen present (for aerobic respiration)

• more energy required for exercise (than can be transferred by aerobic
respiration)
1

Page 84 of 92
allow named example for exercise

(c) produces carbon dioxide

produces ethanol
1

plus any two from:

• (carbon dioxide) makes bread rise

• (carbon dioxide) makes beer / cider / (some) wines fizzy
allow for alcoholic drinks / named drink
• (ethanol) is the alcohol in beer / cider / wine / spirits
2
[7]

Q28.
(a) Reflex action
1

(b) Feature Label

extra lines from the left negate the mark

(d) 17.0
allow answers in range 17.0–17.3 cm
1

(e) 0.5 cm
1

(f) 23.5
1

does not fit the pattern or at least 5 cm higher than the other values
1

(g) The results are for the left and right hands of different people
1
[10]

Page 85 of 92
Q29.
(a) 66 (beats per minute)
1

(b) heart rate increased

(d) any two from:

• resting heart rate was lower

• heart rate did not increase as much
• heart rate did not increase as fast
• heart rate returned to normal sooner
2

(e) Level 2 (3–4 marks):

A detailed and coherent explanation is given, which logically links changes in the
body during exercise to reasons for these changes.

Level 1 (1–2 marks):

Discrete relevant points made. Links may not be made.

0 marks:
No relevant content

Indicative content

Changes:
• breathing rate increases
• deeper breathing
• (body) temperature increases
• sweating occurs
• muscle fatigue
• vasodilation

Explanations linked to correct change:

• to provide more oxygen
• to remove carbon dioxide faster
• (as) more energy required
• (so) increased respiration
• (so) more energy transferred
• for movement or contraction of muscles
• some energy warms the body
• (sweating) cools the body down
• (by) evaporation of sweat
4
[9]

Q30.
(a) biuret
1

(b) purple
1

Page 86 of 92
(c) 1:1.6
1

(d) provides amino acids to make new muscle

(e) it has a large surface area

it has a thin surface

(f) C
1

lowest sugar (content)

1
[8]

Q31.
(a) pulmonary artery
1

(b) D
1

69
1

(d) Y
1

(the heart rate) is regular

(e) any two from:

• higher carbon dioxide (concentration)
• lower glucose (concentration)
• lower oxygen (concentration)
2

(f) capillaries
1

(g) (artery has) thicker wall

(artery has) narrower / smaller lumen

allow vein has valves
1
[11]

Q32.

Page 87 of 92
(a) A
1

(b) D
1

B = motor (neurone)
1
in this order only

(d) a reflex action

(e) 12 (ms)
1

0.012 (s)
1
an answer of 0.012 (s) scores 2 marks

(f) A
1

(g) controls the release of an egg

(h) in the blood(stream)

allow in the plasma / blood vessels
do not accept in blood cells / platelets
1

(i) (person) C
1

any one from:

• the testosterone level is high(er)
allow testosterone is the main male (sex)
hormone

• the oestrogen and / or progesterone levels are low

• the oestrogen and progesterone levels do not rise and fall as they do in
a menstrual cycle
allow there is no menstrual cycle
1
no marks if A or B given
[12]

Q33.
(a) C
1

(b) B
1

Page 88 of 92
(c) E
1

(d) any one from:

• they are too big

• they are insoluble

(e) (pH) 7.5

allow answers in range 7.4 to 7.6
1

(f) (enzyme X) stomach

(enzyme Y) small intestine

(g)
1

(h) lock and key

(i) (some pH values):

change the shape of the active site

allow some pH values denature enzymes
1

(so) so substrate will no longer fit / bind to the active site

1
[10]

Q34.
(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)

Page 89 of 92
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

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)

Page 90 of 92
• 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]

Q35.
(a) (LHS)
glucose
1

(RHS)
carbon dioxide
1

(RHS)
water
either order on RHS
1

(b) any one from:

• ache
• bum
• hurt
• fatigue(d)
• tired
• cramp
• painful
1

(c) any three from:

• temperature (of room)
• time running / 10 minutes running
• recovery before increasing speed
• same person
• incline of treadmill
allow normal lactic acid concentration at start
3

(d) (as speed increases) blood lactic acid concentration increases

ignore (directly) proportional
1

increase is greater at higher speeds

allow converse
allow linear relationship at higher speeds
1

(e) 7.5 – 1.2

Page 91 of 92
6.3 (arbitrary units)
an answer of 6.3 scores 2 marks
1

(f) increased blood flow

delivers more oxygen

therefore less anaerobic respiration

or
therefore more respiration is aerobic
1

(g) after anaerobic respiration, oxygen debt must be repaid.

oxygen is needed to remove lactic acid from muscles.

1
[16]

Page 92 of 92
Q1.
Lipase is an enzyme that digests fat.

(a) (i) Complete the equation to show the digestion of fat.

Use the correct answer from the box.

glucose glycerol glycogen

fat fatty acids + ___________________

(1)

(ii) Name one organ that makes lipase.

______________________________________________________________
(1)

(b) Some students investigated the effect of bile on the digestion of fat by lipase.

The students:
1 mixed milk and bile in a beaker
2 put the pH sensor of a pH meter into the beaker
3 added lipase solution
4 recorded the pH at 2-minute intervals
5 repeated steps 1 to 4, but used water instead of bile.

Suggest two variables that the students should have controlled in this investigation.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

(c) The graph shows the students’ results.

Page 1 of 87
(i) Why did the pH decrease in both investigations?

______________________________________________________________

______________________________________________________________
(1)

(ii) Bile helps lipase to digest fat.

What evidence is there in the graph to support this conclusion?

______________________________________________________________

______________________________________________________________
(1)

(iii) Suggest one reason why the contents of both beakers had the same pH at the
end of the investigations.

______________________________________________________________

______________________________________________________________
(1)
(Total 7 marks)

Q2.
The human lung has about 80 million alveoli.
The diagram shows some alveoli in a human lung.

Page 2 of 87
(a) Give three features of the alveoli that allow large amounts of oxygen to enter the
blood.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

3. _________________________________________________________________

___________________________________________________________________
(3)

(b) (i) Name the process by which oxygen passes from the air into the blood.

______________________________________________________________
(1)

(ii) Breathing allows large amounts of oxygen to enter the blood.

Explain how breathing does this.

______________________________________________________________

______________________________________________________________
(2)
(Total 6 marks)

Q3.
A group of students investigated the effect of temperature on the action of the enzyme
lipase.

The students:

Page 3 of 87
• put 1 cm3 of lipase solution into a test tube

• put 5 cm3 of lipid into a different test tube

• put both tubes in a water bath at 5 °C for 3 minutes

• mixed the lipid with the lipase solution.

Every five minutes the students tested a sample of the mixture for lipid, until no lipid
remained.
The students repeated the experiment at different temperatures.

(a) To make their investigation fair the students needed to control some variables.

Give one variable the students controlled in their investigation.

___________________________________________________________________
(1)

(b) The tubes of lipase solution and lipid were kept separately in the water bath for 3
minutes before mixing. Why?

Tick ( ) one box.

So that the lipase broke down the lipid quickly

So that the lipase and the lipid reached the right temperature

To give enough time for the lipase to break down the lipid

To give enough time for the water bath to heat up

(1)

The table shows the students’ results.

Page 4 of 87
Temperature Time taken until no lipid remained
in C in minutes

5 40

20 15

35 5

50 30

95 lipid still there after 120 minutes

___________________________________________________________________

___________________________________________________________________
(2)

(d) Suggest two ways in which the students could have improved their investigation.

Use information from the students’ method and the results table to help you.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(e) (i) The lipase did not break down the lipid at 95 °C.

Why?

______________________________________________________________

______________________________________________________________
(1)

(ii) At 35 °C the lipase broke down the lipid after 5 minutes.

What new substances will be in the tube?

Draw a ring around one answer.

Page 5 of 87
amino acids fatty acids and glycerol sugars
(1)
(Total 8 marks)

Q4.
The table shows the volume of blood flowing through different organs at three levels of
exercise.

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)

(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.

Page 6 of 87
1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

Explain what causes this increase.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 8 marks)

Q5.
One type of training exercise involves alternating periods of walking and running.

The graph shows how an athlete’s heart rate changed during one 30-minute training
session.

Page 7 of 87
(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.

___________________________________________________________________

Page 8 of 87
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 6 marks)

Q6.
Diagram 1 shows a section through the heart.

(a) On the diagram, name the parts labelled A, B, C and D.

(4)

(b) Diagram 2 shows the blood vessels that supply the heart muscle.

Part of one of the blood vessels has become narrower.

Page 9 of 87
© Peter Gardiner/Science Photo Library

(i) Name blood vessel E.

______________________________________________________________
(1)

(ii) Give one method of treating the narrowed part of blood vessel E.

______________________________________________________________
(1)

(iii) Explain how the method of treatment works.

______________________________________________________________

______________________________________________________________
(2)

(c) Diagram 3 shows part of the blood supply in the lungs.

Page 10 of 87
(i) Name the types of blood vessel labelled F, G and H.

F ____________________________________________________________

G ____________________________________________________________

H ____________________________________________________________
(3)

(ii) Give one way in which the composition of the blood in vessel F is different
from the composition of the blood in vessel H.

______________________________________________________________

______________________________________________________________
(1)
(Total 12 marks)

Q7.
Two people did the same amount of gentle exercise on an exercise cycle.
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. _________________________________________________________________

Page 11 of 87
___________________________________________________________________

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)

(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)

Q8.
The diagram shows the structures involved in a reflex action.

Page 12 of 87
(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)

Q9.
Gas exchange takes place in the lungs.

The diagram shows an alveolus next to a blood capillary in a lung.

The arrows show the movement of two gases, A and B.

Page 13 of 87
(a) (i) Draw a ring around the correct answer to complete the sentence.

diffusion.

Gases A and B move by osmosis.

respiration.
(1)

(ii) Gas A moves from the blood to the air in the lungs.

Gas A is then breathed out.

Name Gas A.

______________________________________________________________
(1)

(iii) Which cells in the blood carry Gas B?

Draw a ring around the correct answer.

platelets red blood cells white blood cells

(1)

(b) The average number of alveoli in each human lung is 280 million.

The average surface area of 1 million alveoli is 0.25 m2.

Calculate the total surface area of a human lung.

___________________________________________________________________

Answer ___________________________________ m2
(2)

Give one way in which this increase will help the athlete.

___________________________________________________________________

Page 14 of 87
___________________________________________________________________
(1)
(Total 6 marks)

Q10.
(a) Use words from the box to complete the equation for aerobic respiration.

alcohol glucose lactic acid water

+ oxygen carbon dioxide + (+ energy)

(2)

(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.

Page 15 of 87
So the earthworms’ body temperature would
change to 20°C.

(1)

(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)

(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.

Page 16 of 87
______________________________________________________________

______________________________________________________________

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)

Q11.
The diagram shows part of the human digestive system.

Page 17 of 87
(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)

(ii) Explain two ways in which bile helps the body to digest fat.

______________________________________________________________

Page 18 of 87
______________________________________________________________
(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 cm3 of a food substance in each of 6 test

tubes

• added 1 cm3 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)

(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)

Q12.
The heart pumps the blood around the body. This causes blood to leave the heart at
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.

Page 19 of 87
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)

(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

Page 20 of 87
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)

Q13.
Some students investigated the effect of pH on the digestion of boiled egg white by an
enzyme 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)

Page 21 of 87
(ii) What type of enzyme digests protein?

Tick ( ) one box.

amylase

lipase

protease

(1)

(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.

Page 22 of 87
Explain why.

______________________________________________________________

______________________________________________________________
(2)

(c) Pepsin is made by the stomach.

Name the acid made by the stomach which allows pepsin to work well.

___________________________________________________________________
(1)
(Total 8 marks)

Q14.
Figure 1 shows an athlete running on a treadmill.

Figure 1

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)

(b) Scientists investigated the production of lactic acid by an athlete running at different
speeds.

In the investigation:

Page 23 of 87
• 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)

(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?

______________________________________________________________

Page 24 of 87
(3)
(Total 6 marks)

Q15.
The diagram below shows the human digestive system.

(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)

(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

Page 25 of 87
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)

Q16.
A man with breathing difficulties goes to hospital.

The photographs below show his lung scan and chest X-ray.

Page 26 of 87
(a) What is part A?

Tick one box.

Bronchus

Capillary

Trachea

Vein

(1)

(b) Give one advantage of using the lung scan, rather than the chest X-ray, to
diagnose problems with the man’s breathing system.

___________________________________________________________________

___________________________________________________________________
(1)

(c) Give one advantage of using the chest X-ray, rather than the lung scan, to
diagnose problems with the man’s breathing system.

___________________________________________________________________

___________________________________________________________________
(1)

(d) Aerobic respiration and anaerobic respiration are the two types of cell respiration.

Give three differences between aerobic and anaerobic respiration.

Page 27 of 87
1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

3. _________________________________________________________________

___________________________________________________________________
(3)

(e) A health website contains the following advice:

Stop smoking and you will be healthier and live longer.

Explain why stopping smoking will improve a person’s health.

___________________________________________________________________

___________________________________________________________________
(6)
(Total 12 marks)

Q17.
A student ran on a treadmill for 5 minutes.

Page 28 of 87
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)

(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

Page 29 of 87
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)

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.

Page 30 of 87
a = _______________ beats per minute

b = _______________ beats per minute

(a − b) = _______________ beats per minute

Level of fitness = __________________________________

(3)

(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)

Q18.
The circulatory system transports substances such as glucose and oxygen around the
body.

(a) Name two other substances that the circulatory system transports around the body.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

(b) (i) Blood is a tissue. Blood contains red blood cells and white blood cells.

Name two other components of blood.

1. ____________________________________________________________

2. ____________________________________________________________

Page 31 of 87
(2)

(ii) The heart is part of the circulatory system.

What type of tissue is the wall of the heart made of?

______________________________________________________________
(1)

(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.

___________________________________________________________________

Page 32 of 87
___________________________________________________________________
(6)
(Total 11 marks)

Q19.
This question is about the nervous system.

(a) Describe the function of receptors in the skin.

___________________________________________________________________

___________________________________________________________________
(2)

(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 33 of 87
Q20.
Emphysema is a disease affecting the lungs. People with emphysema are often short of
breath and find exercise difficult.

The diagram below shows an alveolus from a person without emphysema and an alveolus
from a person with emphysema.

(a) Describe one difference between the alveolus from a person without emphysema
and the alveolus from a person with emphysema.

___________________________________________________________________

___________________________________________________________________
(1)

(b) Explain how the difference you described in part (a) causes the person with
emphysema to find exercise difficult.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 4 marks)

Q21.
Photosynthesis needs light.

(a) Complete the balanced symbol equation for photosynthesis.

light
6CO2 + _______________________ _______________________ + 6O2
(2)

(b) A green chemical indicator shows changes in the concentration of carbon dioxide

Page 34 of 87
(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)

(ii) Explain why the indicator solution in Tube C turns yellow.

______________________________________________________________

______________________________________________________________
(2)

Page 35 of 87
(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)

Q22.
The human body is organised to carry out many different functions.

(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.

Page 36 of 87
(3)

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.

(i) In this investigation, what is the stimulus that the woodlice responded
to?

______________________________________________________________
(1)

Page 37 of 87
(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)

Q23.
An athlete ran as fast as he could until he was exhausted.

(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.

______________________________________________________________

Page 38 of 87
______________________________________________________________
(1)

(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.

______________________________________________________________

Page 39 of 87
(2)

(iii) Explain how the change in blood flow to the athlete’s muscles helps him to
run.

______________________________________________________________

______________________________________________________________
(4)
(Total 9 marks)

Q24.
Neurones pass information around the body.

(a) Why are reflex reactions important?

___________________________________________________________________
(1)

(b) Caffeine is a drug found in coffee.

After a person drinks coffee information passes through neurones in the nervous
system more quickly.

Suggest a hypothesis for the effect of caffeine concentration on reaction time.

___________________________________________________________________

___________________________________________________________________
(1)

This is the method used.

1. Student A drinks a cup of coffee.

2. Student B holds a ruler above Student A’s hand.

3. Student B drops the ruler.

Page 40 of 87
4. Student A catches the ruler as quickly as she can.

5. The distance the ruler falls is recorded.

Suggest how this method could be improved to produce valid results.

___________________________________________________________________

___________________________________________________________________
(6)
(Total 8 marks)

Q25.
This question is about the nervous system.

(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?

Page 41 of 87
______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(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- Mean length Mean time Mean speed

ordinating the of neurones taken for of impulse in
reflex involved in reflex in cm per
cm milliseconds 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)

(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.

______________________________________________________________

Page 42 of 87
______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 12 marks)

Q26.
The nervous system allows humans to respond to their surroundings.

The figure below shows two nerve pathways.

Nerve pathway A Nerve pathway B

(a) Nerve pathway A is 92 cm long.

A nerve impulse travels along pathway A at 76.2 m / s.

Calculate how long it takes for the nerve impulse to travel the length of the pathway.

Use the equation:

distance = speed × time

___________________________________________________________________

Time = _________________ s
(3)

(b) Nerve pathways A and B are the same length.

The nerve impulse takes longer to travel along pathway A than along pathway B.

Use the figure above to explain why.

___________________________________________________________________

Page 43 of 87
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c) Two students compare their reactions using a ruler.

This is the method used.

1. Student A sits with his elbow on a table top.

2. Student B holds the ruler so the bottom of the ruler is level with the top of
student A’s thumb.

3. Student B drops the ruler.

4. Student A catches the ruler.

5. Record the drop distance.

6. Repeat steps 1 to 5 four more times.

7. Repeat the whole experiment with student A dropping the ruler and student B
catching it.

Both students are right-handed.

Student A uses his right hand to catch the ruler.

Student B uses her left hand to catch the ruler.

The table below shows the students’ results.

Drop distance in mm
Student
Test 1 Test 2 Test 3 Test 4 Test 5

Student A – right
203 167 140 156 163
hand

Student B – left
230 211 279 215 264
hand

Page 44 of 87
What is the range of student A’s results?

___________________________________________________________________
(1)

(d) The students are testing the hypothesis:

The drop distance of the ruler is smaller when a right-handed person uses
their right hand to catch the ruler.

The students’ results in the table above are not a good test of the hypothesis.

Suggest what the students should have done to test the hypothesis.

___________________________________________________________________

___________________________________________________________________
(3)

(e) Student A’s mean reaction time was 0.19 s.

Mean reaction time can be calculated using the equation:

Calculate the mean reaction time for Student B.

Give your answer to two significant figures.

Student B’s results are repeated here to help you answer the question.

Drop distance in mm

Test 1 Test 2 Test 3 Test 4 Test 5

Student B – left
230 211 279 215 264
hand

___________________________________________________________________

Page 45 of 87
Mean reaction time = ____________ s
(4)
(Total 14 marks)

Q27.
A student investigates the rate of respiration in maggots.

Figure 1 shows the equipment he uses.

Figure 1

(a) Why does the student put the maggots on gauze?

___________________________________________________________________

___________________________________________________________________
(1)

(b) When maggots respire they take in a gas from the air and release a different gas.

Solution A absorbs the gas released.

At the start of the investigation the student records the distance of the water droplet
from the bend in the capillary tube.

Explain what happens to the water droplet as the maggots respire.

___________________________________________________________________

Page 46 of 87
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

Rate of
Temperature in
respiration in
°C
units

5 2.2

10 3.5

20 7.5

30 8.4

40 14.0

The student uses his results to plot the graph in Figure 2.

Label the x and y axis.

Figure 2

(1)

(d) How could the student find out if the result at 30 °C is anomalous?

___________________________________________________________________

___________________________________________________________________
(1)

Page 47 of 87
(e) Suggest what the value at 30 °C should be to fit the pattern of the graph.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 8 marks)

Q28.
The graph shows the rate of blood flow through different organs at rest and during
exercise.

(a) Determine the total volume of blood that flows through the brain in 1 hour.

___________________________________________________________________

Volume = ____________________ cm3

(1)

(b) Look at the blood flow through the skeletal muscle.

Page 48 of 87
Calculate how many times the blood flow increases by during exercise compared to
at rest.

___________________________________________________________________

Answer = ____________________
(2)

___________________________________________________________________

___________________________________________________________________
(3)

(d) Arteries and veins have different structures and different functions.

Explain how the different structure of arteries and veins relates to their different
functions.

___________________________________________________________________

___________________________________________________________________
(6)
(Total 12 marks)

Page 49 of 87
Q29.
Figure 1 shows an image of blood viewed with a microscope.

(a) Label Figure 1.

Figure 1

(3)

(b) The mean concentration of red blood cells in an adult is 5.5 × 106 cells per mm3

1 mm3 = 0.000001 dm3

Calculate the mean number of red blood cells in 1 dm3

Give your answer in standard form.

___________________________________________________________________

Mean number of red blood cells in 1 dm3 = ____________________

(3)

Use your answer from part (b).

