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Biology P1 PPQ H

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Biology Paper 1

Revision Questions

Triple Higher

Page 1 of 51
B1 CELL BIOLOGY

Q1.
The image below shows some muscle cells from the wall of the stomach, as seen through
a light microscope.

(a) Describe the function of muscle cells in the wall of the stomach.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) The figure above is highly magnified.

The scale bar in the figure above represents 0.1 mm.

Use a ruler to measure the length of the scale bar and then calculate the
magnification of the figure above.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Magnification = _______________ times


(2)

(c) The muscle cells in Figure above contain many mitochondria.

What is the function of mitochondria?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 2 of 51
(d) The muscle cells also contain many ribosomes. The ribosomes cannot be seen in
the figure above.

(i) What is the function of a ribosome?

______________________________________________________________

______________________________________________________________
(1)

(ii) Suggest why the ribosomes cannot be seen through a light microscope.

______________________________________________________________

______________________________________________________________
(1)
(Total 8 marks)

Page 3 of 51
Q2.
(a) The concentration of sulfate ions was measured in the roots of barley plants and in
the water in the surrounding soil.

The table shows the results.

Concentration of sulfate ions in mol per


dm3

Roots of barley plants 1.4

Soil 0.15

Is it possible for the barley roots to take up sulfate ions from the soil by diffusion?

Draw a ring around your answer. Yes / No

Explain your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 4 of 51
(b) Some scientists investigated the amounts of sulfate ions taken up by barley roots in
the presence of oxygen and when no oxygen was present.

The graph below shows the results.

(i) The graph shows that the rate of sulfate ion uptake between 100 and 200
minutes, without oxygen, was 0.4 arbitrary units per minute.

The rate of sulfate ion uptake between 100 and 200 minutes, with oxygen,
was greater.

How much greater was it? Show clearly how you work out your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Answer __________ arbitrary units


(2)

Page 5 of 51
(ii) The barley roots were able to take up more sulfate ions with oxygen than
without oxygen.

Explain how.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)
(Total 7 marks)

Page 6 of 51
Q3.
(a) Some scientists investigated the rates of absorption of different sugars by the small
intestine.

In one experiment they used a piece of normal intestine.


In a second experiment they used a piece of intestine poisoned by cyanide. Cyanide
is poisonous because it prevents respiration.

The results are shown in the table.

Relative rates of absorption

Intestine poisoned by
Sugar Normal intestine
cyanide

Glucose 1.00 0.33

Galactose 1.10 0.53

Xylose 0.30 0.31

Arabinose 0.29 0.29

(i) Name two sugars from the table which can be absorbed by active transport.

1. ____________________________________________________________

2. ____________________________________________________________
(1)

(ii) Use evidence from the table to explain why you chose these sugars.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

Page 7 of 51
(b) All of the sugars named in the table can be absorbed by diffusion.

Explain how information from the table provides evidence for this.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 6 marks)

Page 8 of 51
B2 ORGANISATION

Q4.
Lipases break down lipids.

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

Tick (✓) two boxes.

Amino acids

Fatty acids

Glucose

Glycerol

Glycogen

(2)

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

The diagram below shows a model of the theory.

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

Use information from the diagram above in your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Page 9 of 51
(c) There are many different types of lipase in the human body.

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

___________________________________________________________________

___________________________________________________________________

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

This is the method used.

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

2 After two days:


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

3 Remove one leaf from each plant.

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

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

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

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

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

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 10 of 51
The table below shows the students’ results.

Leaf from plant kept in


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

Glucose Strong positive Weak positive

Starch Positive Negative

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

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

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

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

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

___________________________________________________________________

___________________________________________________________________
(1)
(Total 17 marks)

Page 11 of 51
Q5.
Figure 1 shows a cross section of a leaf.

Figure 1

(a) Which cell is most transparent?

Tick (✓) one box.