___________________________________________________________________

Number of red blood cells in an adult = ____________________

(1)

Sickle cell disease is an inherited disorder that causes some red blood cells to have a
sickle shape.

Page 50 of 87
Figure 2 shows two red blood cells.

Figure 2

(d) A person only has sickle cell disease if two copies of the sickle cell allele are
inherited.

What does this tell us about the sickle cell allele?

___________________________________________________________________

___________________________________________________________________
(1)

(e) Explain how the shape of the red blood cells in a person with sickle cell disease
could affect how much oxygen reaches their muscles.

___________________________________________________________________

___________________________________________________________________
(6)

(f) Suggest one symptom of sickle cell disease.

___________________________________________________________________

Page 51 of 87
___________________________________________________________________
(1)
(Total 15 marks)

Q30.
Proteins are broken down by protease enzymes.

(a) Which organs in the digestive system produce protease enzymes?

Tick one box.

Mouth and liver

Mouth and stomach

Pancreas and liver

Stomach and pancreas

(1)

A student used a colorimeter to investigate the rate of protein digestion of an insoluble

protein.

A colorimeter measures the percentage of light that passes through a liquid.

The student measured the percentage of light passing through different concentrations of
protein suspension.

The student used the results to produce a concentration curve.

The table shows the results.

Percentage of light
Concentration of
passing through the
protein in g/dm3
suspension

0.0 100

0.5 93

2.0 75

10.0 38

(b) Plot the data from the table on Figure 1.

Draw a line of best fit.

Figure 1

Page 52 of 87
(3)

___________________________________________________________________

___________________________________________________________________
(2)

(d) Suggest how the student could improve their investigation to draw a more accurate
concentration curve.

___________________________________________________________________

___________________________________________________________________
(1)

Page 53 of 87
The student then investigated the rate of protein digestion with protease obtained from
two different organs.

This is the method used.

1. Put 5 cm3 of protease from each organ into separate test tubes.

2. Put 10 cm3 of protein suspension into two other test tubes.

3. Put all four tubes into a water bath at 37 °C for 10 minutes.

4. Mix each 5 cm3 of protease into a tube of protein suspension.

5. Take a sample of each mixture every 2 minutes.

6. Measure the percentage of light passing through each sample using a colorimeter.

(e) Suggest why the protease and the protein suspension were put into a water bath
before being mixed.

___________________________________________________________________

___________________________________________________________________
(1)

Figure 2 shows the student’s results.

Figure 2

Page 54 of 87
(f) Determine the concentration of protein at the start of the reaction with protease from
organ A.

Use Figure 2 and your graph in Figure 1.

___________________________________________________________________

Concentration = ____________________ g/dm3

(1)

(g) Calculate the rate of protein digestion with protease from organ A over the first 12
minutes.

Use Figure 2 and your graph in Figure 1.

___________________________________________________________________

Page 55 of 87
Rate = ____________________ g/dm3 per minute
(1)

(h) Describe how the activity of protease from organ B is different from the activity of
protease from organ A.

Suggest one reason for the difference.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 13 marks)

Q31.
This question is about the human nervous system.

(a) A ball is thrown towards a boy.

As the ball is thrown, information passes along a pathway to allow the boy to catch
the ball.

Draw one line from each action to the correct part of the pathway.

Part of the
Action
pathway

Coordinator

Retina cells in the eye detect the light from

the ball

Effector

The impulse reaches the brain which ‘sees’

the ball and sends an impulse to the arm
muscle

Response

The muscle in the arm contracts

Receptor

The arm stretches to catch the ball

Stimulus
(3)

Students in a college made this hypothesis:

‘reaction time will increase as the time you have been awake increases.’

Page 56 of 87
The students set up an investigation to test their hypothesis.

This is the method used.

1. Find 5 volunteers willing to stay awake for 24 hours.

2. Keep the volunteers in a room where they can study, use an exercise bike or watch
TV as they wish.

3. Provide food, water, coffee and tea as requested.

4. Measure the volunteers’ reaction time every 4 hours using a computer program.

(b) What was the independent variable in this investigation?

___________________________________________________________________
(1)

The students used a computer program to test reaction time.

___________________________________________________________________

___________________________________________________________________
(3)

(d) Which method would you choose to use at your school?

Tick one box.

Computer program

Method described in
part (c)

Give one reason for your choice.

___________________________________________________________________

___________________________________________________________________
(1)

The table shows the students’ results.

Reaction time in seconds

Time
awake in Volunteer

Page 57 of 87
hours A B C D E Mean

0 0.25 0.33 0.35 0.21 0.27 0.28

4 0.20 0.30 0.31 0.19 0.26 0.25

8 0.21 0.28 0.33 0.20 0.27 0.26

12 0.26 0.40 0.58 0.22 0.30 0.35

16 0.44 0.49 0.83 0.27 0.75 X

20 0.64 0.55 1.11 0.39 1.40 0.82

24 0.92 0.61 1.15 0.45 1.35 0.90

(e) Calculate value X in the table.

Give your answer to 2 significant figures.

___________________________________________________________________

X = ____________________ seconds
(2)

(f) Describe the pattern of results for mean reaction time as the time awake increases.

___________________________________________________________________

___________________________________________________________________
(2)

(g) Do these results support the students’ hypothesis: ‘reaction time will increase as the
time you have been awake increases’?

Give one reason for your answer.

___________________________________________________________________

___________________________________________________________________
(1)

(g) Give two ways the students could improve their investigation to make it more valid.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

Page 58 of 87
(Total 15 marks)

Page 59 of 87
Mark schemes

Q1.
(a) (i) glycerol
1

(ii) pancreas / small intestine

accept duodenum / ileum
ignore intestine unqualified
1

(b) any two from:

• type of milk
• volume / amount of milk
• vol. bile equals vol. water
• volume of lipase
• concentration of lipase
• temperature
ignore time interval
ignore solution unqualified
do not allow pH
ignore starting pH
ignore volume / amount of bile / water
ignore concentration of bile
accept amount of lipase if neither volume nor concentration
given
2

(c) (i) fatty acid (production)

(ii) faster reaction / digestion (with bile)

or
pH decreases faster (with bile)
or
takes less time (with bile)
or
steeper fall / line (with bile)
allow use of data
ignore easier
1

(iii) all fat / milk digested

or
same amount of fatty acids present
or
(lower pH) denatures the enzyme / lipase
allow all reactants used up
ignore reference to neutralisation
allow enzyme won’t work at low pH
do not allow enzyme killed
1

Page 60 of 87
[7]

Q2.
(a) large surface / large area
1

thin / short distance (from air to blood) / one cell thick / two cells thick
1

good blood supply / many capillaries / capillary network / many blood vessels
ignore moist surface
1

(b) (i) diffusion

ignore gaseous exchange
1

(ii) brings (more) oxygen / air into the lungs / alveoli

keeps O2 level high in alveoli

maintains concentration difference (between alveoli and blood) / keeps O2

concentration in alveoli > O2 concentration in blood gains 2 marks
1
[6]

Q3.
(a) any one from:
ignore reference to recording results every 5 minutes or
concentrations of lipid / lipase

• (same) volume / amount / 1 cm3 lipase

allow amount of solution

• (same) volume / amount / 5 cm3 lipid

allow keep same volumes in the test tubes

• mixed after 3 minutes / same time before mixing

do not accept temperature
1

(b) so that the lipase and the lipid reached the right temperature
1

(c) any two from

ignore explanations

• decrease in time or faster (breakdown)

• then increase in time or then slower (breakdown)

• fastest / least time / optimum at 35°C

Page 61 of 87
2

(d) any two from:

ignore ‘test at more temperatures’ unqualified

• test more regularly eg test every minute

any interval < 5min

• test at smaller temperature intervals

any value <15°C
allow test more temperatures in the range

• test between 50 (°C) and 95 (°C)

any value in range, eg test at 70

• repeat at same temperatures

or repeat the investigation
or compare results with others
allow do it again
2

(e) (i) (lipase / it) denatured / destroyed / changed shape

allow damaged / deformed
do not accept killed
ignore broken (down)
1

(ii) fatty acids and glycerol

1
[8]

Q4.
(a) (i) brain
1

(ii) skin
1

(iii) 1/25 or 4% or 0.04 or 1 in 25 or 1:25 or 1 out of 25

(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

Page 62 of 87
less blood flow to other organs

• increased stroke volume / described

(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]

Q5.
(a) (i) 6 peaks in heart rate
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]

Q6.

Page 63 of 87
(a) A aorta
ignore left and right
1

B ventricle
1

C atrium
allow atria
1

D vena cava
1

(b) (i) (coronary) artery

allow arteriole
1

(ii) stent / description

accept (coronary) by-pass operation
allow statins
allow diets low in cholesterol
allow balloon (angioplasty)
1

(iii) (stent) keeps artery open

must relate to (b)(ii)
1

or
ignore reference to capillary / vein

(by-pass) new blood vessel / vein connecting around narrowed region;

(statins / low cholesterol diet) remove some of the cholesterol blockage

(balloon) widens / opens the blood vessel

which allows (more) blood through or allows blood to go around the

blockage

(c) (i) F artery

accept arteriole / branch of pulmonary artery
1

G capillary
1

H vein
H accept venule / branch of pulmonary vein;
1

Page 64 of 87
(ii) F (Pulmonary artery) has less oxygen / more carbon dioxide / more
glucose / sugar
accept F (Pulmonary artery) is deoxygenated
accept converse for H (Pulmonary vein)
‘It’ refers to F
1
[12]

Q7.
(a) person with muscle disease:
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)

cannot store glucose / sugar (as glycogen)

need to receive glucose / sugar (from elsewhere)

ignore oxygen
1

for energy / respiration / cannot store energy

ignore aerobic / anaerobic
1
[7]

Page 65 of 87
Q8.
(a) Y - spinal cord / central nervous system / CNS
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]

Q9.
(a) (i) diffusion
1

(ii) carbon dioxide

accept CO2 / CO2
do not accept CO2
1

(iii) red blood cells

(b) 70
if no / incorrect answer then
70 000 000
or
280 x 0.25 gains 1 mark
ignore doubling the answer
2

(c) allows more gas / oxygen / CO2

Page 66 of 87
(exchange)
do not accept air
1
[6]

Q10.
(a) LHS – glucose
1

RHS – water
allow H2O / H2O
1

(b) so the earthworms’ body temperature would change to 20°C

(ii) one-tenth of answer to (c)(i) eg 5.5

(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]

Q11.
(a) A − saliva(ry) gland
1

B − liver
1

Page 67 of 87
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

so lipase can work

emulsifies fat
1

to give large(r) surface area for lipase / enzyme action

(c) (i) starch

ignore carbohydrate
1

(ii) breakdown stops

allow slows down
1

because stomach produces / contains acid / has low pH

and amylase cannot work in acid / low pH

accept amylase is denatured / changes shape
1
[15]

Q12.
(a) A
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

Page 68 of 87
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]

Q13.
(a) (i) amino acid(s)
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

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)

Page 69 of 87
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]

Q14.
(a) anaerobic respiration
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

so more anaerobic respiration (to supply the extra energy) or more

glucose changed to lactic acid
allow not enough aerobic respiration
1
[6]

Q15.
(a) (i) stomach
1

(ii) small intestine

(b)

Page 70 of 87
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]

Q16.
(a) trachea
1

(b) any one from:

• can see more detail in lungs
ignore gives clearer image

• you can see the bronchus / bronchioles / soft tissues

ignore bones
allow it doesn’t use ionising radiation
allow X-rays can cause cancer / mutation
1

Page 71 of 87
(c) you can see the ribs / bones
allow cheaper
allow takes less time
1

(d) any three from:

(aerobic)
• uses / needs / requires oxygen (and anaerobic does not)
• transfers more energy (than anaerobic)
allow releases more energy (than anaerobic)
do not accept energy is created / produced /
made

• produces carbon dioxide / water (anaerobic does not)

• does not produce lactic acid (anaerobic does)
• does not cause an oxygen debt (anaerobic does)
allow aerobic takes place in mitochondria and
anaerobic takes place in cytoplasm
allow converse in terms of anaerobic
3

(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

(stopping smoking will improve health because):

• smoking is a risk factor for cardiovascular disease
• raises blood pressure
• increases cholesterol and / or lowers HDL
• increases atherosclerosis or thickened artery walls
• increases the risk of blood clots forming
• increases risk of stroke

• smoking is a risk factor for lung cancer

• as it can cause mutations
• caused by carcinogenic chemicals in smoke (tar)
• leading to uncontrolled growth of cells

• smoking damages alveoli

• causing the surface area of the alveoli to decrease
• causes emphysema / COPD
• causes shortness of breath or reduces gas exchange

• chemicals / tar / nicotine in the smoke irritate / inflame the bronchi / lung
/ bronchioles

Page 72 of 87
• which damage the cilia
• causes goblet cells to secrete more mucus
• causes shortness of breath or reduces gas exchange
• causing chronic bronchitis or increases risk of infections

• carbon monoxide is produced

• which is toxic / poisonous
• binds / attaches to haemoglobin / Hb
• so oxygen carrying capacity of blood is decreased
[12]

Q17.
(a) (i) 50
1

(ii) 4
accept 3.9 − 4.0
1

(b) (i) glucose

oxygen
1

(ii) to release more energy

(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

(d) any four from:

• higher heart rate (at 16 km / h) (so takes longer to slow to normal)
• more energy needed
• not enough O2 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

Page 73 of 87
4
[12]

Q18.
(a) any two from:
• carbon dioxide / CO2
• urea
• protein
• water / H2O
• 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

platelets
1

(ii) (cardiac) muscle

allow muscular
1

(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

Page 74 of 87
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]

Q19.
(a) detect changes in surroundings or detect stimuli
allow any named stimulus for skin
1

convert information to impulse

allow send impulse to sensory neurones / brain
1

(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

Page 75 of 87
• so chemical reactions are fast(est)
• prevent damage to cells / enzymes
allow prevent enzymes being denatured (by temperature
being too high)
1
[7]

Q20.
(a) (healthy alveolus has a) larger surface area
allow larger SA:Volume ratio
accept converse for alveoli from person with emphesema
allow walls between alveoli disintegrate or fluid accumulation
in alveoli
1

(b) less oxygen into the blood / muscles

less only needed once
1

(so) less respiration

ignore ref. to anaerobic respiration
1

(and therefore) less energy is released (for exercise)

do not allow energy is produced / made
do not allow energy for respiration
1
[4]

Q21.
(a) 6H2O
in the correct order
1

C6H12O6
1

(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

releases CO2
1

Page 76 of 87
(iii) turns yellow
1

plant can't photosynthesise so CO2 not used up

but the snail (and plant) still respires so CO2 produced

1
[8]

Q22.
(a) tissue → organ → organ system
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

Muscular tissue → allows food to be churned around the stomach

(c) (i) light

ignore dark
1

(ii) moving (to the dark)

(iii) any two from:

• use more woodlice

• repeat the experiment
• run for a longer time
2
[9]

Q23.
(a) (i) without oxygen
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

(b) (i) 1.5

Page 77 of 87
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

releases (more) energy (for muscle contraction)

do not allow energy production or for respiration
1
[9]

Q24.
(a) fast reaction to reduce / protect from harm
allow named examples
1

(b) higher caffeine concentration causes shorter reaction time.

allow converse
ignore ‘faster / slower reaction time’
1

(c) Level 3 (5–6 marks):

A coherent method is described with relevant detail, which demonstrates a broad
understanding of the relevant scientific techniques and procedures. The steps in the
method are logically ordered. The method would lead to the collection of valid
results.

Level 2 (3–4 marks):

The bulk of a method is described with mostly relevant detail, which demonstrates a
reasonable understanding of the relevant techniques and procedures. The method
may
not be in a completely logical sequence and may be missing some detail.

Level 1 (1–2 marks):

Discrete relevant points are made which demonstrate some understanding of the

Page 78 of 87
relevant scientific techniques and procedures. They may lack a logical structure and
would not
lead to the production of valid results.

0 marks:
No relevant content.

Indicative content
• use decaffeinated coffee as control
• control volume of coffee
• blind trial or do not tell students which coffee they are drinking
• left for standard time between drink and test
• at least 10 minutes
• control start position of ruler
• control other factors such as light in the room
• same person for different concentrations
• repeat for each caffeine concentration
• use a range of caffeine concentrations
• start with lowest concentration of caffeine
• use caffeine solution instead of coffee to control for other ingredients
• repeat investigation with more people and calculate means
6
[8]

Q25.
(a) receptors detect / sense stimuli / change in surroundings or convert stimulus into an
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

Page 79 of 87
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

(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]

Q26.
(a) 0.92 = 76.2 × time
1

time = 0.92 ÷ 76.2

= 0.012
allow 0.012 with no working shown for 3 marks
1

(b) pathway B has two synapses

allow converse for pathway A
1

chemicals diffuse across each synapse

which slows down the impulse

(d) use the same person for each test

Page 80 of 87
use left hand and right hand
1

use a bigger sample size or more people

allow take more readings with each person
1

(e) mean drop distance = (230 + 211 + 279 + 215 + 264) ÷ 5 = 239.8
1

239.8 mm = 0.2398 m
1

mean reaction time =

= 0.221
incorrect sig. figs max. 3 marks
1
allow 0.221 with no working shown for 4 marks
[14]

Q27.
(a) (to) stop them falling in the solution

to stop them drowning (in the solution)

(b) Level 2 (3–4 marks):

A detailed and coherent explanation is given of how the droplet moves, clearly and
logically linked to the process of respiration.

Level 1 (1–2 marks):

Simple statements are made about movement of the water droplet, but any attempts
at explaining the reason or linking the movement to the process of respiration are
unclear
and poorly structured.

0 marks:
No relevant content

Indicative content
• water droplet moves towards the maggots / boiling tube

Explanation:
• the oxygen in the boiling tube is used up in respiration
• (and) the carbon dioxide released from respiration is absorbed by
solution A
• which causes a pressure difference
• so air is drawn into the tube
• bringing the water droplet with it.
4

(c) x axis: Temperature in °C

Page 81 of 87
both needed for the mark

y axis: Rate of respiration in units

(d) repeat the experiment at 30 °C

(e) 10.5
allow range 10.4–10.8
1
[8]

Q28.
(a) 36 000 (cm3)
1

(b) 11600 / 1200

9.66666r
allow any number of decimals
1

(c) muscles need more energy (for contraction)

(so) more oxygen / glucose needed

need at least one reference to ‘more’ for full marks
allow so more carbon dioxide / thermal energy needs to be
removed
1

(for) increased respiration

(d)
Level 3: Relevant points (differences /
functions) are identified, given in detail and 5-6
linked logically to form a clear account.

Level 2: Relevant points (differences /

functions) are identified and there are
3-4
attempts at logical linking. The resulting
account is not fully clear.

Level 1: Points are identified and stated

simply, but their relevance is not clear and 1-2
there is no attempt at logical linking.

No relevant content 0

Indicative content
• artery has a thicker wall
• (because) artery has to withstand higher
pressure

Page 82 of 87
• artery has thicker layer of elastic tissue /
fibres
• (so) it can stretch
• (so) artery returns to original size / shape
• artery has thicker layer of muscle
• to maintain a force on the blood
• vein has valves
• (valves) prevent backflow of blood
• artery carries blood away from the heart
• vein carries blood towards the heart
ignore references to oxygenated /
deoxygenated blood
6
[12]

Q29.
(a) platelets
1

white blood cells

plasma
this order only
1

(b) 5500 000

(55 000 000 × 1000 000 =) 5500 000 000 000

5.5 × 1012
1

(c) (5.5 × 1012 × 5.2 =) 2.86 × 1013

allow ecf from part (b)
allow 28 600 000 000 000
1

(d) it is recessive
allow it is not dominant
1

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

Page 83 of 87
Level 2: Relevant points (reasons/causes)
are identified, and there are attempts at
3-4
logically linking. The resulting account is not
fully clear.

Level 1: Points are identified and stated

simply, but their relevance is not clear and 1-2
there is no attempt at logical linking.