A B C D

(1)

(b) Which cell structure in a leaf mesophyll cell is not found in a root hair cell?

___________________________________________________________________
(1)

Plants lose water through their leaves.

(c) Name the cells in a leaf that control the rate of water loss.

___________________________________________________________________
(1)

(d) Water is taken in by the roots, transported up the plant and lost from the leaves.

Which scientific term describes this movement of water?

___________________________________________________________________
(1)

Page 12 of 51
(e) Which change would decrease the rate of water loss from a plant’s leaves?

Tick (✓) one box.

Increased humidity

Increased light intensity

Increased density of stomata

Increased temperature

(1)

(f) Compare the structure and function of xylem tissue and phloem tissue.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

Page 13 of 51
Figure 2 shows the total volume of water lost from a plant over 6 hours.

Figure 2

(g) Determine the rate of water loss at 12:00

Use the tangent on the graph above.

Give your answer:


• in cm3 per minute
• in standard form.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Rate of water loss = _______________ cm3 per minute


(4)

Page 14 of 51
(h) The rate of water loss at midnight was much lower than at 12:00

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 17 marks)

Page 15 of 51
Q6.
The figure below shows the internal structure of the human heart.

One of the heart valves is labelled.

Sometimes a valve in the heart can start to leak.

(a) Explain why a person with a leaking heart valve has difficulty exercising.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

Page 16 of 51
A patient with a leaking heart valve may have the valve replaced.

A study compared two different types of replacement heart valve:

• mechanical valves

• biological valves from pigs.

The data used in the study was collected from female patients aged 50–69.

The following table shows the data.

Type of replacement heart valve

Mechanical Biological

Number of patients given the valve 2852 1754

Number of patients who died from heart-


180 178
related problems after valve replacement

Percentage of patients alive after 5 years 91 89

Percentage of patients needing a second


2.2 5.2
valve replacement within 6 years

Percentage of patients who had a blood clot


5.8 0.1
on the brain after surgery

(b) Give one conclusion about the death of patients from heart-related problems after a
valve replacement.

Include calculations to support your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c) One risk of mechanical valves is that blood clots can form on the surface of the
valve.

Name the component of the blood that starts the process of blood clotting.

___________________________________________________________________
(1)

Page 17 of 51
(d) Evaluate the use of mechanical replacement heart valves and biological
replacement heart valves.

Use information from the table above and your own knowledge.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 14 marks)

Page 18 of 51
B3 INFECTION AND RESPONSE

Q7.
White blood cells protect the body against pathogens such as bacteria and viruses.

(a) (i) Pathogens make us feel ill.

Give one reason why.

______________________________________________________________

______________________________________________________________
(1)

(ii) White blood cells produce antibodies. This is one way white blood cells protect
us against pathogens.

Give two other ways that white blood cells protect us against pathogens.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)

(b) Vaccination can protect us from the diseases pathogens cause.

(i) One type of virus causes measles.

A doctor vaccinates a child against measles.

What does the doctor inject into the child to make the child immune to
measles?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

Page 19 of 51
(ii) A few weeks after the vaccination, the child becomes infected with measles
viruses from another person.

The graph shows the number of measles antibodies in the child’s blood from
before the vaccination until after the infection.

More measles antibodies are produced after the infection than after the
vaccination.

Describe other differences in antibody production after infection compared


with after vaccination.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(iii) Vaccination against the measles virus will not protect the child against the
rubella virus.

Why?

______________________________________________________________
(1)

Page 20 of 51
(c) What is the advantage of vaccinating a large proportion of the population against
measles?

___________________________________________________________________
(1)
(Total 10 marks)

Page 21 of 51
Q8.
A virus called RSV causes severe respiratory disease.

(a) Suggest two precautions that a person with RSV could take to reduce the spread of
the virus to other people.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

(b) One treatment for RSV uses monoclonal antibodies which can be injected into the
patient.

Scientists can produce monoclonal antibodies using mice.