No relevant content 0

Indicative content
• red blood cells carry oxygen
• rbc contain haemoglobin
• haemoglobin carries / binds to oxygen
• sickle cells are smaller or have smaller
volume
• sickle cells contain less haemoglobin
• less oxygen carried
• smaller SA:volume ratio
• oxygen enters rbc by diffusion
• slower / decreased diffusion
• less oxygen delivered per minute or
slower rate of delivery
• blood vessels blocked (due to cell shape)
6

(f) any one from:

• breathlessness
• tiredness
• less able to do exercise
• pain (in muscles)
• muscle fatigue
• anaemia
1
[15]

Q30.
(a) stomach and pancreas
1

(b) all points plotted correctly

allow 1 mark for 3 points correctly plotted
2

smooth curve drawn through all the points

(c) as concentration of protein increases the percentage of light passing through

Page 84 of 87
decreases
1

(because) mixture more cloudy

allow idea of more particles in suspension
1

(d) use protein concentrations between 2 and 10 g/dm3

(e) any one from:

• to allow them to reach 37 °C

to allow them to reach body temperature

• so they would be at the optimum temperature

allow so they would be at the same temperature

• so reaction temperature controlled

allow temperature affects enzyme activity
1

(f) correctly read concentration at 57% from their graph

(g) their value given in part (f) – 0.5

allow use of different values over straight line portion of
graph
1

answer for their value given in

(h) (protease from organ B) is inactive or rate of digestion is zero and protease from
organ A is active
allow only protease from organ B is inactive
1

any one from:

• enzyme denatured by pH

• at the wrong pH

• enzyme not specific for this protein

allow active site damaged / changed by pH
1
[13]

Q31.
(a)

Page 85 of 87
4 correct = 3 marks
3 correct = 2 marks
2 correct = 1 mark
(4-5)
3

(b) time awake

(c) description of how to do a ‘ruler drop’

how to measure length in cm

a control measure taken

or
how to use a conversion chart to get reaction time
1

(d) any one sensible reason:

for ruler drop test:

• have lots of equipment
• inexpensive equipment
• many students can do it at same time

for computer test:

• more accurate
• more repeatable
• students can cheat on ruler drop test
1

(e) 0.556….. or

(0.44+0.49+0.83+0.27+0.75)/5
1

0.56
an answer of 0.56 scores 2 marks
1

(f) at first stays same / has slight dip (until 12 hours)

12 hours only needed once
1

increases from 12 hours awake

ignore ‘increases’ alone
1

Page 86 of 87
(g) either:
does support, because overall goes up
or
does not support, because it goes down / stays the same at first and only goes up
after 12 hours
1

(h) any two from:

• use more volunteers
• make sure they all do the same activities at the same time
• give them the same food and coffee/tea at the same time
• control the age / gender of volunteers
• make sure they all had a good night’s sleep the night before the investigation
began
2
[15]

Page 87 of 87
Q1.
This question is about photosynthesis.

(a) What are the two products of photosynthesis?

Tick two boxes.

Carbon dioxide

Chlorophyll

Glucose

Oxygen

Water

(2)

A student investigated the effect of light intensity on the rate of photosynthesis.

Figure 1 shows the apparatus.

Figure 1

This is the method used.

1. Place the pondweed at 5 cm from the light source.

2. Measure the rate of photosynthesis by counting the number of bubbles produced in
30 seconds.
3. Repeat the investigation with the pondweed at different distances from the light
source.

Page 1 of 82
(b) How could the student measure the rate of photosynthesis more accurately?

Tick two boxes.

Count the number of bubbles produced in 1 minute

Measure the change in mass of the pondweed in 30

seconds

Measure the volume of gas produced in 30 seconds

Place the pondweed further from the light source

Use water instead of sodium hydrogencarbonate solution

(2)

(c) The LED light source does not get hot.

Why is this important?

___________________________________________________________________

___________________________________________________________________
(1)

The table below shows the student’s results.

Distance of light source Number of bubbles

from pondweed in cm produced in 30 seconds

5 40

10 13

15 5

20 2

25 1

30 0

(d) Calculate the number of bubbles produced in 2 minutes when the light source was
10 cm from the pondweed.

___________________________________________________________________

Number of bubbles produced in 2 minutes = ______________

Page 2 of 82
(1)

(e) Plot the data from the table above on Figure 2

Draw a line of best fit.

Figure 2

(3)

(f) Give one conclusion that can be made from these results.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 10 marks)

Q2.
A student used paper chromatography to identify the colours in a black ink.

The diagram below shows the student’s results.

Page 3 of 82
(a) What colours are in the black ink?

___________________________________________________________________

___________________________________________________________________
(2)

(b) Suggest which colour is least soluble in the solvent.

Give a reason for your answer.

Colour ______________________

Reason __________________________________________________________

___________________________________________________________________
(2)

(c) Use the diagram above to complete the table below.

Distance in mm

Distance moved by green

colour

Distance moved by solvent

Calculate the Rf value for the green colour.

Use the equation:

___________________________________________________________________

Page 4 of 82
Rf value = ________________________
(4)
(Total 8 marks)

Q3.
The photograph below shows the lower surface of a leaf magnified 800 times.

(a) Name hole A in the leaf surface.

___________________________________________________________________
(1)

(b) Name cell B.

___________________________________________________________________
(1)

(c) Cell B can lose or gain water.

Complete the sentences.

Choose answers from the box.

active
condensation
transport
osmosis photosynthesis transpiration

Cell B can gain water by _______________________________ .

Water vapour can escape from the leaf through hole A

by _______________________________ .
(2)

Page 5 of 82
(d) Which factors increase the rate of water loss from hole A?

Tick two boxes.

Increasing acidity

Increasing nitrogen concentration

Increasing oxygen concentration

Increasing temperature

Increasing wind speed

(2)

(e) Give one reason why the movement of water in a plant is important.

___________________________________________________________________

___________________________________________________________________
(1)

(f) The African Baobab tree has no leaves for up to 9 months of the year.

Suggest how this helps the tree to survive in an area where there is not much rain.

___________________________________________________________________

___________________________________________________________________
(1)

(g) The photograph above is a photograph taken through a microscope.

The image is magnified 800 times.

One of the cells in the image has a width of 12 mm

Calculate the real width of this cell in micrometres.

Complete the following steps.

Use the equation to work out the real width of the cell in millimetres.

Real width of cell = ____________________ millimetres

Page 6 of 82
Convert the real width of the cell from millimetres to micrometres.

1 millimetre = 1000 micrometres.

Real width of cell = ____________________ millimetres

(3)
(Total 11 marks)

Q4.
Some students tested a red cabbage leaf for starch.

This is the method used.

1. Boil the leaf in ethanol.

2. Rinse the leaf in water.

3. Add the reagent to test the leaf for starch.

(a) Give one safety precaution the students should take in this test.

___________________________________________________________________

___________________________________________________________________
(1)

(b) Which reagent is used to test the boiled leaf for starch?

Tick one box.

Benedict’s solution

Biuret solution

Iodine solution

Sodium chloride solution

(1)

Tick one box.

Blue-black

Pale pink

Page 7 of 82
Orange

Red

(1)

The students then used paper chromatography to investigate the coloured pigments in a
red cabbage leaf.

(d) Complete the sentences.

Choose answers from the box.

distil evaporate filter mobile separate solid

Chromatography can be used to ___________________________ mixtures.

In paper chromatography, the paper is part of the stationary phase.

The solvent is called the ___________________________ phase.

(2)

Table 1 shows the students’ results.

The distance each pigment moved was measured from the start line.

Distance
moved in Rf value
mm

Yellow-green
17 X
pigment

Yellow
46 0.42
pigment

Orange
100 0.91
pigment

The Rf value is calculated using the equation:

(e) The solvent moved 110 mm from the start line.

Calculate Rf value X in Table 1.

Give your answer to 2 significant figures.

___________________________________________________________________

Page 8 of 82
___________________________________________________________________

___________________________________________________________________

Rf value X = ______________________
(2)

(f) The known ranges of Rf values of some pigments are shown in Table 2.

Table 2

Pigment Rf value range

Carotene 0.89 to 0.98

Chlorophyll a 0.24 to 0.30

Chlorophyll b 0.20 to 0.26

Xanthophyll 0.04 to 0.28

The Rf value for the orange pigment in red cabbage leaves is 0.91

What is this orange pigment most likely to be?

Tick one box.

Carotene

Chlorophyll a

Chlorophyll b

Xanthophyll

(1)
(Total 8 marks)

Q5.
Rose black spot is a disease that affects rose plants.

The leaves of infected plants develop black spots, then turn yellow and drop off the plant.

(a) Give the name of the substance in leaves that is broken down when leaves change
from green to yellow.

___________________________________________________________________
(1)

(b) Rose black spot can be transferred between plants in water droplets.

Draw one line from each method of black spot prevention to the explanation of why

Page 9 of 82
that method works.

Method Explanation

Fungus spores are

removed

Plant roses with large

gaps between plants

Helps leaves dry faster

Increases infection in
warm weather

Clear dead leaves

Prevents rain falling on the

leaves
(2)

Some fungicides appear to be less effective than they were 10 years ago.

Suggest why the fungicides are less effective now compared with 10 years ago.

___________________________________________________________________

___________________________________________________________________
(1)

Some gardeners claim that rose black spot has become more of a problem since the
Clean Air Act of 1958.

The table shows how the mass of sulfur dioxide (SO2) emissions has changed.

SO2 emissions from each source in

megagrams Total SO2
Year emissions in
Power Manufacturin Homes and megagrams
stations g industry transport

1970 3300 1750 X 6200

1980 3250 900 550 4700

1990 2900 450 300 3650

2000 900 150 150 1200

2010 250 100 50 400

(d) The sulfur dioxide emissions in the table are shown in megagrams.

Calculate value X in the table.

Page 10 of 82
___________________________________________________________________

___________________________________________________________________

X = ____________________ Mg
(1)

(e) Give your answer to part (d) in kilograms.

1 megagram = 1000 kilograms

___________________________________________________________________

X = ____________________ Kg
(1)

(f) How have power stations reduced their sulfur dioxide emissions?

Tick one box.

Power stations used more at night than during the day

Power stations generate more electricity

Power stations use less coal

Power stations use more oil

(1)

A gardener concluded that the information in the table shows the Clean Air Act of 1958
changed sulfur dioxide emissions.

(g) Give one reason to support the conclusion.

___________________________________________________________________

___________________________________________________________________
(1)

(h) Give one reason why the conclusion may not be valid.

___________________________________________________________________

___________________________________________________________________
(1)

(i) Suggest how changing sulfur dioxide emissions increased the number of cases of
rose black spot.

___________________________________________________________________

Page 11 of 82
___________________________________________________________________

___________________________________________________________________
(2)
(Total 11 marks)

Q6.
Race horses may be given drugs to improve their perfomance in races.

This is illegal in the UK.

After races, urine samples are collected from the horses.

These samples are tested for drugs.

Chromatography is one of the tests used to identify drugs in urine.

The diagram shows a chromatogram.

(a) How do we know that sample 1 was a pure sample of caffeine?

___________________________________________________________________

___________________________________________________________________
(1)

(b) Calculate the Rf value for cocaine.

Give your answer to 2 significant figures.

Use information from the diagram.

Page 12 of 82
Use the equation:

___________________________________________________________________

Rf value of cocaine = ____________________

(4)

Use information from the diagram.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

3. _________________________________________________________________

___________________________________________________________________
(3)
(Total 8 marks)

Q7.
A student used paper chromatography to investigate the colours in different inks.

Figure 1 shows the apparatus the student used.

Figure 1

Page 13 of 82
(a) The student made two mistakes in setting up the apparatus.

Identify the two mistakes.

Describe the problem each mistake would cause.

Mistake 1 __________________________________________________________

Problem __________________________________________________________

___________________________________________________________________

Mistake 2 __________________________________________________________

Problem __________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(b) The student then set up the apparatus without making any mistakes.

Figure 2 shows his results.

Figure 2

Page 14 of 82
What colours are in the black ink?

___________________________________________________________________

___________________________________________________________________
(1)

(c) Which of the inks is the most soluble in the solvent?

Give a reason for your answer.

Ink _____________________________________________________________

Reason ___________________________________________________________

___________________________________________________________________
(2)

(d) Use Figure 2 to complete the table below, then calculate the Rf value for red ink.

Distance in mm

Distance moved by red ink ________________________

Distance from start line to solvent front ________________________

The Rf value for red ink is calculated using the equation.

Rf =

Give your answer to two significant figures.

___________________________________________________________________

Rf value = _____________________________
(5)

(e) How can you tell from Figure 2 that the Rf value for the blue ink is greater than the
Rf value for the red ink?

Page 15 of 82
___________________________________________________________________

___________________________________________________________________
(1)
(Total 13 marks)

Q8.
Photosynthesis uses carbon dioxide to make glucose.

(a) (i) Complete the equation for photosynthesis.

carbon dioxide + _ glucose + _

(2)

(ii) What type of energy does a plant use in photosynthesis?

______________________________________________________________
(1)

(iii) Which part of a plant cell absorbs the energy needed for photosynthesis?

______________________________________________________________
(1)

(b) The graph shows the effect of the concentration of carbon dioxide on the rate of
photosynthesis in tomato plants at 20 °C.

(i) What is the maximum rate of photosynthesis of the tomato plants shown in the
graph?

_____________ arbitrary units

(1)

(ii) At point X, carbon dioxide is not a limiting factor of photosynthesis.

Suggest one factor that is limiting the rate of photosynthesis at point X.

______________________________________________________________
(1)

Page 16 of 82
(c) A farmer plans to grow tomatoes in a large greenhouse.

The concentration of carbon dioxide in the atmosphere is 0.04%.

The farmer adds carbon dioxide to the greenhouse so that its concentration is
0.08%.

(i) Why does the farmer use 0.08% carbon dioxide?

Tick ( ) one box.

To increase the rate of growth of the tomato plants

To increase the rate of respiration of the tomato

plants

To increase water uptake by the tomato plants

(1)

(ii) Why does the farmer not use a concentration of carbon dioxide higher than
0.08%?

Tick ( ) two boxes.

Because it would cost more money than using 0.08%

Because it would decrease the temperature of the greenhouse

Because it would not increase the rate of photosynthesis of the

tomato plants any further

Because it would increase water loss from the tomato plants

(2)
(Total 9 marks)

Q9.
Plants need different substances to survive.

Figure 1 shows the roots of a plant.

Page 17 of 82
(a) (i) Mineral ions are absorbed through the roots.

Name one other substance absorbed through the roots.

______________________________________________________________
(1)

(ii) The plant in Figure 1 has a higher concentration of mineral ions in the cells of
its roots than the concentration of mineral ions in the soil.

Which two statements correctly describe the absorption of mineral ions into
the plant’s roots?

Tick ( ) two boxes.

The mineral ions are absorbed by active transport.

The mineral ions are absorbed by diffusion.

The mineral ions are absorbed down the concentration

gradient.

The absorption of mineral ions needs energy.

(2)

(iii) The plant in Figure 1 has roots adapted for absorption.

Figure 2 shows a magnified part of a root from Figure 1.

Page 18 of 82
Describe how the root in Figure 2 is adapted for absorption.

______________________________________________________________

______________________________________________________________
(2)

(b) The leaves of plants have stomata.

What is the function of the stomata?

___________________________________________________________________

___________________________________________________________________
(1)

(i) In Figure 3, the cells labelled X control the size of the stomata.

What is the name of the cells labelled X?

Page 19 of 82
Tick ( ) one box.

Guard cells

Phloem cells

Xylem cells

(1)

(ii) Describe how the appearance of the stomata in leaf B is different from the
appearance of the stomata in leaf A.

______________________________________________________________

______________________________________________________________
(1)

(iii) The man forgets to water the plant.

What might happen to the plant in the next few days if the stomata stay the
same as shown in leaf A in Figure 3?

______________________________________________________________

______________________________________________________________
(1)
(Total 9 marks)

Q10.
(a) A student carried out the following investigation using a plant with variegated
leaves. A variegated leaf has green and white stripes.

The student:

• left the plant in the dark for 3 days to remove the starch

• fixed two pieces of card to a leaf on the plant

• left the plant in the light for 2 days

• removed the leaf from the plant

• tested the leaf for starch.

Figure 1 shows how the two pieces of card were attached to the leaf.

Figure 1

Leaf without card Leaf with card

Page 20 of 82
Figure 2 shows the same leaf after 2 days in the light.
The leaf has been tested for starch.

Figure 2

Give two conclusions from this investigation.

Tick ( ) two boxes.

Carbon dioxide is needed for photosynthesis.

Chlorophyll is needed for photosynthesis.

Light is needed for photosynthesis.

Water is needed for photosynthesis.

(2)

(b) Scientists investigated the effect of light intensity on the rate of photosynthesis.

Figure 3 shows the scientists’ results.

Figure 3

Page 21 of 82
Light intensity in arbitrary units

Describe the effect of increasing light intensity on the rate of photosynthesis.

You should include numbers from Figure 3 in your description.

___________________________________________________________________

___________________________________________________________________
(3)

(i) What is the evidence for this in Figure 3?

______________________________________________________________

______________________________________________________________
(1)

(ii) Give two factors that could be limiting the rate of photosynthesis at a light
intensity of 250 arbitrary units.

1. ____________________________________________________________

2. ____________________________________________________________
(2)
(Total 8 marks)

Q11.
Substances are transported through plants.

(a) Use the correct answer from the box to complete each sentence.

Page 22 of 82
capillary guard cells phloem

stomata transpiration xylem

(i) Water is transported from the roots to the stem of a plant

in the ____________________________ .
(1)

(ii) Dissolved sugars are transported through the plant

in the ____________________________ .
(1)

(iii) Movement of water through the plant is called the

____________________________ stream.
(1)

(iv) Water vapour moves out of the plant through pores

called ____________________________ .
(1)

(b) Students investigated the effect of different conditions on water loss from leaves.

The apparatus is shown in Figure 1.

Figure 1

The students set up four flasks, A, B, C and D.

The students:

• used the same size plant shoot in each flask

• recorded the mass of the flask and plant shoot at the start of each experiment

• left each flask and plant shoot in different conditions

Page 23 of 82
• recorded the mass of each flask and plant shoot after 2 hours.

Table 1 shows the conditions that flasks A, B, C and D were left in for 2 hours.

Table 1

Flask Temperature in °C Fan or no fan

A 20 No Fan

B 20 Fan

C 35 No Fan

D 35 Fan

(i) Suggest why the students used cotton wool in each flask.

______________________________________________________________

______________________________________________________________
(1)

(ii) The use of the same size of plant shoot made the investigation a fair test.

Explain why.

______________________________________________________________

______________________________________________________________
(2)

(iii) Table 2 shows the students’ results.

Table 2

Conditions Mass at the Mass after 2 Mass of

start in hours in water lost in
Temperature Fan or no grams grams 2 hours in
Flask
in °C fan grams

A 20 No Fan 150.0 148.1 1.9

B 20 Fan 152.0 148.5 3.5

C 35 No Fan 149.0 145.9 3.1

D 35 Fan 150.0 145.5

Page 24 of 82
What mass of water was lost by the plant shoot in flask D?

______________________________________________________________

___________ grams
(1)

(iv) Suggest what conclusion can be made about the effect of temperature on
water loss from the plant shoot.

______________________________________________________________

______________________________________________________________
(1)

(v) Suggest what conclusion can be made about the effect of the fan on water
loss from the plant shoot.

______________________________________________________________

______________________________________________________________
(1)

The students used the apparatus in Figure 2.

Figure 2

In this experiment, the students:

• recorded the mass of the flask and plant shoot before tying the plastic bag
around the plant shoot

• removed the bag after 2 hours and recorded the mass again.

Page 25 of 82
(i) What mass of water would be lost from the plant shoot in 2 hours?

Draw a ring around the correct answer.

0.3 g 1.9 g 3.9 g

(1)

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

______________________________________________________________

______________________________________________________________
(1)
(Total 12 marks)

Q12.
Some students used the apparatus shown in the diagram to measure the rate of water
uptake by a plant cutting.

The students set up the apparatus in three different conditions:

• no wind at 15°C

• no wind at 25°C

• wind at 25°C

For each experiment, the students recorded the movement of the air bubble along the
scale.

(a) (i) Name the two variables the students chose to change in these experiments.

Page 26 of 82
1. ____________________________________________________________

2. ____________________________________________________________
(2)

(ii) It was important to use the same plant cutting each time to make these
experiments fair.

Explain why.

______________________________________________________________

______________________________________________________________
(1)

(b) The graph shows the students’ results.

Time in minutes

Which line on the graph, A, B or C, shows the results for each of the three different
experiments?

Write each of the letters, A, B and C, in the correct boxes in the table.

Conditions Letter

No wind at 15°C

No wind at 25°C

Wind at 25°C
(2)

(c) Water is lost from the leaves of the plant cutting.

Name this process.

Draw a ring around one answer.

Page 27 of 82
distillation respiration transpiration
(1)
(Total 6 marks)

Q13.
(a) Complete the word equation for photosynthesis.

energy
carbon dioxide + water glucose + ______

(1)

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

light.

(i) The energy needed for photosynthesis comes from osmosis.

respiration.
(1)

chloride.

(ii) Energy is absorbed by a green pigment called chloroplast.

chlorophyll.
(1)

decrease.

(iii) If the temperature is decreased the rate of photosynthesis will increase.

stay the same.

(1)

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

3. _________________________________________________________________

___________________________________________________________________
(3)
(Total 7 marks)

Page 28 of 82
Q14.
The diagram shows a section through a plant leaf.

(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)

(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)

Q15.

Page 29 of 82
Plants exchange substances with the environment.

(a) Use words from the box to complete each sentence.

alveoli phloem root hairs stomata

storage organs villi xylem

(i) Most water enters a plant through ___________________________________

(1)

(ii) The water is transported up the stem to the leaves in the _________________
(1)

(iii) Carbon dioxide enters leaves through ________________________________

(1)

(iv) A leaf uses the carbon dioxide to produce sugars.

Sugars are transported to ________________________________ through

the _________________________________ .
(2)

(b) A student set up the apparatus shown in the diagram.

At the start of the experiment both balances showed a mass of 180.0 g.

The diagram shows the reading on each balance 24 hours later.

(i) Look at the mass shown on each balance.

Calculate the difference between the two masses.

______________________________________________________________

Difference in mass = _________________________ g

(1)

(ii) Suggest an explanation for the difference between the two masses.

Page 30 of 82
______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 8 marks)

Q16.
Colours are used to coat some chocolate sweets.

Some of these colours are given E-numbers.

(a) Use the correct word from the box to complete the sentence.

additive element fuel

An E-number is used to identify a permitted food ____________________________

(1)

(b) Chromatography was used to compare three of the colours used to coat the
chocolate sweets.

What do these results tell you about these three colours?

___________________________________________________________________

Page 31 of 82
___________________________________________________________________
(3)
(Total 4 marks)

Q17.
(a) Complete the word equation for photosynthesis.

Use words from the box.

chlorophyll minerals oxygen water

carbon
dioxide + ________________ → glucose + ________________
(2)

(b) Plants may grow faster if they have more carbon dioxide.

Indigestion tablets dissolve in water to form a solution.

This solution slowly gives off carbon dioxide.

A student set up an investigation to see what concentration of carbon dioxide is best

for increasing the growth of geranium plants.

The student:

· put a geranium plant in a clear plastic bag

· put a dish containing water and one tablet in the bag

· sealed the top of the bag.

The student:

· set up 5 more experiments each with water and a different number of tablets

· left all the plants in a well-lit place for four weeks.

The student used a clear plastic bag, not a black plastic bag.

Explain why.

___________________________________________________________________

Page 32 of 82
___________________________________________________________________

___________________________________________________________________
(2)

The graph shows his results.

Describe the effect of increasing the number of tablets dissolved in water on the
number of new leaves that grew in four weeks.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 7 marks)

Q18.
Plants lose water vapour from their leaves. Most of this water vapour is lost through the
stomata.

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

distillation.

Plants lose water vapour by filtration.

Page 33 of 82
transpiration.
(1)

(b) A class of students investigated the number of stomata per mm2 on the upper
surface and on the lower surface of the leaves of three species of plant, P, Q and R.

The students placed samples of the surface cells onto a grid on a microscope.

Student X counted the stomata on the lower surface of a leaf from one of the plant
species.

The diagram shows part of the grid that student X saw under the microscope.

(i) Complete the calculation to estimate the number of stomata per mm2 on the
lower surface of this leaf.

Number of stomata in mm2 = ____________________________

Number of stomata in 1 mm2 = ______________________________

(2)

The table shows the mean results for the class.

Mean number of stomata per mm2 of leaf

Plant species
Upper surface of leaf Lower surface of leaf

P 40 304

Q 0 11

R 85 195

(ii) Student X had counted the stomata on the lower surface of a leaf from one of
the plant species.

Use your answer to part (b)(i), and information in the table, to help you to

Page 34 of 82
answer this question.

From which plant species, P, Q or R, was student X’s leaf most likely to have

been taken?
(1)

(iii) Species Q is normally found growing in hot, dry conditions.

Explain one way in which species Q is adapted for living in hot, dry conditions.

Use information from the table.

______________________________________________________________

______________________________________________________________
(2)
(Total 6 marks)

Q19.
(a) Complete the equation for photosynthesis.
light
energy
Carbon dioxide + ______________ ______________ + oxygen
(2)

(b) A farmer grew tomato plants in a greenhouse.

The graph shows the effect of light intensity on the rate of photosynthesis in the
tomato plants growing in the greenhouse.

Page 35 of 82
(i) At which light intensity was light a limiting factor for photosynthesis?

Tick ( ) one box.

1 arbitrary unit

4 arbitrary units

10 arbitrary units

(1)

(ii) What was the highest rate of photosynthesis?

_________________________________ arbitrary units

(1)

(iii) The farmer wants to increase the rate of photosynthesis in his tomato plants.

Apart from light intensity, name one factor that the farmer could change to
increase the rate of photosynthesis in his tomato plants.

______________________________________________________________
(1)
(Total 5 marks)

Q20.
(a) Draw a ring around the correct answer to complete the sentence.

Page 36 of 82
distillation.

A plant loses water from its leaves by a process called respiration.

transpiration.
(1)

(b) Some scientists investigated the effect of temperature on water loss from a plant.

The graph shows the results.

Describe the effect of increasing the temperature on water loss from the plant.

___________________________________________________________________

___________________________________________________________________
(2)

(c) Under different conditions, plants open or close their stomata.

(i) How does closing its stomata help a plant?

______________________________________________________________

______________________________________________________________
(1)

(ii) In the investigation described in part (b), which temperature range would
cause most of the stomata to close?

Page 37 of 82
Draw a ring around one answer.

25 - 30 °C 30 - 35 °C 40 - 45 °C
(1)
(Total 5 marks)

Q21.
An article began:

Ban yellow additives

Quinoline yellow (E104) is suspected of causing hyperactivity, asthma and rashes in
children.

(a) A student tested a food to find out if it contained quinoline yellow (E104).
The student’s results are shown below.

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

chromatography.

This method of detecting and identifying colours is called distillation.

electrolysis.
(1)

(ii) Using the student’s results, how many different colours are in the food? ___
(1)

(iii) Using the student’s results, how can you tell that the food does not contain
quinoline yellow (E104)?

______________________________________________________________

Page 38 of 82
______________________________________________________________
(1)

(b) Quinoline yellow (E104) is used in foods such as sweets, drinks and ice cream.

(i) Give one reason why quinoline yellow (E104) is added to foods.

______________________________________________________________

______________________________________________________________
(1)

(ii) Suggest what should be done to decide if quinoline yellow (E104) should be
banned.

______________________________________________________________

______________________________________________________________
(1)
(Total 5 marks)

Q22.
Leaves are made from layers of cells.

The diagram shows a section through part of a leaf.

(a) (i) Which word in the table describes layer A?

Tick ( ) one box.

Tick
Layer A
( )

Page 39 of 82
Tissue

Organ

Cell
(1)

(ii) Which word describes a whole leaf?

Draw a ring around one answer.

organ tissue organism

(1)

(b) (i) Which two layers of cells, A, B, C and D, can photosynthesise?

Use information from the diagram to help you.

Tick ( ) two boxes.

Layer A

Layer B

Layer C

Layer D

(2)

(ii) Give one reason for your answer.

______________________________________________________________

______________________________________________________________
(1)

(c) List X gives the names of two parts of a cell.

List Y gives information about parts of a cell.

Draw one line between each part of the cell in list X and information about it in list Y.

Page 40 of 82
List X List Y
Part of a cell Information

Controls the passage of

substances into the cell

Vacuole

Contains the cell sap

Nucleus

Controls the activities of the

whole cell
(2)
(Total 7 marks)

Q23.
A gardener grows tomato plants.

The tomato plants develop yellow leaves.

(a) What would be the best way of improving the growth of these plants?

Tick ( ) one box.

Add mineral ions to the soil

Water the plants more

Add glucose to the soil

(1)

(b) Most tomatoes are grown in greenhouses.

Page 41 of 82
By Giancarlo Dessì (Own work) [GFDL or CC-BY-SA-3.0-2.5-2.0-1.0], via Wikimedia Commons

Tomato growers alter the conditions in greenhouses to make tomato plants grow
faster.

Which changes in conditions will make tomato plants grow faster?

Tick ( ) two boxes.

Increasing the temperature

Increasing the oxygen concentration in the air

Increasing the nitrogen concentration in the air

Turning lights on at night

(2)
(Total 3 marks)

Q24.
The diagram shows a section through a plant leaf.

Page 42 of 82
(a) The cells labelled X surround a stoma (pore).

Draw a ring around the correct answer to complete the sentence.

alveoli.

Cells X are called guard cells.

villi.
(1)

(b) Water vapour is lost from leaves. Water loss causes a leaf to lose mass.

The graph shows how the masses of leaves from two plant species, P and Q,
changed over several hours. Both leaves were kept in the same conditions.

Page 43 of 82
(i) What was the mass of the leaf of species Q at 0 hours?

____________________ grams
(1)

(ii) What was the difference between the mass of the leaf of species P and the
mass of the leaf of species Q after 5 hours?

____________________ grams
(1)

(iii) The leaf of species Q lost water at a faster rate than the leaf of species P.

Suggest one reason why.

______________________________________________________________

______________________________________________________________
(1)

(iv) Which weather conditions would cause the greatest rate of loss of mass for
both species P and species Q?

Tick ( ) one box in the table.

Weather conditions

Page 44 of 82
Temperature
Still air or wind Tick ( )
in °C

Wind 30

Still air 30

Wind 20
(1)

In very hot, dry conditions, the stomata close.

anaerobic respiration.

This is to prevent breathing.

wilting.
(1)
(Total 6 marks)

Q25.
This is part of an article about food additives.

THE PERIL OF FOOD ADDITIVES

Some orange drinks contain the additives E102 (Tartrazine),
E104 (Quinoline Yellow) and E110 (Sunset Yellow).
These three additives are thought to cause hyperactivity in children.

(a) Tick ( ) two reasons why a manufacturer of orange drinks uses these additives.

Reason Tick ( )

to make the drink healthier

to improve the appearance of the drink

because they are permitted colours

because they are expensive

(2)

(b) A scientist tested an orange drink to find out if it contained these additives.
The result of the test is shown.

Page 45 of 82
(i) Draw a ring around the correct answer to complete the sentence.

chromatography.

The test that the scientist did is called cracking.

distillation.
(1)

(ii) How many coloured additives are there in the orange drink? _____________
(1)

(iii) The scientist concluded that the orange drink contained only one of the
additives E102, E104 and E110.

Explain why.

______________________________________________________________

______________________________________________________________
(2)
(Total 6 marks)

Q26.
The diagram shows part of a plant root. A large number of structures like the ones labelled
X grow out of the surface of the root.

Page 46 of 82
(a) (i) What is the name of structure X?

Draw a ring around one answer.

root hair stoma villus

(1)

(ii) Name two substances which structure X absorbs from the soil.

1. ____________________________________________________________

2. ____________________________________________________________
(2)

(b) The substances in (a)(ii) are transported from the roots to the leaves. Carbon
dioxide also enters the leaves.

Draw a ring round the correct answer to complete each sentence.

alveoli.

(i) Carbon dioxide enters leaves through stomata.

villi.
(1)

active transport.

(ii) Carbon dioxide enters leaf cells by diffusion.

reabsorption.
(1)
(Total 5 marks)

Q27.
A gardener grows tomatoes.

He wants to find out how to get the biggest mass of tomatoes.

He plants different varieties of tomato against different walls in his garden.

Page 47 of 82
Use these results to answer the questions.

(a) The gardener wants his test to be fair.

Name one condition which he should keep the same for all his tomato plants.

___________________________________________________________________

___________________________________________________________________
(1)

(b) The table shows the gardener’s results.

Variety of
Sungold Sungold Sungold Sungold Nugget Champion
tomato plant

Wall they were

planted North West South East East East
against

Mean mass of
tomatoes
produced in 3.5 3.0 1.2 2.5 3.2 2.7
kilograms per
plant

(i) To obtain the biggest mass of tomatoes, against which wall is it best to grow
the tomato plants?

Tick ( ) one box.

North wall

Page 48 of 82
South wall

East wall

West wall

(1)

(ii) To obtain the biggest mass of tomatoes, which variety of tomato plant would it
be best to grow?

______________________________________________________________
(1)

Give one way in which the test was not fair.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 4 marks)

Q28.
The result of a process used to detect and identify the colours in two foods, A and B, is
shown.

(i) Describe the differences between the colours used in food A and food B.

___________________________________________________________________

Page 49 of 82
___________________________________________________________________
(2)

(ii) Tick ( ) the name of the process used to detect and identify colours in food.

Process ( )

chromatography

extraction

hardening
(1)
(Total 3 marks)

Q29.
The diagram shows bushes in a hedge growing near to a house.

The bushes were the same species and the same age.

(a) (i) The student said, “I have noticed that the short bushes grow next to the
house. I think that the more light the bushes get, the faster they will grow.”

Draw lines to match each of the student’s statements to the correct term.

Draw only two lines.

Page 50 of 82
(2)

(ii) Complete the word equation for photosynthesis.

__ + water (+ light energy) → _ + oxygen

(2)

(b) The student decided to investigate the effect of light intensity on the rate of
photosynthesis.

She used the apparatus shown in the diagram.

She measured the rate of photosynthesis by counting the number of gas bubbles
given off each minute.

(i) Suggest how the student varied the intensity of the light received by the
pondweed.

______________________________________________________________

______________________________________________________________
(1)

(ii) The student’s results are shown on the graph.

Page 51 of 82
Describe the pattern shown on the graph.

______________________________________________________________

______________________________________________________________
(2)

(iii) This is what the student wrote for her conclusion.

“Increasing the light intensity increases the rate of photosynthesis of the

pondweed.”

Why was her conclusion incomplete?

______________________________________________________________

______________________________________________________________
(1)
(Total 8 marks)

Q30.
Green plants are able to make their own food.

Complete each sentence by drawing a ring around the correct answer in the box.

diffusion

(a) Green plants make their own food during the process of photosynthesis

respiration
(1)

(b) This process can be summarised by the equation:

Page 52 of 82
mineral salts

carbon dioxide + water → glucose + light

oxygen
(1)

chlorophyll

light
(1)

chlorophyll

(d) Some of the food made by plants is stored as insoluble glucose

starch
(1)
(Total 4 marks)

Q31.
(a) The diagram shows a section through a plant leaf.
Water evaporates from cell X.

(i) On the diagram, draw an arrow to show how water vapour from cell X gets
out of the leaf.
(1)

(ii) Name the process by which water vapour is lost from a leaf.

Draw a circle around one answer.

Page 53 of 82
osmosis transpiration wilting

(1)

(b) The graph shows how much water was lost from a plant at different times of the
day.

(i) During which 2-hour period was water lost most quickly?

______________________________________________________________
(1)

(ii) Give one possible explanation why water was lost most quickly at this time.

______________________________________________________________

______________________________________________________________
(2)
(Total 5 marks)

Q32.

Page 54 of 82
Photosynthesis takes place in green plants.

(a) Name the substance that combines with water in photosynthesis.

___________________________________________________________________
(1)

(b) Where does water enter the plant?

___________________________________________________________________
(1)

(c) Name two products of photosynthesis.

___________________________________________________________________
(2)

(d) Variegated leaves have areas that are green and areas that are white. Some
students used variegated leaves to investigate photosynthesis.

• They covered a variegated leaf with a black paper shape.

• The leaf was left in a sunny place.
• They tested the leaf for starch.
• The results were compared with a leaf that was not covered.

Start present after test

Area of the leaf
tested
covered uncovered

Green area no yes

White area no no

Explain why starch was present in only one of the tests.

___________________________________________________________________

Page 55 of 82
___________________________________________________________________

___________________________________________________________________
(4)
(Total 8 marks)

Q33.
(a) Plants make their own food by photosynthesis.

Use the following words to fill in the gaps. You can use each word once or not at
all.

carbon chlorophyll cytoplasm light nitrogen

oxygen sound starch water

During photosynthesis _________ dioxide and _

are converted into glucose and ____________________ . The energy needed to do

this is ____________________ energy which is trapped by a green pigment called

_____________________ .

The plant can change the glucose into ___________________ which is insoluble so

it can be stored.
(6)

(b) Which part of a plant is adapted for photosynthesis?

___________________________________________________________________
(1)

1. _________________________________________________________________

___________________________________________________________________

Page 56 of 82
2. _________________________________________________________________

___________________________________________________________________
(2)

(d) Describe one way you could speed up photosynthesis.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 10 marks)

Q34.
Chromatography was carried out on a sample of soft drinks to check that they contained
only colours that were safe. This is the result.

Safe colours Colours from the soft drinks

What conclusions about the safety of the colours in the soft drinks A, B, C and D can be
made from the results shown by chromatography?

_______________________________________________________________________

_______________________________________________________________________
(Total 2 marks)

Q35.
The diagram shows how a leaf of a green plant makes glucose.

(a) Use words from the box to complete the labels on the diagram. You may use each
word once or not at all.

carbon dioxide chlorophyll glucose heat

light oxygen water

Page 57 of 82
(5)

(b) (i) Compete the following sentence.

Glucose in food is a type of _________ . When we eat it, it gives us energy.

(1)

(ii) The plant turns some of the glucose into starch. Why is starch useful to the
plant?

______________________________________________________________

______________________________________________________________
(1)

(iii) What does the plant do with the rest of the glucose?

______________________________________________________________
(1)

Page 58 of 82
(ii) Give one way that leaves are adapted to do this process.

______________________________________________________________
(1)
(Total 10 marks)

Page 59 of 82
Mark schemes

Q1.
(a) glucose
1

oxygen
1
extra ticks negates marks

(b) count the number of bubbles produced in 1 minute

measure the volume of gas produced in 30 seconds

1
extra ticks negates marks

(c) any one from:

• to control the temperature
allow so pondweed / solution did not warm up

• temperature affects the rate of photosynthesis

allow correct description of effect of temperature
on rate
allow high temperatures denature enzymes
ignore references to limiting factors
1
ignore reference to ‘it’

(d) 52
1

(e) all points plotted correctly

allow ± ½ a square
allow 1 mark for three points correctly plotted
2

smooth curve drawn through all points

ignore extensions of line / curve unless
inconsistent with line / curve drawn
1
(where a bar chart has been plotted)
allow 1 mark for all bars plotted correctly
if points are plotted as well as bars, ignore bars

(f) any one from:

• the nearer the light source to the pondweed the faster the rate of
photosynthesis
allow the nearer the light source to the pondweed
the faster the bubbles produced

• the greater the light intensity the faster the rate of photosynthesis
allow the greater the light intensity the faster the
bubbles produced

Page 60 of 82
allow the closer the light source the more the
plant photosynthesises
ignore more bubbles are produced with no
reference to rate
allow oxygen for bubbles
do not accept carbon dioxide
1
allow converse statements for all marking points
[10]

Q2.
(a) red and blue
1

unknown
1
both needed for the mark

(b) red
ignore black
1

travels least far

dependent on correct colour allow closest to the
start line
1

(c) distance moved by green colour = 12 mm

allow 10 to 14 mm
1

distance moved by solvent = 36 mm

allow 35 to 36 mm
1

allow correct substitution of student’s

measurements
1

Rf value = 0.33
allow correct answer from student’s
measurements for 2 marks
1
[8]

Q3.
(a) stoma / stomata
ignore pore
1

(b) guard (cell)

Page 61 of 82
1

transpiration
1

(d) increasing temperature

increasing wind speed

(e) any one from:

• for photosynthesis
• to bring mineral (ions) into / up the plant
allow correctly named ions e.g. nitrates

• translocation
allow to cool the plant
1

(f) any one from:

• decreased transpiration
allow no transpiration

• less water lost

allow no water lost
1

(g)
1

0.015 (millimetres)
1

15 (micrometres)
allow 1 mark for incorrect width × 1000
1
an answer of 15 (micrometres) scores 3 marks
[11]

Q4.
(a) (wear safety) goggles
allow (wear) safety glasses
allow (wear) eye protection
allow keep ethanol away from flame or in a water
bath
allow use tweezers or a glass rod to remove leaf
from ethanol / water
ignore gloves
1

Page 62 of 82
(b) iodine solution
1

(d) separate
1

mobile
1
in this order only

(e)
allow 0.154545 or correctly rounded answer
1

= 0.15
allow an answer from an incorrect calculation
correctly given to 2 significant figures
1
an answer of 0.15 scores 2 marks

(f) carotene
1
[8]

Q5.
(a) chlorophyll
ignore chloroplast
1

(b)
do not accept more than one line from each method
1
1

(d) (6200 – (3300 + 1750) =) 1150 (Mg)

(e) 1150 × 1000 = 1150000 (kg)

(f) power stations use less coal

(g) less sulfur dioxide from all sources / total

Page 63 of 82
1

(h) any one from:

• data only shown from 1970
• fewer power stations (therefore fewer emissions)
1

(i) less sulfur dioxide

less acid rain

(that) destroyed fungus / spores

1
[11]

Q6.
(a) only one spot (on the chromatogram)
1

(b) (distance moved by substance =) 4.2 (cm) and (distance moved by solvent =) 9.4
(cm)
allow in range 4.0–4.4 (for substance)
1

0.4468
1

0.45
allow answer in range 0.43 to 0.47
1

(c) (made of) three substances

two are unknown

one is cocaine
1
[8]