The first step is to inject the virus into a mouse.

Describe the remaining steps in the procedure to produce monoclonal antibodies.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c) Describe how injecting a monoclonal antibody for RSV helps to treat a patient
suffering with the disease.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 22 of 51
A trial was carried out to assess the effectiveness of using monoclonal antibodies to treat
patients with RSV.

Some patients were given a placebo.

(d) Why were some patients given a placebo?

___________________________________________________________________

___________________________________________________________________
(1)

A number of patients had to be admitted to hospital as they became so ill with RSV.

The results are shown in the table below.

Treatment received by patient % of patients within each group


admitted to hospital with RSV

Group A: Monoclonal antibody for RSV 4.8

Group B: Placebo 10.4

The trial involved 1 500 patients.


• Half of the patients (group A) were given the monoclonal antibodies.
• Half of the patients (group B) were given the placebo.

(e) Calculate the total number of patients admitted to hospital with RSV during the trial.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Total number of patients admitted to hospital = ____________________


(2)

(f) Evaluate how well the data in the table above supports the conclusion:

‘monoclonal antibodies are more effective at treating RSV than a placebo’.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 12 marks)

Page 23 of 51
Q9.
People may be immunised against diseases using vaccines.

(a) (i) Which part of the vaccine stimulates the body’s defence system?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) A person has been vaccinated against measles. The person comes in contact
with the measles pathogen. The person does not catch measles.

Explain why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

Page 24 of 51
(b) A man catches a disease. The man has not been immunised against this disease.
A doctor gives the man a course of antibiotics.

The graph shows how the number of live disease bacteria in the body changes
when the man is taking the antibiotics.

(i) Four days after starting the course of antibiotics the man feels well again.
It is important that the man does not stop taking the antibiotics.

Explain why.

Use information from the graph.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

Page 25 of 51
(ii) Occasionally a new, resistant strain of a pathogen appears.

The new strain may spread rapidly.

Explain why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)
(Total 10 marks)

Page 26 of 51
B4 BIOENERGETICS

Q10.
All living cells respire.

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

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

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) The diagram below shows an experiment to investigate anaerobic respiration in


yeast cells.

Page 27 of 51
What is the purpose of the liquid paraffin in Tube A?

Tick one box.

To prevent evaporation

To stop air getting in

To stop the temperature


going up

To stop water getting in

(1)

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

The indicator is:

• blue when the concentration of CO2 is very low

• green when the concentration of CO2 is low

• yellow when the concentration of CO2 is high.

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

Tick one box.

Blue

Green

Yellow

(1)

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

Include any apparatus you would use.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 28 of 51
(2)

(e) Compare anaerobic respiration in a yeast cell with anaerobic respiration in a muscle
cell.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 9 marks)

Page 29 of 51
Q11.
Low light intensity is one factor that limits the yield of a crop.

In Britain, many tomato growers use artificial lights to increase the yield of tomato crops.

The table shows the amount of natural daylight and artificial lamplight received by a
tomato crop grown in a greenhouse.

Natural daylight Artificial lamplight Total light Percentage


received by tomato given to tomato plant energy increase in
plant received growth
by plant resulting
Month Day length Light Hours of Light per day in from
in hours energy light given energy J/cm2 artificial
received per day received light
by plant by plant
per day in per day
J/cm2 in J/cm2

January 8.1 239 18 492 731 206

February 9.9 492 18 492 984 100

March 11.9 848 12 328 1176 39

April 13.9 1401 2 55 1456 4

May 15.5 1786 0 0 1786 0

June 16.6 1960 0 0 1960 0

July 16.2 1849 0 0 1849 0

August 14.7 1561 0 0 1561 0

September 12.8 1064 2 55 1119 5

October 10.6 614 11 301 915 49

November 8.8 288 18 492 780 171

December 7.6 183 18 492 675 269

Page 30 of 51
(a) Describe the pattern for the amount of light energy received from natural daylight by
a tomato plant during the day.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(b) A tomato plant needs 600 J of light energy per cm2 each day to grow and produce
tomatoes.