Q7.
(a) start line drawn in ink
1

(so) line would run

start line below solvent level

Page 64 of 82
(so) samples would wash off
1

(b) red and blue

both colours needed
1

travels furthest up the paper

(d) distance moved by red ink 13 ±1

measurements in cm max 1 mark for mps 1 and 2
1

distance from start line to solvent front 44 ±1

correct substitution
1
allow ecf from Table 4

correct answer
1
range if correct is 0.27 to 0.33

to 2 significant figures
1

(e) moves further or nearer the top of the paper

1
[13]

Q8.
(a) (i) LHS = water
accept H2O
do not accept H2O / H2O
1

RHS = oxygen
accept O2
do not accept O / O2 / O2
1

(ii) light / sunlight

ignore solar / sun / sunshine
do not allow thermal / heat
1

(iii) chloroplasts
allow chlorophyll
1

(b) (i) 20

Page 65 of 82
1

(ii) any one from:

• light (intensity)
• temperature.
1

(c) (i) To increase the rate of growth of the tomato plants

(ii) Because it would cost more money than using 0.08%

Because it would not increase the rate of photosynthesis of the tomato

plants any further
1
[9]

Q9.
(a) (i) water / H2O
accept oxygen
allow H2O
do not allow H2O or H2O
1

(ii) the mineral ions are absorbed by active transport

the absorption of mineral ions needs energy

(iii) have (many root) hairs

(which) give a large surface area (for absorption)

(b) carbon dioxide in

or
oxygen out
or

control water loss

accept gas exchange
ignore gases in and out
ignore gain / lose water
1

(c) (i) guard cells

(ii) (stomata are) closed

allow there is no gap / space
1

(iii) plant will wilt / droop

ignore die

Page 66 of 82
1
[9]

Q10.
(a) chlorophyll is needed for photosynthesis
1

light is needed for photosynthesis

(b) increases
1

levels off / reaches a maximum / remains constant / stays the same / plateaus
do not allow stops / stationary / peaks
allow stops increasing
1

goes up to / reaches a maximum / levels off at (a rate of) 200 (arbitrary units)
or
levels off at 225 – 240 (light units)
ignore references to other numerical values
1

(c) (i) higher light intensity does not increase rate of photosynthesis
accept the graph stays level (above this value)
allow stops increasing
allow the rate of photosynthesis stays the same (above this
value)
1

(ii) any two from:

• carbon dioxide (concentration)

• temperature / heat
• (amount of) chlorophyll / chloroplasts
allow water
allow ions / nutrients
ignore ref to surface area of the leaf
2
[8]

Q11.
(a) (i) xylem
1

(ii) phloem
1

(iii) transpiration
1

(iv) stomata
1

Page 67 of 82
(b) (i) any one from:

• reduce / prevent evaporation of water from flask

• holds plant shoot in place
• prevent damage to the plant
1

(ii) same surface area or number of leaves

(because if they used larger / smaller size shoots) there
would be a larger / smaller surface area or a larger/ smaller
number of leaves
allow same number of stomata
1

from which (the same amount of) water evaporates

(and therefore) more / less water would escape
allow from which water escapes
1

(iii) 4.5
look for answer written in table
1

(iv) increasing temperature / heat increases (rate of) water loss / evaporation
1

(v) having moving air / a fan increases (rate of) water loss / evaporation
1

(c) (i) 0.3 g

(ii) plastic bag reduces air flow across leaves

or
air is humid around the leaves
allow plastic bag stops water (vapour) leaving
allow air (in plastic bag) becomes saturated (with water)
1
[12]

Q12.
(a) (i) wind
answers in either order
1

temperature
ignore weather
1

(ii) different plants have different sizes

ignore reference to validity

/ different numbers of leaves

/ different sizes of leaves
/ different plants take up different amounts of water
/ different number of stomata

Page 68 of 82
/ different surface area
allow different plants need different amounts of water
1

(b) in table, in sequence:

C
B
A
all 3 correct = 2 marks
2 correct = 1 mark
0 or 1 correct = 0 marks
max 2

Q13.
(a) oxygen
allow O2 / O2
do not accept O2 or O
1

(b) (i) light

(ii) chlorophyll
1

(iii) decrease
1

(c) any three from:

• for respiration / energy

do not accept use energy for photosynthesis
• to make cellulose / starch
accept named carbohydrate other than glucose
• to make lipid / fat / oil
accept fatty acid / glycerol
• to make protein
accept named protein / amino acid / named amino acid
• to build big molecules from small molecules / metabolism
if no other marks awarded for making molecules allow 1
mark for growth / repair / new cells
3
[7]

Q14.
(a) xylem and phloem
either order
allow words ringed in box

Page 69 of 82
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]

Q15.
(a) (i) root hairs
if clear which word then allow
1

(ii) xylem
if clear which word then allow
1

(iii) stomata
if clear which word then allow
1

(iv) storage organs

in this order
1

phloem
1

(b) (i) 23.2

(ii) loss of water (from flask with plant) from leaves / plant
1

via transpiration / via evaporation

if no other marks allow used in
photosynthesis for one mark
1
[8]

Q16.

Page 70 of 82
(a) additive
1

(b) colour 3 is a mixture of colours 1 and 2

any two from:

accept E-number or additive instead of colour
ignore comments about height / level
1

• colour 1 is made up of only one colour / dye

• colour 2 is made up of only one colour / dye

• colour 3 is made up of two colours / dyes

or
more colours (than colours 1 and 2)
2
[4]

Q17.
(a) water
1

oxygen
in this order only
accept correct chemical symbols
allow H2O / OH2
1

(b) allow light (in / through) / need light

do not accept attracts light
ignore heat / moisture / carbon dioxide
ignore so the plants can be seen
accept the converse, ie the black plastic bag would not let
light in (1)
1

for photosynthesis / make sugar / glucose

so there would be no photosynthesis (1)
do not allow make food unqualified
1

(c) Increase (in leaves / new leaves)

ignore growth unqualified
1

(then) level off or number of (new) leaves (then) stays the same
1

numerical statement eg max at 3 tablets / 5 (new) leaves

should refer to one of the first two marking points
for every extra tablet get 1 extra leaf = 2 marks
for every extra tablet get 1 extra leaf then it levels off = 3

Page 71 of 82
marks
1
[7]

Q18.
(a) transpiration
1

(b) (i) 200

correct answer with or without working
if answer incorrect:
allow 1 mark for 8 × 25 or
allow 1 mark for answer from candidate’s count × 25
2

(ii) R
allow P or Q if candidate’s answer to (b)(i) nearer to value for
one of those
do not allow R if the answer to (b)(i) would give an answer of
P or Q
allow R if (b)(i) is blank
1

(iii) few stomat

allow no stomata on upper surface / all stomata on lower
surface
1

little / less transpiration or little / less water (vapour) loss / enable water to be
retained
allow no water loss from upper surface
1
[6]

Q19.
(a) (LHS) water / H2O
allow H2O
do not accept H2O
1

(RHS) glucose / sugar / C6H12O6

allow starch / carbohydrate
allow C6H12O6
do not accept C6H12O6
1

(b) (i) 1 arbitrary unit

extra box ticked – cancel
1

(ii) 210
1

(iii) carbon dioxide / CO2 / CO2

Page 72 of 82
or
temperature / heat / warmth
do not accept CO2
ignore mineral ions
ignore water
1
[5]

Q20.
(a) transpiration
1

(b) increase then decrease

maximum rate at 36 - 38 (°C ) / 540 - 560 (grams per day)

any figure in these ranges
1

(c) (i) reduce water loss / prevent wilting

allow stops water loss
1

(ii) 40 - 45 °C
1
[5]

Q21.
(a) (i) chromatography
1

(ii) 3 / three
1

(iii) the colour / E104 is not on the same level as any of the colours in the food
accept E104 does not match
1

(b) (i) to improve the appearance of the food

ignore adds yellow / colour
ignore taste / flavour
1

(ii) further / or different tests (for harmful effects) or obtain more evidence
(that it is harmful)
allow do a survey / study
1
[5]

Q22.
(a) (i) tissue
extra box ticked cancels the mark

Page 73 of 82
1

(ii) organ
extra ring drawn cancels the mark
1

(b) (i) Layer B

each extra box ticked cancels 1 mark
1

Layer C
1

(ii) (contain) chloroplasts / chlorophyll

other parts disqualify
1

(c)

two correct = 2 marks

one correct = 1 mark
extra line from a part of a cell cancels the mark
2
[7]

Q23.
(a) add mineral ions to the soil
extra box ticked cancels the mark
1

(b) increasing the temperature

each extra box ticked cancels 1 mark
1

turning lights on at night

1
[3]

Page 74 of 82
Q24.
(a) guard cells
1

(b) (i) 2.00 / 2.0 / 2

(ii) 0.05 or 1/20

(iii) (Q has)
it = Q

large(r) surface area / more stomata / thinner cuticle / larger leaves

accept other sensible answers
1

(iv) wind 30
extra box ticked cancels the mark
1

Q25.
(a) to improve the appearance of the drink
1

because they are permitted colours

(b) (i) chromatography

(ii) three / 3
1

(iii) because one colour / spot / E102 matched

because the other / two colours / spots / E104 and E110 did not match
if no other mark awarded allow because the drink did not
contain E104 and E110 or because the drink contained
E102 for 1 mark
accept only E102 matched for 2 marks
1
[6]

Q26.
(a) (i) root hair
1

(ii) any two from:

Page 75 of 82
ignore food

• water

• ions / minerals / nutrients / salts / correct named eg nitrates

ignore N,P,K

• oxygen
2

(b) (i) stomata

(ii) diffusion
1
[5]

Q27.
(a) any one from:

• (type of / amount of) soil / minerals / nutrients / pH

• amount of water / time of watering

• space between plants / plants and wall

• time for growth

list principle
ignore carbon dioxide / same number of plants / food
do not allow temperature / light / exposure to wind
1

(b) (i) North wall

(ii) nugget
list principle
1

Q28.
(i) any two from:

• A has four colours(*)

• B has three colours(*)

(*) if first two bullets not stated
accept A has more colours (than B) or B has less colours
(than A) for 1 mark only

• A / B have two colours the same

Page 76 of 82
• B has one different colour
2

(ii) chromatography
1
[3]

Q29.
(a) (i)

both correct = 2 marks

one correct = 1 mark
extra line from a statement cancels the mark
2

(ii) 1st space: carbon dioxide

allow CO2 (ignore superscript)
do not allow CO alone
1

2nd space: glucose / sugar / starch / carbohydrate

(b) (i) any one from:

• move lamp or change distance between lamp and plant

ignore measure the distance

• change wattage / power of (light) bulb

do not accept just “change bulb”

• change voltage / power supply to the (light) bulb

• change the number of lamps

• put translucent material between lamp and plant

accept examples, eg tracing paper / filters
do not accept coloured filters
1

(ii) rises

Page 77 of 82
1

levels off
ignore numbers
1

(iii) idea that it levels off

does not increase at all light intensities

it only increases to a certain amount

answers should relate to photosynthesis and not to bubbling
1
[8]

Q30.
(a) photosynthesis
1

(b) oxygen
1

(d) starch
1
[4]

Q31.
(a) (i) on diagram:

arrow drawn from cell X, through air space and out through
stoma above stoma
1

(ii) transpiration
1

(b) (i) 13 – 15
ignore units
1

(ii) any two from:

• warmest / hottest / brightest time of day

accept warmer / hotter or sun higher in sky

Page 78 of 82
• water evaporates fastest

• stomata open / more open

2
[5]

Q32.
(a) carbon dioxide/CO2
1

(b) through the roots/root hairs

do not accept leaves
1

sugar/glucose/other named sugar/starch/carbohydrate

(d) award one mark for each mark point

n.b. accept chloroplast for chlorophyll
n.b. credit the candidate who answers in terms of the white
areas of the leaf

chlorophyll is green
e.g. green areas have chlorophyll
1

chlorophyll/green is needed for photosynthesis

e.g. it is only in green areas that
photosynthesis can take place
after this point do not penalise a candidate if they do not
refer to photosynthesis
1

light is needed
e.g. it does not happen in the dark
do not accept sunshine/sun
1

photosynthesis produces/makes starch

e.g. starch is made
so
e.g. ‘you need light to make starch’ scores 3rd and 4th
marking points
‘you need chlorophyll and light for photosynthesis’ scores on
the 2nd and 3rd marking points
‘photosynthesis makes starch and you need green leaves
and light for it to work’ scores
on the 2nd, 3rd and 4th marking points
1
[8]

Page 79 of 82
Q33.
(a) carbon
water
oxygen

light

chlorophyll

starch
1 mark each
6

(b) leaf (or named part of leaf)

or
chloroplasts
accept anywhere green
do not credit chlorophyll unless qualified
1

(c) water through the roots

or
root hairs
or
by osmosis
do not credit where the candidate is unclear about which is
which
1

CO2 through the leaf

or
stomata
or
by diffusion
1

(d) any one point:

increased CO2 concentration

increased water supply
increased temperature (up to a point)
increased light (intensity)
accept altered light quality by less green or increasing other
colours
accept increased duration of exposure to light
do not credit sun or sunshine
accept CO2 from respiration
1

[10]

Q34.
drinks / colours B and C are safe
1

Page 80 of 82
drinks / colours A and D are not safe
accept a pair of one safe colour and one not safe colour
identified for 1 mark
accept A, B, C and D all contain one safe colour for 1 mark
ignore references to shading
1
[2]

Q35.
(a)

(b) (i) sugar or carbohydrate

(ii) it can be stored or it is insoluble

accept it has no osmotic effect
1

(iii) any one from:

respires it or releases or transfers
energy
turns it or stores it as fructose or
sucrose or lipid or protein or
cellulose
1

(c) (i) photosynthesis

(ii) any one from:

flat surface
stomata
thin
chloroplasts
veins
large surface area
air spaces
do not accept chlorophyll
1

Page 81 of 82
[10]

Page 82 of 82
Q1.
The diagram below shows a sweet potato plant.

The sweet potatoes grow underground and can be cooked and eaten.

The table below shows some of the nutrients in cooked sweet potato.

Mass in grams per 100 grams of

Nutrient
cooked sweet potato

Water 73.83

Protein 2.01

Fat 0.15

Total carbohydrate 20.71

of which sugars 6.55

Fibre 3.30

(a) After cooked sweet potato is digested, sugars (including glucose) pass into the
blood.

Give two other soluble molecules that would pass into the blood after cooked sweet
potato is digested.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

Page 1 of 86
(b) Calculate the mass of sugars in 180 g of cooked sweet potato.

Use the information from the table above.

___________________________________________________________________

Mass of sugars = _____________________ g

(1)

(c) The sweet potatoes found underground contain starch.

Explain how starch in the sweet potato is produced from carbon dioxide in the air.

___________________________________________________________________

___________________________________________________________________
(6)
(Total 9 marks)

Q2.
Plants make glucose by photosynthesis.

(a) Complete the word equation for photosynthesis.

+ → glucose + __

(1)

(b) What is the name of the chemical that makes a leaf look green?

Tick one box.

Cellulose

Page 2 of 86
Chlorophyll

Chloroplast

Chromosome

(1)

How does the presence of starch show that photosynthesis has taken place?

___________________________________________________________________

___________________________________________________________________
(1)

A student investigated where starch was made in a leaf.

She used a leaf that was part green and part white as shown in the diagram.

This is the method used.

1. Put the leaf in boiling water for 1 minute.

Reason: stops all chemical reactions in the leaf.

2. Transfer the leaf to boiling ethanol for 5 minutes.

Reason: removes the green colour.

3. Dip the leaf in hot water.

Reason: softens the leaf.

4. Spread the leaf on a white tile and test with iodine solution.
Reason: stains any starch.

(d) If the chemical reactions in the leaf were not stopped, the amount of starch in the
leaf would decrease.

Give the reason why.

___________________________________________________________________

Page 3 of 86
(1)

(e) Suggest why it is important to remove the green colour from the leaf before adding
iodine solution.

___________________________________________________________________

___________________________________________________________________
(1)

(f) Ethanol is flammable.

The student wore safety goggles when testing the leaf for starch.

Give one other safety precaution the student should have taken.

___________________________________________________________________

___________________________________________________________________
(1)

(g) Look at the leaf in the diagram.

What colour would part A and part B stain with iodine solution after the starch test?

A ____________________

B ____________________
(2)
(Total 8 marks)

Q3.
Students investigated the effect of light intensity on the rate of photosynthesis in
pondweed.

The diagram shows the equipment the students used.

This is the method used.

1. Place the lamp 50 cm from the pondweed.

2. Count the number of bubbles of gas released in two minutes.

Page 4 of 86
3. Repeat steps 1–2 with the lamp at different distances from the pondweed.

(a) The students could not make a firm conclusion because their method did not control
enough variables.

Give two variables the students have not controlled that would affect the rate of
photosynthesis.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

The table shows the students’ results.

Distance of Number of bubbles released in two

lamp from the minutes
pondweed in
cm 1 2 3 4 Mean

50 5 8 6 5 6

40 10 8 9 4 9

30 12 12 15 17 14

20 25 17 23 24 24

10 22 34 31 31 X

(b) Calculate the mean rate of bubbles produced per minute when the lamp was 10 cm
from the pondweed.

___________________________________________________________________

Mean rate = ____________________ bubbles per minute

(3)

(c) The mean number of bubbles released when the lamp was 30 cm away from the
plant was greater than when the lamp was 50 cm away.

How many times greater?

___________________________________________________________________

Number of times greater = ____________________

(1)

Page 5 of 86
(d) The students wanted to find out if different wavelengths of light affect the number of
bubbles released.

Describe how the method could be adapted to find the effect of different
wavelengths of light.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 8 marks)

Q4.
Chromatography can be used to find out what substances a drug contains.

The diagram shows a chromatogram for seven different drugs.

(a) Calculate the Rf value of drug G.

___________________________________________________________________

Rf value = ____________________

Page 6 of 86
(4)

(b) Describe what the diagram shows about drug D.

___________________________________________________________________

___________________________________________________________________
(3)

Give a reason for your answer.

___________________________________________________________________

___________________________________________________________________
(1)

(d) Explain the result for drug F.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 10 marks)

Q5.
Plants absorb light to photosynthesise.

(a) What is the correct word equation for photosynthesis?

Tick one box.

carbon dioxide + glucose oxygen + water

glucose + oxygen carbon dioxide + water

oxygen + water carbon dioxide + glucose

Page 7 of 86
water + carbon dioxide oxygen + glucose

(1)

(b) Figure 1 shows some of the apparatus that can be used to measure the rate of
photosynthesis.

Figure 1

The rate of photosynthesis in the pondweed is affected by different colours of light.

Describe a method you could use to investigate this.

You should include:

• what you would measure

• variables you would control.

___________________________________________________________________

Page 8 of 86
(6)

(c) A scientist carried out a similar investigation.

Her results are shown in Figure 2.

Figure 2

The scientist said:

‘Light stops being a limiting factor at a light intensity of 20 units.’

Give evidence from Figure 2 to support this statement.

___________________________________________________________________

___________________________________________________________________
(1)

(d) What could be limiting the rate of photosynthesis at a light intensity of 25 units?

Give one factor.

___________________________________________________________________
(1)
(Total 9 marks)

Q6.
In this question you will be assessed on using good English, organising
information clearly and using specialist terms where appropriate.

Page 9 of 86
Light intensity, carbon dioxide concentration and temperature are three factors that affect
the rate of photosynthesis.

How would you investigate the effect of light intensity on the rate of photosynthesis?

The image below shows some of the apparatus you might use.

You should include details of:

• how you would set up the apparatus and the materials you would use

• the measurements you would make

• how you could make this a fair test.

_______________________________________________________________________

Page 10 of 86
_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 6 marks)

Q7.
Carbon dioxide enters a plant through stomata on the leaves.

(a) Name the cells that control the size of the stomata.

___________________________________________________________________
(1)

(b) Scientists grew tomato plants in air containing different concentrations of carbon
dioxide.

The scientists recorded the number of stomata found on the lower surface of the
leaves of plants grown at each carbon dioxide concentration.

The graph below shows the results.

(i) Describe the relationship between the mean number of stomata per mm2 and
carbon dioxide concentration.

______________________________________________________________

Page 11 of 86
______________________________________________________________
(2)

(ii) Suggest a reason for the relationship you described in part (b)(i).

______________________________________________________________

______________________________________________________________
(1)

______________________________________________________________

______________________________________________________________
(1)

(ii) Suggest one environmental condition where a large number of stomata per
mm2 on each leaf would be a disadvantage.

______________________________________________________________

______________________________________________________________
(1)
(Total 6 marks)

Q8.
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.

Page 12 of 86
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.

_______________________________________________________________________

Page 13 of 86
_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 6 marks)

Q9.
A potometer is a piece of apparatus that can be used to measure water uptake by a leafy
shoot.

Figure 1 shows a potometer.

Figure 1

Some students used a potometer like the one shown in Figure 1.