Use this information and data from the table to suggest an explanation for the
pattern of the artificial light given to the tomato plants.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 5 marks)

Page 31 of 51
Q12.
(a) Complete the equation for photosynthesis.

light
energy
____________ + ____________ ____________ + oxygen
(2)

(b) Scientists investigated how temperature affects the rate of photosynthesis.


The scientists grew some orange trees in a greenhouse.
They used discs cut from the leaves of the young orange trees.

The scientists used the rate of oxygen production by the leaf discs to show the rate
of photosynthesis.

(i) The leaf discs did not produce any oxygen in the dark.

Why?

______________________________________________________________

______________________________________________________________
(1)

(ii) The leaf discs took in oxygen in the dark.

Explain why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

Page 32 of 51
(c) In their investigation, the scientists measured the rate of oxygen release by the leaf
discs in the light. The scientists then measured the rate of oxygen uptake by the leaf
discs in the dark.

The graph shows the effect of temperature on

• oxygen production in the light

• oxygen production in the light added to oxygen uptake in the dark.

Use the information from the graph to answer each of the following questions.

(i) Describe the effect of temperature on oxygen production in the light.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

Page 33 of 51
(ii) Explain the effect of temperature on oxygen production in the light when the
temperature is increased:

from 25 °C to 35 °C

______________________________________________________________

______________________________________________________________

______________________________________________________________

from 40 °C to 50 °C.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(d) A farmer in the UK wants to grow orange trees in a greenhouse. He wants to sell the
oranges he produces at a local market.
He decides to heat the greenhouse to 35 °C.

Explain why he should not heat the greenhouse to a temperature higher than 35 °C.
Use information from the graph in your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 12 marks)

Page 34 of 51
Mark schemes

Q1.
(a) contract / shorten
ignore relax
do not allow expand
1

to churn / move / mix food


accept peristalsis / mechanical digestion
ignore movement unqualified
1

(b) 400
acceptable range 390-410
allow 1 mark for answer in range of 39 to 41
allow 1 mark for answer in range of 3900 to 4100
2

(c) to transfer energy for use


allow to release / give / supply / provide energy
do not allow to ‘make’ / ߢproduce’ / ‘create’ energy
allow to make ATP
ignore to store energy
1

by (aerobic) respiration or from glucose


do not allow anaerobic
energy released for respiration = max 1 mark
1

(d) (i) to make protein / enzyme


ignore ‘antibody’ or other named protein
1

(ii) too small / very small


allow light microscope does not have sufficient magnification
/ resolution
allow ribosomes are smaller than mitochondria
ignore not sensitive enough
ignore ribosomes are transparent
1
[8]

Page 35 of 51
Q2.
(a) No
no mark
if yes max 1 for correct statement

diffusion is down the concentration gradient


accept by diffusion ions would leave the root
1

to enter must go up / against the concentration gradient


or concentration higher in the root
or concentration lower in the soil
1

(b) (i) 0.9 or 3.25


for correct answer with or without working
if answer incorrect 1.3 or their rate – 0.4 gains 1 mark
or 130 – 40 or 90 gains 1 mark
2

(ii) (uptake) by active transport


1

requires energy

more energy from aerobic respiration


1

or

more energy when oxygen is present


1
[7]

Page 36 of 51
Q3.
(a) (i) glucose and galactose
1

(ii) any three from:

Evidence:

• absorption reduced by cyanide


allow converse

• absorb faster (than other sugars)

Explanation:

• active transport needs energy

• less / no energy available / released if cyanide is there


or less / no energy if no / less respiration
allow energy produced
ignore cyanide prevents respiration
3

(b) all / the sugars / they can be absorbed when gut poisoned / with
cyanide or when no respiration
1