• They measured the water taken up by a shoot in normal conditions in a classroom.

• As the water was taken up by the shoot, the level of water in the capillary tube went
down.

• The students recorded the level of the water in the capillary tube at 2-minute
intervals for 10 minutes.

Table 1 shows the students’ results.

Table 1

Page 14 of 86
Time in minutes 0 2 4 6 8 10

Level of water (on scale) in

2.5 3.6 4.4 5.4 6.5 7.5
capillary tube in mm

The area of the cross section of the capillary tube was 0.8 mm2.

(a) (i) Complete the following calculation to find the volume of water taken up by the
shoot in mm3 per minute.

Distance water moved along the scale in 10 minutes = ______ mm

Volume of water taken up by the shoot in 10 minutes = ______ mm3

Therefore, volume of water taken up by the shoot in 1 minute = ______ mm3

(3)

(ii) The students repeated the investigation but this time placed the
potometer next to a fan blowing air over the leafy shoot.

Suggest how the results would be different. Give a reason for your answer.

______________________________________________________________

______________________________________________________________
(2)

(b) The students repeated the investigation at different temperatures.

The results are shown in Table 2.

Table 2

Temperature Rate of water uptake

in °C in mm3 per minute

10 0

15 0.4

20 1.0

25 2.1

30 3.2

35 4.0

40 4.4

Page 15 of 86
Plot the data from Table 2 on the graph paper in Figure 2.

Choose suitable scales, label both axes and draw a line of best fit.

Figure 2

(5)

Explain your answer.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 13 marks)

Q10.
(a) Complete the equation for photosynthesis. Draw a ring around each correct answer.

hydrogen alcohol

Carbon dioxide + nitrogen light energy glucose + oxygen

Page 16 of 86
water methane
(2)

Some students investigated the effect of light intensity on the rate of photosynthesis
in pondweed.

The diagram shows the apparatus the students used.

The closer the lamp is to the pondweed, the more light the pondweed receives.

The students placed the lamp at different distances, d, from the pondweed.

They counted the number of bubbles of gas released from the pondweed in 1
minute for each distance.

(b) A thermometer was placed in the glass beaker.

Why was it important to use a thermometer in this investigation?

___________________________________________________________________

___________________________________________________________________
(3)

The table shows the students’ results.

Page 17 of 86
Number of bubbles per minute
Distance
d in cm
1 2 3 4 Mean

10 52 52 54 54 53

20 49 51 48 52 50

30 32 30 27 31 30

40 30 10 9 11

(i) Calculate the mean number of bubbles released per minute when the lamp
was 40 cm from the pondweed.

______________________________________________________________

Mean number of bubbles at 40 cm = ______________________

(2)

(ii) On the graph paper below, draw a graph to show the students’ results:

• add a label to the vertical axis

• plot the mean values of the number of bubbles
• draw a line of best fit.

Page 18 of 86
Distance d in cm
(4)

(iii) One student concluded that the rate of photosynthesis was inversely
proportional to the distance of the lamp from the plant.

Does the data support this conclusion?

Explain your answer.

______________________________________________________________

______________________________________________________________
(2)

(d) Light intensity, temperature and concentration of carbon dioxide are factors that
affect the rate of photosynthesis.

Scientists investigated the effects of these three factors on the rate of

photosynthesis in tomato plants growing in a greenhouse.

The graph below shows the scientists’ results.

Light intensity in lux

A farmer in the UK wants to grow tomatoes commercially in a greenhouse.

The farmer read about the scientists’ investigation.

During the growing season for tomatoes in the UK, natural daylight has an intensity
higher than 30 000 lux.

The farmer therefore decided to use the following conditions in his greenhouse

Page 19 of 86
during the day:

• 20°C

• 0.1% CO2

• no extra lighting.

Suggest why the farmer decided to use these conditions for growing the tomatoes.

You should use information from the scientists’ graph in your answer.

___________________________________________________________________

___________________________________________________________________
(4)
(Total 17 marks)

Q11.
The image below shows some cells on the lower surface of a leaf.

(a) What are the cells labelled X called?

Draw a ring around the correct answer.

guard cells palisade cells mesophyll cells

(1)

(b) Water loss by evaporation from leaves is called transpiration.

A student set up an experiment to investigate water loss from leaves.

The student:

• took two leaves, A and B, from a plant

• put Vaseline (grease) on both sides of Leaf B; did nothing to Leaf A

• wrote down the mass of each leaf

• attached the leaves onto a string as shown in the diagram below.

Page 21 of 86
Leaf A Leaf B
(no treatment) (both surfaces
covered in Vaseline)

• left the leaves for 48 hours

• wrote down the mass of each leaf again

• calculated the percentage (%) change in mass for each leaf.

(i) Give one variable that the student controlled in this investigation.

______________________________________________________________

______________________________________________________________
(1)

(ii) The mass of Leaf A was 1.60 g at the start of the investigation. After 48 hours
it was 1.28 g.

Calculate the % decrease in mass over 48 hours.

______________________________________________________________

% decrease = __________________
(2)

(c) Vaseline blocks the stomata.

The % change in mass of Leaf B was less than Leaf A after 48 hours.
Explain why.

___________________________________________________________________

___________________________________________________________________
(1)

(d) Give three environmental conditions that would increase transpiration.

1. _________________________________________________________________

2. _________________________________________________________________

3 _________________________________________________________________
(3)
(Total 8 marks)

Page 22 of 86
Q12.
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?

______________________________________________________________

______________________________________________________________
(1)

(ii) Explain why translocation is important to plants.

______________________________________________________________

______________________________________________________________
(2)

Page 23 of 86
(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.

______________________________________________________________

______________________________________________________________
(2)
(Total 9 marks)

Q13.
Chromatography can be used to separate components of a mixture.

(a) A student used paper chromatography to analyse a black food colouring.

The student placed spots of known food colours, A, B, C, D and E, and the black
food colouring on a sheet of chromatography paper.

The student set up the apparatus as shown in Diagram 1.

Diagram 1

Page 24 of 86
The student made two errors in setting up the apparatus.
Identify the two errors and describe the problem each error would cause.

___________________________________________________________________

___________________________________________________________________
(4)

(b) A different student set up the apparatus without making any errors.

The chromatogram in Diagram 2 shows the student’s results.

Diagram 2

Page 25 of 86
(i) What do the results tell you about the composition of the black food colouring?

______________________________________________________________

______________________________________________________________
(2)

(ii) Use Diagram 2 to complete Table 1.

Table 1

Distance in mm

Distance from start line to solvent front ______________

Distance moved by food colour C ______________

(2)

(iii) Use your answers in part (b) (ii) to calculate the Rf value for food colour C.

______________________________________________________________

Rf value = ____________________
(1)

(c) Table 2 gives the results of chromatography experiments that were carried out on
some known food colours, using the same solvent as the students.

Table 2

Distance from
Distance moved
Name of food start line to
by food colour in Rf value
colour solvent front in
mm
mm

Page 26 of 86
Ponceau 4R 62 59 0.95

Carmoisine 74 45 0.61

Fast red 67 27 0.40

Erythrosine 58 17 0.29

Which of the food colours in Table 2 could be food colour C from the
chromatogram?

Give the reason for your answer.

___________________________________________________________________

___________________________________________________________________
(2)

(d) Two types of chromatography are gas chromatography and paper chromatography.

Give one advantage of gas chromatography compared with paper chromatography.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 12 marks)

Q14.
The label shows the ingredients in a drink called Cola.

Cola
Ingredients:

Carbonated water
Sugar
Colouring
Phosphoric acid
Flavouring
Caffeine

(a) (i) The pH of carbonated water is 4.5.

The pH of Cola is 2.9.

Name the ingredient on the label that lowers the pH of Cola to 2.9.

______________________________________________________________
(1)

Page 27 of 86
(ii) Which ion causes the pH to be 2.9?

______________________________________________________________
(1)

(b) A student investigated the food colouring in Cola and in a fruit drink using paper
chromatography.

The chromatogram in the figure below shows the student’s results.

Cola Fruit drink

(i) Complete the sentence.

The start line should be drawn with a ruler and ___________________ .

Give a reason for your answer.

______________________________________________________________

______________________________________________________________
(2)

(ii) Suggest three conclusions you can make from the student’s results.

______________________________________________________________

______________________________________________________________
(3)

Why do different compounds separate in a gas chromatography column?

___________________________________________________________________

Page 28 of 86
(1)

(d) Caffeine is a stimulant.

Large amounts of caffeine can be harmful.

(i) Only one of the questions in the table can be answered by science alone.

Tick ( ) one question.

Question Tick ( )

Should caffeine be an ingredient in

drinks?

Is there caffeine in a certain brand of

drink?

How much caffeine should people drink?

(1)

(ii) Give two reasons why the other questions cannot be answered by science
alone.

Reason 1 ______________________________________________________

______________________________________________________________

Reason 2 ______________________________________________________

______________________________________________________________
(2)
(Total 11 marks)

Q15.
Some students investigated the effect of light intensity on the rate of photosynthesis.

They used the apparatus shown in Diagram 1.

Diagram 1

Page 29 of 86
The students:

• placed the lamp 10 cm from the pondweed

• counted the number of bubbles of gas released from the pondweed in 1

minute

• repeated this for different distances between the lamp and the pondweed.

(a) The lamp gives out heat as well as light.

What could the students do to make sure that heat from the lamp did not affect the
rate of photosynthesis?

___________________________________________________________________

___________________________________________________________________
(1)

(b) The table shows the students’ results.

Number of bubbles
Distance in cm
per minute

10 84

15 84

20 76

40 52

50 26

(i) At distances between 15 cm and 50 cm, light was a limiting factor for
photosynthesis.

What evidence is there for this in the table?

______________________________________________________________

______________________________________________________________
(1)

(ii) Give one factor that could have limited the rate of photosynthesis when the
distance was between 10 cm and 15 cm.

______________________________________________________________
(1)

(c) In this question you will be assessed on using good English, organising information
clearly and using specialist terms where appropriate.

Diagram 2 shows a section through a plant leaf.

Diagram 2

Page 30 of 86
Describe the structure of the leaf and the functions of the tissues in the leaf.

You should use the names of the tissues in your answer.

___________________________________________________________________

___________________________________________________________________
(6)
(Total 9 marks)

Q16.
This question is about photosynthesis.

(a) Plants make glucose during photosynthesis. Some of the glucose is changed into
insoluble starch.

What happens to this starch?

Tick ( ) one box.

Page 31 of 86
The starch is converted into oxygen.

The starch is stored for use later.

The starch is used to make the leaf green.

(1)

(b) A student investigated the effect of temperature on the rate of photosynthesis in

pondweed.

The diagram shows the way the experiment was set up.

(i) The student needed to control some variables to make the investigation fair.

State two variables the student needed to control in this investigation.

1. ____________________________________________________________

2. ____________________________________________________________
(2)

(ii) The bubbles of gas are only produced while photosynthesis is taking place.

What two measurements would the student make to calculate the rate of
photosynthesis?

1. ____________________________________________________________

2. ____________________________________________________________
(2)

Page 32 of 86
Temperature in °C

(i) Name the factor that limits the rate of photosynthesis between the points
labelled A and B on the graph.

______________________________________________________________
(1)

(ii) Suggest which factor, carbon dioxide, oxygen or water, might limit the rate of
photosynthesis between the points labelled C and D on the graph.

______________________________________________________________
(1)
(Total 7 marks)

Q17.
Icing on cakes is tested to check that safe colours were used when they were made.

Page 33 of 86
By Megan Chromik [CC-BY-SA-2.0], via Wikimedia Commons

Paper chromatography is one method of testing which colours are in cake icing.

(a) The diagram shows an experiment a student did.

(i) Suggest why there is a lid on the container.

______________________________________________________________

______________________________________________________________
(1)

(ii) The start line should be drawn in pencil not in ink.

Suggest why.

______________________________________________________________

Page 34 of 86
(1)

(b) The diagram shows the results of the paper chromatography experiment.

(i) How many different food colours were used in the colouring from the cake
icing?

______________________
(1)

(ii) Is the cake icing safe to eat?

Give a reason for your answer.

______________________________________________________________

______________________________________________________________
(1)

(c) Gas chromatography linked to mass spectroscopy is an example of an instrumental

method. This method was used on a mixture of solvents.

(i) Give two advantages of gas chromatography compared with paper

chromatography.

______________________________________________________________

______________________________________________________________
(2)

(ii) What does gas chromatography do to the mixture of solvents?

______________________________________________________________

______________________________________________________________
(1)

Page 35 of 86
(iii) What information does mass spectroscopy give?

______________________________________________________________

______________________________________________________________
(1)
(Total 8 marks)

Q18.
Read the article.

Problem food colourings

Scientists say they have evidence that some
food colourings cause hyperactive behaviour in
young children.

These food colourings are added to some sweets.

W, X, Y and Z are food colourings that may cause hyperactive behaviour in young
children.

A scientist used chromatography to see if these food colourings were used in two sweets,
S and P.

The results are shown on the chromatogram.

(a) Food colourings, such as W, X, Y and Z, are added to some sweets.

Suggest one reason why.

___________________________________________________________________

Page 36 of 86
(1)

(b) In chromatography, the Rf value =

Use the scale on the chromatogram to help you to answer this question.

Which food colouring, W, X, Y or Z, has an Rf value of 0.7?

(1)

___________________________________________________________________

___________________________________________________________________
(3)
(Total 5 marks)

Q19.
A group of pupils investigated the way in which the colour of light affects photosynthesis.

The pupils:

• put a piece of pondweed into a test tube of water

• shone light from a lamp with a red light bulb onto the pondweed

• counted the bubbles of gas produced by the pondweed every minute for three
minutes.

The diagram shows the experiment.

Page 37 of 86
The pupils repeated their experiment using a yellow light bulb, a green light bulb and a
blue light bulb.

(a) (i) What was the independent variable in the investigation?

______________________________________________________________
(1)

(ii) To make the investigation fair the pupils needed to control some variables.

Suggest one variable that the pupils should have controlled during their
investigation.

______________________________________________________________
(1)

(iii) It is better to count the bubbles every minute for three minutes than to count all
the bubbles in three minutes.

Why?

______________________________________________________________

______________________________________________________________
(1)

(b) The table shows the pupils’ results.

Number of bubbles produced in one minute

Colour of bulb
1st minute 2nd minute 3rd minute Mean

Red 24 19 21 21

Yellow 18 14 15 16

Green 6 4 3 4

Blue 32 34 32 33

Algae are tiny organisms that photosynthesise.

In natural light algae grow very quickly on the sides of a fish tank.
The algae make it difficult to see the fish.

(i) What would be the best colour of light bulb to illuminate the fish tank to reduce

Page 38 of 86
the growth of algae?

Use the results in the table to help you to decide.

Draw a ring around one answer.

red yellow green blue

(1)

(ii) Explain why the colour you have chosen is the best.

______________________________________________________________

______________________________________________________________
(2)
(Total 6 marks)

Q20.
The graph shows the rate of transpiration from a plant at different times of the day.

Transpiration occurs mainly in the leaves of a plant.

(a) (i) What is transpiration?

Page 39 of 86
______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) Through which part of a leaf does most transpiration occur?

______________________________________________________________
(1)

(b) In this investigation, the rate of transpiration decreases between 16:00 hours and
19:00 hours.

(i) Calculate the average rate of decrease per hour in the rate of transpiration
over this time.

Show clearly how you work out your answer.

______________________________________________________________

Rate = _______________ arbitrary units per hour

(2)

(ii) Suggest one explanation for the decrease in the rate of transpiration between
16:00 hours and 19:00 hours.

______________________________________________________________

______________________________________________________________
(2)
(Total 7 marks)

Q21.
A student removed three similar leaves from a plant. The student spread petroleum jelly (a
waterproofing substance) on some of the leaves, as follows:

Leaf A: on the lower surface

Leaf B: on the upper surface

Leaf C: none.

Page 40 of 86
The student placed each leaf in a separate beaker. He weighed each beaker at intervals.
The results are shown in the table.

Time Mass of leaf + beaker in grams

in
hours Leaf A Leaf B Leaf C

0 50.00 55.01 51.99

0 49.99 54.95 51.90

3 49.97 54.90 51.85

5 49.95 54.86 51.80

(a
Which leaf, A, B or C, lost most water?
)

(1)

(b) The diagram shows the appearance of the upper and lower surfaces of one of the
leaves under a microscope.

Upper surface of leaf Lower surface of leaf

(i) Name cell X. ____________________

(1)

(ii) The petroleum jelly had a greater effect when it was spread on the lower
surface
than when it was spread on the upper surface.

Use information from the diagram to explain why.

______________________________________________________________

______________________________________________________________
(2)
(Total 4 marks)

Page 41 of 86
Q22.
This question is about photosynthesis.

(a) Plants make glucose during photosynthesis. Some of the glucose is changed into
insoluble starch.

What happens to this starch?

Tick ( ) one box.

The starch is converted into oxygen.

The starch is stored for later use.

The starch is used to make the leaf green.

(1)

(b) A student investigated the effect of temperature on the rate of photosynthesis in

pondweed.

The diagram shows the way the experiment was set up.

(i) The student needed to control some variables to make the investigation fair.

State two of these variables.

1. ____________________________________________________________

2. ____________________________________________________________
(2)

(ii) The bubbles of gas are produced only while photosynthesis is taking place.

What two measurements would the student make to calculate the rate of
photosynthesis?

Page 42 of 86
1. ____________________________________________________________

2. ____________________________________________________________
(2)

(i) Name the factor that limits the rate of photosynthesis between the points
labelled A and B on the graph.

______________________________________________________________
(1)

(ii) Suggest which factor, carbon dioxide, oxygen or water, might limit the rate of
photosynthesis between the points labelled C and D on the graph.

______________________________________________________________
(1)
(Total 7 marks)

Q23.
(a) Name the process by which water is lost from plant leaves.

___________________________________________________________________
(1)

(b) Some students set up the apparatus shown in the diagram to measure the water
loss from a potted plant.

Page 43 of 86
The apparatus was placed in different environmental conditions:

A in still air at 20 °C.

B in still air at 25 °C.
C in a wind at 20 °C.
D in a wind at 25 °C.

Readings from the balance were recorded by a datalogger at 10-minute intervals.

The results are given in the table.

Balance reading in grams

Time in
minutes
A B C D

0 285.6 284.6 282.9 280.9

10 285.3 284.2 282.4 280.2

20 284.9 283.8 281.9 279.4

30 284.7 283.4 281.4 278.8

(i) Under which conditions, A, B, C or D, was water lost most rapidly?

(1)

(ii) Explain, as fully as you can, why water was lost most rapidly under these
conditions.

______________________________________________________________

Page 44 of 86
(2)
(Total 4 marks)

Q24.
(a) (i) Complete the word equation for photosynthesis.

carbon dioxide + (+ light energy) → glucose +

(2)

(ii) Most of the carbon dioxide that a plant uses during photosynthesis is
absorbed from the air.

Give one other source of carbon dioxide for a plant.

Draw a ring around your answer.

the soil respiration in the plant osmosis in the plant water

(1)

A student investigated the conditions that plants need for photosynthesis.

The leaves of the plant he used had green and white parts.

Diagram 1 shows how part of one leaf was covered in black (opaque) card.
The plant was placed in a warm, sunny area and was watered well.
Eight hours later the leaf was removed from the plant and was tested for starch.

The results of the test are shown in Diagram 2, the shaded parts show where starch was
present.

Diagram 1 Diagram 2

(b) Name the two independent variables in this investigation.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

(c) Why was no starch found in:

Page 45 of 86
(i) the part of the leaf labelled A

______________________________________________________________

______________________________________________________________
(1)

(ii) the part of the leaf labelled B?

______________________________________________________________

______________________________________________________________
(1)
(Total 7 marks)

Q25.
A group of students looked at stomata on four different species of plants, A, B, C and D.
They estimated the number of stomata per cm2 on the upper and lower surfaces of the
leaves of the four species.

Their results are shown in the table.

Estimated number of stomata per cm2 of leaf surface

Plant
species
Upper surface of leaf Lower surface of leaf

A 4000 28 000

B 0 800

C 8500 15 000

D 8000 26 000

(a) Which plant species probably lives in a dry region?

Explain the reason for your answer.

___________________________________________________________________

___________________________________________________________________
(3)

(b) All four species have more stomata on the lower surface of their leaves than on the
upper surface.

Page 46 of 86
Suggest how this could help the plants to survive better.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 5 marks)

Q26.
Some farmed salmon have a coloured additive in the food that they are given. This is a
permitted additive that improves the colour of the fish meat.

A sample of the colour is extracted from a salmon.

Explain how paper chromatography could be used to confirm that this is the permitted
additive.

_______________________________________________________________________

_______________________________________________________________________
(Total 3 marks)

Q27.

(a) Suggest why it is important to be able to identify the colour additives in food.

___________________________________________________________________

Page 47 of 86
(1)

(b) A brown colour used in sweets was analysed using chromatography. The results
were compared with those from E104 and E133.