(diffusion) does not need an energy supply


1
[6]

Page 37 of 51
Q4.
(a) fatty acids
1

glycerol
1

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

(so) substrate is broken down (into products)


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

(so) products are released or enzyme is not changed


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

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

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


1

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

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

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


allow add a drop of iodine
ignore iodine unqualified
1

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

(f) glucose from photosynthesis


do not accept starch made in photosynthesis
1

Page 38 of 51
(excess) glucose converted to starch
allow (excess) glucose is stored as starch
1

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


ignore reference to residual glucose from
previous photosynthesis
1

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

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


1

(h) any one from:


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

Page 39 of 51
Q5.
(a) A
1

(b) chloroplast(s)
ignore chlorophyll
1

(c) guard (cells)


ignore stoma(ta)
1

(d) transpiration stream


ignore transpiration unqualified
1

(e) increased humidity


1

(f) Level 2: Scientifically relevant features are identified; the way(s) in which they
are similar/different is made clear and (where appropriate) the magnitude of
the similarity/difference is noted.
4−6

Level 1: Relevant features are identified and differences noted. 1‒3


1−3

No relevant content.
0

Indicative content:
Structure
• xylem is made of dead cells
and
phloem is made of living cells
• phloem cells have pores in their end walls
and
xylem cells do not have pores in their end walls
• xylem is hollow or xylem does not contain cytoplasm
and
phloem contains cytoplasm
• xylem contains lignin
and
phloem does not (contain lignin)

• both made of cells


• both tubular

Function
• xylem transports water / mineral ions
and
phloem transports (dissolved) sugars
• xylem is involved in transpiration
and
phloem is involved in translocation
• xylem transports unidirectionally
and
phloem transports bidirectionally

Page 40 of 51
• both transport liquids / substances throughout the stem / leaves / roots /
plant

For Level 2, students must refer to both structure and function of xylem and
phloem tissue.

(g) (correct division)


40 ÷ 7 (in hours)
or
40 ÷ 420 (in minutes)
allow correct answer from student’s readings
throughout
1

5.71 (in hours)


or
0.0952…(in minutes)
allow correct division from incorrect reading(s)
from the tangent
1

(correct conversion to minutes)


0.0952…
allow correct conversion at any point in the
calculation
allow correct conversion of calculated value to
minutes
1

(answer in standard form)


9.5(238) x 10-2
allow correct conversion of calculated value to
standard form
1

(h) (less water loss at night)


allow converse if clearly describing 12:00

stomata are (almost completely) closed


1

(because) it’s cooler / colder


or
(because) there’s less / no light
ignore it’s dark at night
1
[17]

Page 41 of 51
Q6.
(a) Level 2: Relevant points (reasons/causes) are identified, given in detail and logically
linked to form a clear account.
3–4

Level 1: Relevant points (reasons/causes) are identified, and there are


attempts at logical linking. The resulting account is not fully clear.
1–2

No relevant content
0

Indicative content:
• backflow can occur or some blood flows backwards
• less blood leaves the heart or less blood is pumped around the body or
some blood stays in the heart (instead of being pumped out) or reduced
blood pressure or reduced flow rate
• less oxygen supplied to muscles / cells
• (so) less aerobic respiration
• (so) less energy released
• (so) less (efficient) muscle contraction
• anaerobic respiration takes place
• less (efficient) removal of lactic acid or lactic acid builds up or oxygen
debt occurs
• (lactic acid building up) causes muscle fatigue
• less (efficient) removal of carbon dioxide (from blood)

a level 2 response should refer to both respiration and the effects on exercise

(b)
ignore raw numbers from the table

(deaths mechanical valve =) 6% / 6.31136%


allow correctly rounded value
1

(deaths biological valve =) 10% / 10.14823%


allow correctly rounded value
1

(therefore a) higher proportion / percentage of patients die with biological


valve
or
patients are more likely to die with biological valve
do not accept more patients die with a biological
valve

allow 2 marks for ratio mechanical : biological =


1:1.6 or 1:1.7 or correctly calculated value

allow 3 marks for deaths with biological


valves = 4% / 3.83687% higher or correctly
rounded value
or
patients are 1.6 / 1.7 times more likely to die with
biological valves

Page 42 of 51
if no other marks awarded, allow for 1 mark
chance of death after a valve replacement is
8% / 7.77247% or correctly rounded value
1

(c) platelets
allow thrombocytes
1

(d) Level 3: A judgement, strongly linked and logically supported by a sufficient


range of correct reasons, is given.
5–6

Level 2: Some logically linked reasons are given. There may also be a simple
judgement.
3–4

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

No relevant content
0

Indicative content:

mechanical valves
• longer lasting or more durable or don’t wear out as easily or less likely
to need replacing (within 6 years)
• blood clots (on the brain) are more likely (after surgery)
• patient has to take anti-clotting medication (for the rest of their lives)
• if medication not taken (correctly), clots can lead to blood clots on brain /
heart attack
• medication can lead to excessive bleeding (after injury)
• some patients say they can hear the valves opening and closing
• survival rate at 5 years is slightly higher for mechanical valve
• lower percentage of deaths due to heart-related problems

biological valves
• no additional medication required
• ethical issues surrounding use of animal tissue
• valve may harden
• more likely to need further operation or another new valve
• more likely to be rejected
• more likely to need (immuno-suppressant) medication

both valves
• both are readily available
• little wait time

a level 2 response should contain comparisons of both valves and some


reference to own knowledge
[14]

Page 43 of 51
Q7.
(a) (i) any one from:

• (produce) toxins / poisons

• (cause) damage to cells


kill / destroy cells
allow kills white blood cells
1

(ii) produce antitoxins


1

engulf / ingest / digest pathogens / viruses / bacteria / microorganisms


accept phagocytosis or description
ignore eat / consume / absorb for engulf
ignore references to memory cells
1

(b) (i) dead / inactive / weakened


accept idea of antigen / protein
1

(measles) pathogen / virus


ignore bacteria
1

(ii) (after infection)


accept converse if clearly referring to before vaccination
1

rise begins sooner / less lag time

steeper / faster rise (in number)


1

longer lasting or doesn’t drop so quickly


idea of staying high for longer
ignore reference to higher starting point
1

(iii) antibodies are specific or needs different antibodies


accept antigens are different or white blood cells do not
recognise virus
1

(c) reduces spread of infection / less likely to get an epidemic


accept idea of eradicating measles
1
[10]

Page 44 of 51
Q8.
(a) any two from:
• regular hand washing
or
use hand sanitiser / alcohol gel
• cover nose / mouth when coughing / sneezing
allow wear a face mask
• put used tissues (straight) in the bin
• don’t kiss uninfected people
allow isolate patient from others
or
don’t share cutlery / cups / drinks with uninfected people
• clean / disinfect / sterilise surfaces regularly
ignore responses referring to infected people
2

(b) any three from:


• stimulate (mouse) lymphocytes to produce antibody
for marking points 1 and 2 lymphocyte must be used at least
once
• combine (mouse) lymphocyte with tumour cell
or
(create a) hybridoma
• clone (hybridoma) cell
• (hybridoma) divides rapidly and produces the antibody
3

(c) any two from:


• (monoclonal) antibody binds to virus or antibody binds to antigen on surface of
virus
• (monoclonal) antibody is complementary (in shape) / specific to antigen (on
surface of virus)
• white blood cells / phagocytes kill / engulf the virus(es)
2

(d) as a control
or
to see / compare the effects of the treatment (vs. no treatment)
1

(e) (4.8 + 10.4) ÷ 2 ÷ 100 × 1500


or
(4.8 ÷ 100 × 750) + (10.4 ÷ 100 × 750)
1

114
an answer of 114 scores 2 marks
allow 228 for 1 mark
1

(f) (supports the conclusion because)


over double the number / % of patients (in the trial) were hospitalised with the
placebo (compared to MAB)
1