What do the results tell you about the brown colour and its suitability for use in
sweets?

___________________________________________________________________

___________________________________________________________________
(3)

(c) Once all the unsuitable colours are removed, the company claims that its sweets
are now ‘free from artificial colours’.

Does this mean that the sweets contain no additives? Explain your answer.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 6 marks)

Q28.
(a) The equation describes the process of photosynthesis.

carbon dioxide + _ + light energy glucose + _

(i) Write in the names of the two missing substances.

Page 48 of 86
(2)

(ii) Name the green substance which absorbs the light energy.

______________________________________________________________
(1)

(b) (i) In bright sunlight, the concentration of carbon dioxide in the air can limit the
rate of photosynthesis. Explain what this means.

______________________________________________________________

______________________________________________________________
(2)

(ii) Give one environmental factor, other than light intensity and carbon dioxide
concentration, which can limit the rate of photosynthesis.

______________________________________________________________
(1)
(Total 6 marks)

Q29.
Four leaves were removed from the same plant. Petroleum jelly (a waterproofing agent)
was spread onto some of the leaves, as follows:

Leaf A: on both surfaces

Leaf B: on the lower surface only
Leaf C: on the upper surface only
Leaf D: none applied

Each leaf was then placed in a separate beaker, as shown in diagram 1.

Diagram 1

Each beaker was weighed at intervals. The results are shown in the graph.

Page 49 of 86
(a) Give evidence from the graph in answering the following questions.

(i) Which surface (upper or lower) loses water most rapidly? ________________

Evidence ______________________________________________________

______________________________________________________________
(1)

(ii) Is water lost from both surfaces of the leaf? ___________________________

Evidence ______________________________________________________

______________________________________________________________
(1)

(b) Diagram 2 shows the appearance of each surface of the leaf as seen through a
microscope.

Upper Surface of Leaf Lower Surface of Leaf

Page 50 of 86
Diagram 2

(i) Name space X and cell Y.

X _________________________________

Y _________________________________
(2)

(ii) Use information in diagram 2 to explain why the results are different for leaves
B and C.

______________________________________________________________

______________________________________________________________
(2)
(Total 6 marks)

Q30.
(a) Complete the following sentences.

Green plants produce their own food by a process called photosynthesis. In this

process the raw materials are ____________________________ and carbon

dioxide. Glucose and _______________________________ are produced.

__________________________ energy is absorbed by the green substance

called __________________________ .
(4)

(b) Name two things that can happen in the plant to the glucose produced in
photosynthesis.

1. _________________________________________________________________

Page 51 of 86
2. _________________________________________________________________
(2)

(c) Plants need mineral salts.

(i) Through which part do mineral salts get into the plant?

______________________________________________________________
(1)

(ii) Explain why water is important in this process.

______________________________________________________________

______________________________________________________________
(2)

Some students set up water cultures to find out how plants use nitrates.
They had two sets of nutrient solutions.
A full solution provided the plant with all the required nutrients.
The results table shows the average mass of the seedlings after 28 days of growth.

(d) (i) Give a conclusion you could make from these results.

______________________________________________________________

______________________________________________________________
(1)

(ii) Calculate the difference in average mass caused by the addition of nitrates to
the culture solution.

______________________________________________________________

Page 52 of 86
(1)

(iii) What are nitrates used for in the seedling?

______________________________________________________________
(1)

(iv) Some factors need to be controlled to keep this test fair. Name two of them.

1. ____________________________________________________________

2. ____________________________________________________________
(2)

(v) Suggest one way you could improve the experiment.

______________________________________________________________
(1)
(Total 15 marks)

Q31.
(a) Photosynthesis is a process that takes place in green plants.

(i) What type of energy is needed for this process?

______________________________________________________________
(1)

(ii) What substance in the plant absorbs this energy?

______________________________________________________________
(1)

(iii) In which part of the plant cell does photosynthesis take place?

______________________________________________________________
(1)

(iv) Write a balanced chemical equation for photosynthesis.

_____________________________ → _____________________________

(3)

(b) Describe two ways you could speed up photosynthesis.

___________________________________________________________________

___________________________________________________________________
(2)

(c) The diagram shows the outline of a cross-section of a leaf. Name cells 1 and 2 and
describe how they are involved in photosynthesis.

Page 53 of 86
_________________________________________

_________________________________________

_________________________________________
(4)
(Total 12 marks)

Q32.
Some students set up the following apparatus.

The balances show the same mass at the start of the investigation.

After 24 hours the mass of flask B was the same but the mass of flask A had changed.

(i) Describe and explain the change to the mass of flask A.

___________________________________________________________________

___________________________________________________________________
(3)

(ii) Why did the students need to set up flask B?

Page 54 of 86
___________________________________________________________________

___________________________________________________________________
(1)
(Total 4 marks)

Q33.
Photosynthesis takes place the leaves of green plants.

(a) Write a balanced chemical equation for the formation of glucose by photosynthesis.

___________________________________________________________________
(3)

(b) Describe two ways that the rate of photosynthesis can be decreased without
lowering the temperature.

___________________________________________________________________

___________________________________________________________________
(2)

(c) Some students decided to investigate the effect of temperature on the rate of
photosynthesis in pond weed. They set up the apparatus and altered the
temperature using ice and hot water. The counted the number of bubbles given off
in a minute at different temperatures. They obtained the following results.

(i) Plot the points on the graph.

Page 55 of 86
(3)

(ii) Use your graph to predict the number of bubbles per minute at 25 °C.

______________________________________________________________
(1)

(iii) Suggest a reason why the rate of photosynthesis seems to decrease in this
pondweed after 40 °C.

______________________________________________________________

______________________________________________________________
(1)
(Total 10 marks)

Q34.
A plant with variegated (two-coloured) leaves was left in sunlight for several
hours. Pieces of one of its leaves were then detached (removed) and tested for
sugar. The diagram below shows the results.

Explain, as fully as you can, why the yellow region of the leaf had not produced sugar.

_______________________________________________________________________

Page 56 of 86
_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 2 marks)

Q35.
Green plants make food in their leaves.

(a) From where do the leaves get the energy that they need to make food?

___________________________________________________________________
(1)

(b) The graph shows the effect of temperature on the rate of photosynthesis.

(i) Between which temperatures is the rate of photosynthesis fastest?

_ and _ °C

(1)

(ii) Suggest why the rate of photosynthesis stays the same between these two
temperatures.

______________________________________________________________

______________________________________________________________
(2)

(iii) A greenhouse owner wants to grow lettuces as quickly and cheaply as

possible in winter.

Page 57 of 86
At what temperature should he keep his greenhouse in order to grow the
lettuces as quickly and cheaply as possible?

_______________ °C

Explain your answer.

______________________________________________________________

______________________________________________________________
(3)
(Total 7 marks)

Page 58 of 86
Mark schemes

Q1.
(a) any two from:
• amino acids
• glycerol
• fatty acids
do not accept fat
allow salt / minerals
allow vitamins
2

(b) 11.79 (g)

allow 11.8 (g) or 12 (g)
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

• carbon dioxide enters the leaf through stomata

• glucose / sugars produced by photosynthesis (in leaves)
• some detail of photosynthesis
• transport / translocation (of glucose / sugars)
• in phloem
• glucose is converted to starch
• (starch is a) long chain of glucose / sugar molecules
• starch as storage (of glucose / sugars)
[9]

Q2.
(a) carbon dioxide + water → (glucose) + oxygen
allow reactants in either order
allow correct formulae, balancing not required
1

(b) chlorophyll
1

(c) glucose (produced in photosynthesis) is converted into starch

Page 59 of 86
(d) starch could be broken down (into sugar)
1

(e) so the colour of the iodine solution / result can be seen

(f) any one from:

• turn off Bunsen / flame before collecting ethanol

• use a water bath to heat the ethanol

allow idea that there are no naked flames near the ethanol
1

(g) A orange / brown

B black / blue-black
1
[8]

Q3.
(a) temperature
1

carbon dioxide concentration

allow type of pondweed
allow mass of pondweed
1

(b)
allow 1 mark for

= 16(.0) (bubbles per minute)

allow ecf from incorrect mean
1

(d) place different coloured filters over the lamp bulb

use different coloured light bulbs

keep the lamp the same distance from the pondweed each time
1

Page 60 of 86
[8]

Q4.

(a)
1

5.1 ± 0.1 cm and 6.8 ± 0.1 cm

both measurements from figure
1

0.75
allow answer in range 0.72–0.77
allow ecf from incorrect measurements to final mark for 3
marks
an answer in range of 0.72–0.77 scores 4 marks
1

(b) drug D contains one of the substances in E

drug D contains drug B

(and) a compound not found in any of the other drugs

allow an unknown substance
if no other marks awarded allow 1 mark for it is a mixture/
impure or it contains three substances
1

(c) A as it has travelled the furthest in the solvent

ignore A unqualified
1

(d) spot has stayed on the start line

(because) it is insoluble
1
[10]

Q5.
(a) water + carbon dioxide oxygen + glucose
extra box ticked negates mark
1

(b) Level 3 (5–6 marks):

A coherent method is described with relevant detail, which demonstrates a broad
understanding of the relevant techniques and procedures. The steps in the method
are logically ordered. The method would lead to the production of valid results.

Page 61 of 86
Level 2 (3–4 marks):
The bulk of the method is described with mostly relevant detail, which demonstrates
a reasonable understanding of the relevant scientific techniques and procedures.
The
method may not be in a completely logical order and may be missing some detail.

Level 1 (1–2 marks):

Simple statements are made which demonstrate some understanding of some of the
relevant scientific techniques and procedures. The response may lack a logical
structure and would not lead to the production of valid results.

0 marks:
No relevant content

Indicative content
• description of how the apparatus would be used
• reference to control intensity of light / brightness
• use of ruler to measure distance of light from beaker / pondweed
• reference to varying colour of light or use of different filters
• plant releases gas / oxygen
• measure number of bubbles / volume of gas produced
• same length of time
• reference to control of temperature
• reference to control / supply of carbon dioxide in water
• do repeats and calculate a mean
6

(d) any one from:

• temperature
• carbon dioxide (concentration)
• amount of chlorophyll
allow number of chloroplasts
1
[9]

Q6.
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 apply a ‘best-fit’ approach to the marking.

Level 3 (5–6 marks):

A description of how the apparatus is used to measure the rate of photosynthesis at
different light intensities is given.

For full marks reference must be made to a control variable

or
repeats

Level 2 (3–4 marks):

A description of how the apparatus is set up
and

Page 62 of 86
a description of how photosynthesis can be measured.
or
a description of how light intensity is varied
or
a control variable or any other relevant point

Level 1 (1–2 marks):

A partial description of how the apparatus is set up
or
a description of how light is supplied
or
a simple description of how photosynthesis can be measured.
or
a control variable

0 marks:
No relevant content.

examples of the points made in the response:

• apparatus set up:
– weed in water in beaker
– light shining on beaker
• method of varying the light intensity–eg changing distance of lamp from plant
• method of controlling other variables
– use same pond weed or same length of pond weed
– temperature: water bath or heat screen
– CO2
• leave sufficient time at each new light intensity before measurements taken
• method of measuring photosynthesis – eg counting bubbles of gas released or
collecting gas and measuring volume in a syringe
• measuring rate of photosynthesis by counting bubbles for set period of time
• repetitions

extra information:
allow information in the form of a diagram
[6]

Q7.
(a) guard (cells)
allow phonetic spelling
1

(b) (i) as carbon dioxide (concentration) increases, the (mean) number of stomata
decreases
allow there is a negative correlation
1

(there is a) rapid drop initially

allow use of any number between 1.5 and 3.0 to indicate
“initially”
1

(ii) (there is) more carbon dioxide so plant doesn’t need as many stomata (to
obtain the amount needed)

Page 63 of 86
(there is) less carbon dioxide so the plant needs more stomata (to obtain
enough)
1

(c) (i) may lose too much water

allow plant may wilt
ignore references to oxygen / carbon dioxide
plants lose a lot of water is insufficient
ignore flaccid
1

(ii) any one from:

• hot
• dry
• windy
ignore environments unqualified eg desert
1
[6]

Q8.
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

Page 64 of 86
(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]

Q9.
(a) (i) 5.0
1

(5 × 0.8) or 4
allow ecf from distance
1

0.4
allow ecf from 10-min volume
1

(ii) increased (rate of uptake)

more transpiration / evaporation

(b) correct scales

allow reversed axes
1

correctly labelled axes with units

correct points
one plot error = max 1 mark
2

curved line of best fit

allow correct straight line
1

(c) leaves wilt

Page 65 of 86
because plants lose too much water (by evaporation)
1

through the stomata

or
because cells become plamolysed
or
stomata close
controlled by guard cells
to prevent wilting
1
[13]

Q10.
(a) LHS = water
1

RHS = glucose
1

(b) any three from:

• (measure) temperature
ignore reference to fair test
• to check that the temperature isn’t changing
• rate of reaction changes with temperature
• temperature is a variable that needs to be controlled
allow lamp gives out heat
3

allow 1 mark for:

allow 1 mark for correct calculation without removal of

anomalous result ie 15
2

(ii) graph:
allow ecf from (c)(i)

label on y-axis as ‘number of bubbles per minute’

three points correct = 1 mark

allow ± 1 mm

four points correct = 2 marks

line of best fit = smooth curve

(iii) as distance increases, rate decreases – pro

allow yes between 20 – 40

Page 66 of 86
1

but should be a straight line / but line curves – con / not quite pro
allow not between 10 – 20
if line of best fit is straight line, allow idea of poor fit
1

(d) any four from:

• make more profit / cost effective

• raising temp. to 25 °C makes very little difference at 0.03% CO2
• (at 20 °C) with CO2 at 0.1%, raises rate
• (at 20 °C with CO2 at 0.1%) → >3x rate / rises from 5 to 17
• although 25 °C → higher rate, cost of heating not economical
• extra light does not increase rate / already max. rate with daylight
accept ref to profits c.f. costs must be favourable
4
[17]

Q11.
(a) guard cells
1

(b) (i) any one from:

• species / plant
• length of time
ignore temperature and size of leaves
1

(ii) 20
correct answer = 2 marks

for 1 mark
2

(c) less water loss / transpiration / evaporation

(d) hot
1
ignore bright / sunny conditions

dry / low humidity

wind(y)
1
[8]

Page 67 of 86
Q12.
(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

so they need to be moved to other parts of the plant for respiration /

growth / storage
1

(c) (i) mitochondria

(ii) for movement of minerals / ions

Do not accept ‘water’
1

against their concentration gradient

1
[9]

Q13.
(a) start line drawn in ink
1

so it will run / dissolve in the solvent / split up

allow mixes with the spots
1

spots under solvent or solvent above spots / start line

so they will mix with solvent or wash off paper or colour the solvent or
dissolve in the solvent
1

(b) (i) contains A and E

and one other (unknown substance)

if no other marks awarded, an answer saying it is made up of

Page 68 of 86
three colours gains 1 mark
1

(ii) 45 or 46
allow any value from 45 to 46
1

18
allow any value from 16 to 20
award 1 mark if numbers correct but in cm
1

(iii) 0.40
allow ecf from (b)(ii)
ignore units
1

(c) fast red

allow ecf from (b)(iii)
1

has same Rf value

allow none of them, as none has the same Rf value for 2
marks
1

(d) any one from:

• more accurate
• more sensitive
• uses small quantities of samples
• quicker / faster / more rapid
• can link to mass spectrometer (MS)
1
[12]

Q14.
(a) (i) (phosphoric) acid
allow phosphoric
1

(ii) H+ / hydrogen (ion)

if ion symbol given, charge must be correct
1

(b) (i) pencil

so it will not run / smudge / dissolve

ignore pencil will not interfere with / affect the results

because ink would run / smudge / dissolve

ignore ink will interfere with / affect the results
1

Page 69 of 86
(ii) any three from:
reference to spots / dots = max 2
allow colouring for colour
• 3 colours in Cola
allow more colours in cola or fewer colours in fruit drink
• 2 colours in Fruit drink
• one of the colours is the same
• two of the colours in Cola are different
• one of the colours in Fruit drink is different
allow some of the colours in the drinks are different
• one of the colours in Cola is the most soluble
accept one of the colours in Cola has the highest Rf value
3

(c) different substances travel at different speeds or have different retention times
accept different attraction to solid
ignore properties of compounds
1

(d) (i) Is there caffeine in a certain brand of drink?

(ii) any two from:

• cannot be done by experiment

• based on opinion / lifestyle choice
• ethical, social or economic issue
accept caffeine has different effects on different people
2
[11]

Q15.
(a) any one from:
ignore ‘check temperature’

• add a water bath

• heat screen

• use LED

• low energy bulb / described

(b) (i) rate / number of bubbles decreases

accept converse with reference to increasing light or shorter
distance

less oxygen / gas released

ignore reference to rate of photosynthesis
1

(ii) temperature / CO2 (concentration)

Page 70 of 86
accept ‘it was too cool’ or not enough CO2
accept number of chloroplasts / amount of chlorophyll
allow heat
allow CO2
do not allow CO2
1

(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 brief description of at least 1 tissue or at least 1 function of an
indicated part of the leaf.

The account lacks clarity or detail.

Level 2 (3-4 marks)

There is a clear description which includes at least 1 named tissue and at
least 1 correct function described for an indicated part of the leaf.

Level 3 (5-6 marks)

There is a detailed description of most of the structures and their functions.

Examples of responses:

• epidermis

• cover the plant

• mesophyll / palisade

• photosynthesises

• phloem

• xylem

• transport.

The following points are all acceptable but beyond the scope of the
specification:

• (waxy) cuticle – reduce water loss

• epidermis – no chloroplasts so allows light to penetrate

• stomata / guard cells – allow CO2 in (and O2 out) or controls water

loss

• palisade (mesophyll) – many chloroplasts to trap light

Page 71 of 86
– near top of leaf for receiving more light

• spongy (mesophyll) – air spaces for rapid movement of gases

6
[9]

Q16.
(a) The starch is stored for use later
no mark if more than one box is ticked
1

(b) (i) any two from:

do not accept temperature
apply list principle
ignore reference to time

• carbon dioxide (concentration)

• light intensity
• light colour / wavelength
allow 1 mark for light if neither intensity or colour are
awarded

• pH

• size / amount of pondweed / plant

• same / species / type pondweed

• amount of water in the tube

ignore amount of water alone
2

(ii) number / amount of bubbles or amount of gas / oxygen

allow volume of bubbles (together)
ignore ‘the bubbles’ unqualified
1

(relevant reference to) time / named time interval

allow how long it bubbles for
do not accept time bubbles start / stop
ignore speed / rate of bubbling
ignore instruments
do not accept other factors eg temperature
accept how many bubbles per minute for 2 marks
1

(c) (i) temperature

allow heat / cold / °C
1

(ii) carbon dioxide / CO2

allow CO2

Page 72 of 86
do not accept CO2
1
[7]

Q17.
(a) (i) prevent evaporation of solvent
allow prevent loss of solvent
allow to support the (chromatography) paper
1

(ii) ink dissolves in the solvent

allow ink ‘runs’ / spreads or pencil does not ‘run’ / spread
allow ink would affect the result / mixes with colours

carbon / graphite does not dissolve in the solvent

accept pencil for carbon / graphite
1

(b) (i) 4
1

(ii) no mark for ‘no / don’t know’,

ignore numbers

any one from:

• because not all colours match

• not all colours are safe

• some colours could be unsafe

• some colours travelled higher (than safe colours)

(c) (i) any two from:

ignore reliable / precise

• rapid / quick

• accurate

• sensitive or detects very small quantities

accept small sample
2

(ii) separates
1

(iii) identifies solvents / compounds / substances

accept (relative) molecular mass
accept formula mass

Page 73 of 86
accept Mr
accept relative mass
accept molecular ion peak
1
[8]

Q18.
(a) (improve) appearance
allow add colour
allow these food colourings have not been proven to cause
hyperactive behaviour in young children
do not accept taste / flavour / preservatives
ignore reference to E-numbers
1

(b) X
1

(c) any three from:

• S contains six / 6 colourings

• P contains five / 5 colourings

if neither of first 2 bullet points given allow 1 mark for S
contains more colours than P or converse

• both S and P contain the same

five / 5 colourings

• both contain W and Y

• both sweets (may) cause hyperactivity

ignore unsafe

• neither contain X and Z

3
[5]

Q19.
(a) (i) colour of light / bulb / lamp
allow wavelength for colour
allow bulb alone
do not accept light / colour unqualified
1

(ii) any one from eg

• temperature
allow heat

Page 74 of 86
• light intensity or distance between lamp and plant / tube
allow amount / brightness of light
ignore light unqualified