(does not support the conclusion because)


no information on patients not hospitalised / still unwell at home

Page 45 of 51
or
other factors may have affected those admitted to hospital
allow correct named factor e.g. age / gender / other illness
or
don’t know if it was a double blind trial
1
[12]

Page 46 of 51
Q9.
(a) (i) dead / inactive / weakened
allow antigen / protein
ignore ref to other components
ignore small amount
1

pathogen / bacterium / virus / microorganism


ignore germs / disease
1

(ii) antigen / antibiotic instead of antibody = max 2

white blood cells produce / release antibodies


accept lymphocytes / leucocytes / memory cells produce
antibodies
do not accept phagocytes
1

antibodies produced quickly


1

(these) antibodies destroy the pathogen


allow kill
do not accept antibodies engulf pathogens
1

(b) (i) (live) bacteria still in body


ignore numbers
1

would reproduce
ignore mutation / growth
1

(ii) antibiotics / treatment ineffective or resistant pathogens survive


accept resistant out compete non-resistant
1

these reproduce
1

population of resistant pathogens increases


allow (resistant pathogens reproduce) rapidly
1
[10]

Page 47 of 51
Q10.
(a) glucose is absorbed by diffusion into the bloodstream
1

then blood delivers glucose to muscles in capillaries


1

(b) to stop air getting in


1

(c) yellow
1

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

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


1

(e) yeast produces ethanol but muscles produce lactic acid


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

yeast produces CO2 but muscles do not


answers must be comparative
1

both release small amounts of energy


1
ignore both occur without oxygen
[9]

Page 48 of 51
Q11.
(a) low in winter / named months /when the days are short
accept increases in spring / Dec – June
1

high in summer / named month(s) / (when days are long


decreases in autumn / June – December
1

reasonable quantitative statement


accept any reasonable calculated /
translated quantitative statement
higher in summer than in winter for 2 marks
comparative statements may be worth 2 marks
but
8/11 times higher in summer than in
winter for 3 marks
1

(b) no artificial light given in summer / light only given in winter

since natural light greatly exceeds minimum / 600 J (required to produce


tomatoes)
accept day length if linked to light energy

OR

light only given in winter

as natural light less than the minimum


needed (to grow them) or 600 J

OR

for 2 marks:
percentage increase in growth from artificial] light only significant in winter
2
[5]

Page 49 of 51
Q12.
(a) LHS: carbon dioxide AND water
in either order
accept CO2 and H2O
allow CO2 and H2O
if names given ignore symbols
do not accept CO2 / H2O / Co / CO
ignore balancing
1

RHS: sugar(s) / glucose / starch / carbohydrate(s)


accept C6H12O6
allow C6H12O6
do not accept C6H12O6
1

(b) (i) light is needed for photosynthesis

or

no photosynthesis occurred (so no oxygen produced)


1

(ii) oxygen is needed / used for (aerobic) respiration


full statement
respiration occurs or oxygen is needed for anaerobic
respiration gains 1 mark
2

(c) (i) (with increasing temperature) rise then fall in rate


1

use of figures, ie

max. production at 40 °C
or maximum rate of 37.5 to 38
1

(ii) 25 – 35 °C

either faster movement of particles / molecules / more collisions


or particles have more energy / enzymes have more energy
1

or temperature is a limiting factor over this range

40 – 50 °C

denaturation of proteins / enzymes


ignore denaturation of cells
ignore stomata
1

(d) above 35 °C (to 40 °C) – little increase in rate


or > 40 °C – causes decrease in rate
1

Page 50 of 51
so waste of money or less profit / expensive
1

because respiration rate is higher at > 35 °C


or
respiration reduces the effect of photosynthesis
1
[12]

Page 51 of 51

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