• carbon dioxide
allow symbols

• other light in room

allow use a dark room

• mass / size / amount / age / type of pondweed

allow same piece of pondweed
ignore pondweed unqualified

• volume / amount of water

ignore reference to time
1

(iii) improved reliability

allow for reliability or less likely to lose count

can spot anomalies / changes

allow reference to calculating a mean / average
ignore reference to accuracy / precision / fair
1

(b) (i) green

(ii) any two from:

ignore references to colour

• least / less bubbles / gas / oxygen / mean

reference to least / less needed only once, in context, for 2
marks

• least / less photosynthesis

• least / less glucose / sugar / carbohydrate / food made

only penalise no once, ie
no bubbles = 0 mark
no bubbles so no photosynthesis = 1 mark
allow most / more green light reflected (by chloroplasts)
2
[6]

Q20.
(a) (i) water loss
extra substance(s) cancel
if transpiration stream described max 1 mark
1

Page 75 of 86
as a vapour / by evaporation
ignore stomata
1

(ii) stomata / stoma / guard cells

ignore epidermis
1

(b) (i) 2.8

correct answer with or without working gains 2 marks
if answer incorrect:
allow 1 mark for (8.6 - 0.2) ÷ 3 or 8.4 ÷ 3
2

(ii) warmer at 16:00 / gets cooler

or reverse argument for 19.00
1

faster diffusion / evaporation

accept sun setting as equivalent to heat or light marking
points

lighter at 16:00 / gets darker (1)

if no environmental factor still allow reason mark

stomata open / more open (1)

eg ‘stomata close later in the dayߣ

(more) windy at 16:00 / gets less windy (1)

removal of (more) water vapour / steeper gradient (1)

air is less humid at 16.00 (1)

allow rain at 19.00

faster diffusion or steeper gradient (1)

1
[7]

Q21.
(a) C
1

(b) (i) guard (cell)

(ii) temperature water movement / transpiration

through stomata / pores / holes /(region) X

Page 76 of 86
or

petroleum jelly blocks / covers stomata / pores / holes / X

stomata / pores / holes / X found on lower surface

1
[4]

Q22.
(a) the starch is stored for later use.
1

(b) (i) any two from:

do not accept temperature-apply list principle
ignore reference to time

• carbon dioxide (concentration)

• light intensity
allow one mark for light if neither intensity or colour are
awarded

• light colour / wavelength

• pH

• size / amount plant

• same / species / type plant

allow ‘the plant’

• amount of water in the tube

ignore amount of water alone
2

(ii) number / amount of bubbles or amount of gas / oxygen

allow volume of bubbles (together)
ignore ‘the bubbles’ unqualified
1

(relevant reference to) time / named time interval

allow how long it bubbles for
do not accept time bubbles start / stop
ignore speed / rate bubbles
ignore instruments
do not accept other factors eg temperature
accept how many bubbles per minute for 2 marks
1

(c) (i) temperature

allow heat / °C / cold
1

Page 77 of 86
(ii) carbon dioxide / CO2
CO2 / CO2 / Co2 / Co2 / co2 / co2
do not accept CO / 2CO
1
[7]

Q23.
(a) transpiration / evaporation / diffusion
ignore osmosis
1

(b) (i) D
1

(ii) any two from:

• more / faster diffusion or evaporation or transpiration

• molecules move faster

• maintains concentration gradient

or keeps water concentration low in the air
or brings in more dry air
or removes damp air / water
2
[4]

Q24.
(a) (i) water / H2O
allow hydrogen oxide
1

oxygen / O2 / O
allow upper and lower case symbols and superscripts
answers must be in this order
1

(ii) respiration in the plant

allow clear indication of correct response
1

(b) light (no light) / light intensity

ignore references to the card / covered / uncovered
1

chlorophyll (no chlorophyll) / chloroplast

allow leaf colour or both green and white given
1

(c) (i) no light (received) or it’s dark

allow no photosynthesis
do not allow little light / photosynthesis
ignore sun
apply list principle for other factors

Page 78 of 86
1

(ii) no chlorophyll / chloroplasts (present)

allow no / little photosynthesis
allow white or not green or little chlorophyll / few
chloroplasts
apply list principle for other factors
1
[7]

Q25.
(a) B
1

(B has) low(est) number of stomata

or no stomata on upper surface
or only 800 (on lower surface)
1

less transpiration / evaporation / water loss owtte

or water (vapour) is lost via stomata
only allow zero water loss if linked to no stomata on upper
surface / linked to leaf B upper surface
ignore references to leaf surface area
1

(b) reduce loss / amount of water (vapour)

accept converse

or
reduced transpiration (from upper surface)
do not allow no water is lost
1

warmer above leaf

accept converse

or wilted leaf folds over lower surface

or lower leaf in shade

ignore reference to dust

or less light / heat / sun on lower side

1
[5]

Q26.
use of solvent / solution / water / any named solvent
1

separates / carries colour(s) / dye(s)

allow any idea of movement
eg runs / moves
1

Page 79 of 86
match against Rf value / known chromatogram / similar pattern
or comparison to permitted additive / colour
removal of coloured additive from salmon does not gain any
marks
ignore reasons for separation
maximum 2 if technique clearly doesn’t work
1
[3]

Q27.
(a) check if safe to eat / healthy

permitted
accept references to allergies / medical problems
1

(b) any three from:

accept dye for colour

• made up of two colours / dots

• contains an unknown colour / dot

• contains a harmful colour

• contains E104 / quinoline yellow

or does not contain E133 / brilliant blue

• further analysis needed

(c) ignore No or Yes but No must be implied

there could be other additives (in the sweets)

accept any other type of additives but not colourings
1

could still contain / use / add natural colours

accept non-artificial for natural
or
named natural colours
1
[6]

Q28.
(a) (i) L.H.S. – water / H2O
1

R.H.S. – oxygen / O2
accept H2O
accept O2 / O
1

Page 80 of 86
(ii) chlorophyll
must make it clear that it is the chlorophyll
do not credit chloroplast on its own
do not accept chloroplast / chlorophyll
without indication that it is chlorophyll
1

(b) (i) light intensity / temperature is high enough for higher rate or light /
temperature is not limiting
1

low CO2 available or not enough CO2

available or rate would be higher with more CO2
1

(ii) temperature
allow water / rain
allow (too) cold / hot as a minimum
allow wave length / frequency / colour
ignore ions
ignore heat
1
[6]

Q29.
(a) (i) lower – B loses less (water / mass) than C
or
described in terms of petroleum jelly
accept converse re Leaf C
1

(ii) yes - B and C lose less than D or

B and C lose more than A or
D loses the most or
A loses the least
do not accept just ‘all leaves lose some weight’
1

(b) (i) X = stoma

accept stomata / stomatal pore
do not accept air space
1

Y = guard cell
1

(ii) petroleum jelly blocks stomata / pores

or petroleum jelly prevents water loss
or petroleum jelly waterproofs
allow pores are blocked in B
1

water (mainly) lost via stomata / pores / X

or stomata on lower surface only
1
[6]

Page 81 of 86
Q30.
(a) water [1]

oxygen [1]

(sun) light or solar [1]

do not accept sun’s

chlorophyll [1]
do not accept chloroplasts
4

(b) any two from:

stored as fructose
stored as sucrose
stored as starch
stored as oil or lipid
moved or transported away in the phloem
do not accept “stored” by itself

respired or burnt up for energy or

fuel changed to protein
changed to cellulose
changed to fructose
changed to starch
changed to oil or lipid
do not accept “food for plant”
do not accept “used up” by itself
2

(c) (i) roots or root hair (cells)

(ii) the mineral salts are (dissolved) in water [1]

water transports salts throughout the plant

or water enables osmosis or diffusion to take place [1]
2

(d) (i) plants grow better with some nutrients than none
or
plants grow better with nitrates than without
comparison is needed
accept “faster” as equivalent to “better”
accept don’t grow well with only water
1

(ii) 0.14(g)
units not needed
1

(iii) making protein or amino acids

do not accept help them grow
accept named protein or DNA or chlorophyll
1

Page 82 of 86
any two from:

(iv) type or variety or starting weight or

(iii) size of seedlings

keep the environment the same
only if light or temperature or day
length not already credited

light
temperature not heat
time of growth
do not accept the same equipment
do not accept help them grow
1

day length
amount of culture solution or/size of
accept named protein, DNA chlorophyll

boiling tube
number of seedlings per tube
pH
CO2
humidity
[15]

Q31.
(a) (i) light or solar
do not credit sun’s energy
do not credit radiant
1

(ii) chlorophyll
1

(iii) chloroplast
1

(iv) CO2 + H2O

reactants identified (accept words)
1

C6H12O6 + O2
products identified (accept words)
1

6CO2 + 6H2O → C6H12O6 + 6O2

balanced equation
1

(b) any two from:

increased CO2 concentration

Page 83 of 86
increased water supply

increased temperature (up to a point)

increased light intensity
do not accept heat or warmth

altered light quality by less green or

increasing other colours
2

(c) any four points

• palisade (mesophyll)

• lots of chloroplasts or chlorophyll

or main site for photosynthesis
or absorb maximum amount of light

• guard cells

• CO2 in or O2 out or water vapour

out

• controls size of stoma or pores in

leaf
allow stomata
4
[12]

Q32.
(i) the mass got less
accept it got lighter
award 1 mark for water was lost from the plant
1

water was taken into the plant or roots

absorbed water
do not accept soaked into plant
1

and lost through transpiration or the

leaves or evaporated from the leaves
or stomata
1

(ii) to check the effect of the plant or to

act as a control or to show that it was
not due to evaporation from water
do not accept to keep it fair or to check that it was fair
do not accept fair test
1
[4]

Q33.

Page 84 of 86
(a) reactants: CO2 + H2O
1

products: C6H12O6 + O2
1

balance:

6CO2 + 6H2O → C6H12O6 + 6O2

(b) 1 mark each for any of the following

ideas:

lower CO2 concentration

lower light intensity

decrease water availability

alter light wavelength or colour

accept more green light
2

(c) (i) scales correctly constructed

i.e. equal intervals along each axis
1

points plotted correctly

appropriate line correctly drawn

accept dot to dot or line of best fit
cancel if line extends through zero or beyond 50°C
1

(ii) 18 – 19 (bubbles per minute)

(iii) heat denatures enzymes or destroys

membranes or ruptures cells or
destroys cells
do not accept kills enzymes
1
[10]

Q34.
Does not contain chlorophyll which is needed to absorb light or energy
each for 1 mark
[2]

Q35.
(a) Sun / sunlight / light
for 1 mark
1

Page 85 of 86
(b) (i) 21.5 – 22 and 27 – 27.5
for 1 mark
1

(ii) ideas of limiting factor / shortage of

e.g. light / carbon dioxide / water /chlorophyll
each for 1 mark
(allow 1 for ‘maximum’ rate of enzyme activity if
no reference to limiting factors)
(ignore reference to dematuring)
2

(iii) 21.5 – 22° C

(allow first figure from answer to (i) so that no ‘double-
penalty’ but not below 20)

maximum rate of photosynthesis

(can relate to any number on ‘flat’)

most economical heating (must relate to left end of ‘flat’

each for 1 mark
3
[7]

Page 86 of 86

NCE - Pre - Inter - Module 2 (10) - Take Care
No ratings yet
NCE - Pre - Inter - Module 2 (10) - Take Care
14 pages
PRACTISE TEST BODY SYSTEMS
No ratings yet
PRACTISE TEST BODY SYSTEMS
25 pages
Respiration 1 QP
No ratings yet
Respiration 1 QP
21 pages
4.2 Respiration 1 QP
No ratings yet
4.2 Respiration 1 QP
21 pages
Year 8 Science Progress 3 Practice Questions and Answers
100% (2)
Year 8 Science Progress 3 Practice Questions and Answers
23 pages
Low Demand Respiration UP1
No ratings yet
Low Demand Respiration UP1
24 pages
Life Processes Compressed
No ratings yet
Life Processes Compressed
49 pages
Science & Technology - Fundamental Biology (Part 2)
No ratings yet
Science & Technology - Fundamental Biology (Part 2)
21 pages
Biology Theory Kugwetsa
No ratings yet
Biology Theory Kugwetsa
33 pages
Topic 3
No ratings yet
Topic 3
49 pages
Edexcel IGCSE Human Biology Answers
88% (48)
Edexcel IGCSE Human Biology Answers
30 pages
Enzyme Blood Exam Qs
No ratings yet
Enzyme Blood Exam Qs
9 pages
TEST ENGLISH (Angelica Febriyanti)
No ratings yet
TEST ENGLISH (Angelica Febriyanti)
9 pages
Units 2 & 3 Revision
No ratings yet
Units 2 & 3 Revision
7 pages
Screenshot 2025-03-12 at 8.16.39 AM
No ratings yet
Screenshot 2025-03-12 at 8.16.39 AM
49 pages
Life Process Practice Set 1_solution
No ratings yet
Life Process Practice Set 1_solution
25 pages
BIOLOGY 11 2016
No ratings yet
BIOLOGY 11 2016
6 pages
Gr. 10 Bio Semester 2 Revision Sheet Answer Key (2023-2024)
No ratings yet
Gr. 10 Bio Semester 2 Revision Sheet Answer Key (2023-2024)
13 pages
8 PP 2015
No ratings yet
8 PP 2015
9 pages
Shared Hydrogen V-Shaped Electrons
No ratings yet
Shared Hydrogen V-Shaped Electrons
8 pages
Self Assessment Answers 8 Asal Biology CB
No ratings yet
Self Assessment Answers 8 Asal Biology CB
4 pages
OVS Anatomy Unit Practice Test
No ratings yet
OVS Anatomy Unit Practice Test
6 pages
GR - 10 - Biology - SA-23-24
No ratings yet
GR - 10 - Biology - SA-23-24
9 pages
Answer Key Review Pack-MidTerm Exam 2022-23
No ratings yet
Answer Key Review Pack-MidTerm Exam 2022-23
21 pages
Transport in Animals
No ratings yet
Transport in Animals
8 pages
Biology Form 5 Notes Chapter 1
No ratings yet
Biology Form 5 Notes Chapter 1
39 pages
Excchange Ppqs
No ratings yet
Excchange Ppqs
16 pages
Chapter 10 (Transport System)
0% (1)
Chapter 10 (Transport System)
207 pages
Zoology Exam 1
No ratings yet
Zoology Exam 1
6 pages
MYP Biology Booklet # 3 Grade9 - MS1
100% (1)
MYP Biology Booklet # 3 Grade9 - MS1
27 pages
Organisation Foundation Higher
No ratings yet
Organisation Foundation Higher
135 pages
SQP1new
No ratings yet
SQP1new
5 pages
biology 7. Revision Sheet
No ratings yet
biology 7. Revision Sheet
11 pages
Unified Biology Exam g9 2023-2024
No ratings yet
Unified Biology Exam g9 2023-2024
2 pages
BLOOD
No ratings yet
BLOOD
12 pages
Topic 1B 1 (AS)
No ratings yet
Topic 1B 1 (AS)
137 pages
Breathing and respiration questions
No ratings yet
Breathing and respiration questions
9 pages
Biology qyeation paper
No ratings yet
Biology qyeation paper
11 pages
Bio Life Processes
No ratings yet
Bio Life Processes
22 pages
Worksheet 4 On Transportation (Circulatory System)
No ratings yet
Worksheet 4 On Transportation (Circulatory System)
2 pages
CHP 19
No ratings yet
CHP 19
25 pages
Biology P1 Guess Paper O levels
No ratings yet
Biology P1 Guess Paper O levels
18 pages
Life Processes
No ratings yet
Life Processes
14 pages
Biology Notes - Organisation
No ratings yet
Biology Notes - Organisation
13 pages
Q1 - Lesson 1
No ratings yet
Q1 - Lesson 1
26 pages
2020 Prelim 4exp 6093 - P1 - V2
No ratings yet
2020 Prelim 4exp 6093 - P1 - V2
16 pages
13 OCTOBER, 2021 Wednesday Biology Transport System
No ratings yet
13 OCTOBER, 2021 Wednesday Biology Transport System
12 pages
10 BIOLOGY
No ratings yet
10 BIOLOGY
2 pages
2020 S3 Bio EOY Ans
No ratings yet
2020 S3 Bio EOY Ans
7 pages
B4 Revision Mat
No ratings yet
B4 Revision Mat
2 pages
Physiology Questions Bank.docx 3
No ratings yet
Physiology Questions Bank.docx 3
7 pages
13 OCTOBER, 2021 Wednesday Biology Transport System
No ratings yet
13 OCTOBER, 2021 Wednesday Biology Transport System
12 pages
b2 4-Foundation
No ratings yet
b2 4-Foundation
36 pages
Life Processes
No ratings yet
Life Processes
47 pages
Final REVIEW Paper Grade 9 Biology Unsolved SEMESTER 1
No ratings yet
Final REVIEW Paper Grade 9 Biology Unsolved SEMESTER 1
9 pages
Bio test
No ratings yet
Bio test
19 pages
Animal Tissues
No ratings yet
Animal Tissues
451 pages
Annual Bio
No ratings yet
Annual Bio
3 pages
Life-Long Learning Resources, Sec-3 Biology Daw Ei Ei Khin
No ratings yet
Life-Long Learning Resources, Sec-3 Biology Daw Ei Ei Khin
20 pages
005 R1 Answers Sample Exam
No ratings yet
005 R1 Answers Sample Exam
26 pages
O Level Biology Practice Structured Questions Nutrients
From Everand
O Level Biology Practice Structured Questions Nutrients
Esther Chen
No ratings yet
Clinical Pocket Guide 2014 PDF
No ratings yet
Clinical Pocket Guide 2014 PDF
24 pages
Pertumbuhan Ekonomi Dan Stunting
No ratings yet
Pertumbuhan Ekonomi Dan Stunting
14 pages
Nutrivigilance of Food Supplements in Europe
No ratings yet
Nutrivigilance of Food Supplements in Europe
23 pages
Advanced Neuroimaging Stroke. 2018
No ratings yet
Advanced Neuroimaging Stroke. 2018
13 pages
Aspek Hukum Kekarantinaan Kesehatan Dan Perlindungan Konsumen Atas Penanggulangan Covid-19
No ratings yet
Aspek Hukum Kekarantinaan Kesehatan Dan Perlindungan Konsumen Atas Penanggulangan Covid-19
44 pages
Winback Therapy On Pain
No ratings yet
Winback Therapy On Pain
10 pages
Face Water Weight Guide
No ratings yet
Face Water Weight Guide
3 pages
Endocrinequiz
No ratings yet
Endocrinequiz
1 page
RU - Trauma and Emergency Care
No ratings yet
RU - Trauma and Emergency Care
32 pages
Great Stuff Consumer Safety Information: Warnings and Precautions
No ratings yet
Great Stuff Consumer Safety Information: Warnings and Precautions
2 pages
Results Report / Certificate: RXXXXXXXX XXXXXX XX XXX XXXX XX XXX XXXX
No ratings yet
Results Report / Certificate: RXXXXXXXX XXXXXX XX XXX XXXX XX XXX XXXX
1 page
Ayu312159-3397061 092610
100% (1)
Ayu312159-3397061 092610
8 pages
Sakshijain75.Final Pro
No ratings yet
Sakshijain75.Final Pro
46 pages
Visitation Levels: Green Level Red Level
No ratings yet
Visitation Levels: Green Level Red Level
2 pages
Revised Nursing Curriculum
100% (1)
Revised Nursing Curriculum
409 pages
SAP Environment, Health, and Safety For Operational Sustainability
No ratings yet
SAP Environment, Health, and Safety For Operational Sustainability
19 pages
Date/Time: Court:: OBTN: TSTR201300508
No ratings yet
Date/Time: Court:: OBTN: TSTR201300508
13 pages
Application For The Position of PMEAL Juba
No ratings yet
Application For The Position of PMEAL Juba
6 pages
Benguet State University
No ratings yet
Benguet State University
12 pages
Article Acute Kidney Injury
No ratings yet
Article Acute Kidney Injury
7 pages
Sensory Red Flags Printable
No ratings yet
Sensory Red Flags Printable
1 page
Wound Healing: Dr. Shaimaa Alaraby Specialist of General Surgery
No ratings yet
Wound Healing: Dr. Shaimaa Alaraby Specialist of General Surgery
21 pages
Sorbitol in Veterinary Medicine
No ratings yet
Sorbitol in Veterinary Medicine
2 pages
Tyrin 200
No ratings yet
Tyrin 200
10 pages
Evaluation of Mass Drug Administration Under the.1
No ratings yet
Evaluation of Mass Drug Administration Under the.1
6 pages
BSTC Batam Course Schedule 2017 - Without Price
No ratings yet
BSTC Batam Course Schedule 2017 - Without Price
1 page
Perception of The Students Towards LGBTQIA+
0% (1)
Perception of The Students Towards LGBTQIA+
10 pages
RESEARCH PROPOSAL PLAN BP2025 (1)
No ratings yet
RESEARCH PROPOSAL PLAN BP2025 (1)
2 pages
Wai Tan Kung
No ratings yet
Wai Tan Kung
40 pages