Answers

SB1a Microscopes c 1 mm × 150 = 150 mm

d 1 mm × 1200 = 1200 mm
Student Book e 1 mm × 0.5 = 0.5 mm
5th 1 a The photo shows the flea 50 times 3 a 2 cm
bigger than it really is.
b 5 cm
7th b 5 / 50 = 0.1 cm or 1 mm c 15 cm
7th 2 5 × 5 = ×25; 5 × 15 = ×75; 5 × 20 = ×100 d 120 cm
e 0.05 cm
7th 3 Bacterium = 8 mm long. Dividing 8
4 a 10 cm (100 mm). Make sure students
by 0.002 gives magnification of 4000.
have included the unit.
(Answers may vary, depending on
accuracy of students’ measurements.) b 100 / 1 (or 10 / 0.1) = 100. The
magnification is ×100. The important point
5th 4 He could see points that were at least here is that students need to change one
0.002 mm apart as separate points, of the units so that both the measurement
but points that were closer than this and the size of the water flea are in the
appeared as a single point. same units.
c 60 mm / 100 = 0.6 mm (or 6 cm / 100 =
6th 5 They have a greater magnification and
0.06 cm). Accept answers that have used
they have a greater resolution.
an incorrect magnification from part b but
7th 6 0.0000002 mm = 0.0002 μm or 0.2 nm are otherwise correct.
or 200 pm 5 Length of offspring is 20 mm. 100 / 20 = 5. The
S1 Students should spot at least one similarity adult is 5 times bigger than the offspring.
(e.g. they both have a barrel containing two 6 a 20 mm / 100 mm = 0.2 mm or 1 mm / 5
lenses, they both have a focusing wheel, they = 0.2 mm
both need a light source) and one difference
b 0.2 mm = 0.002 m, 0.02 cm, 200 µm,
(e.g. today’s microscopes have bigger
200 000 nm, 200 000 000 pm
magnifications, have greater resolutions, are
not made of the same materials). The essential
point for students to understand is that greater SB1a.2 Microscopes – Strengthen
magnifications and greater resolutions now 1 The smallest distance between two points that
allow us to examine things with much greater can still be seen as two points.
clarity and detail.
2 a Hooke’s microscope: contains a barrel
E1 The points around the edges of a diatom are at with two lenses, uses light, magnification
minimum 20 µm or 0.02 mm away from each up to ×30, resolution down to 0.002 mm.
other and so can be seen with a microscope Modern light microscope: contains a barrel
that has a resolution down to 0.0014 mm with two lenses, uses light, magnification
(1.4 µm). However the pores are only 1 µm up to ×1500, resolution down to
(0.001 mm) in diameter and so cannot be seen 0.0001 mm.
with a microscope of this resolution.
b Microscopes, lenses, magnification,
resolution
Exam-style question
Two from the following: 3 20 × 3 = ×60

• image has more clarity/is clearer 4 a Electron microscope

• more detail can be seen / greater resolution b It has a better/greater resolution.
• larger image can be seen / greater 5 a 50 µm
magnification
b 5 mm

Activity and Assessment Pack SB1a.3 Microscopes – Extend

SB1a.1 Working with magnifications 1 a 100 000 / 100 (or 10 / 0.01) = 1000. The
1 Microscope magnification is ×1000. The important
point here is that students need to
2 a 1 mm × 20 = 20 mm change one of the units so that both the
b 1 mm × 50 = 50 mm measurement on the worksheet and the
size of the diatom are in the same units.

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b Resolution 6 a A microscope in which electrons, rather
c It is bigger. than light, go through a specimen to
create an image.
d Van Leeuwenhoek’s microscope could not
show the pores because his microscope b Electron microscopes have greater/
did not have a fine enough resolution. larger magnifications and better/greater
(The minimum distance between two resolutions.
points that his microscope could ‘resolve’
was greater than the width of the pores.) SB1a.5 The electron microscope
Ensure that students have explained their Homework 2
answers, rather than just described that
van Leeuwenhoek’s microscope did not 1
show the pores. Eyepiece lens Objective lens Total
e 1 µm = 0.001 mm or 1000 nm or magnification magnification magnification
1 000 000 pm ×3 ×5 ×15
f 20 × ? = 1000, so ? = 1000 / 20 = 50.
×6 ×10 ×60
A ×50 objective lens would be needed.
Accept incorrect answers that have ×7.5 ×30 ×225
been caused by the use of the wrong ×12.5 ×20 ×250
magnification calculated in part a.
2 8 × 2000 = 16 000 µm = 16 mm
2 a Similarities: they both magnify small
specimens. Differences: one uses light 3 130 × ? = 26 000 000 nm; 26 000 000 / 130 =
and one uses electrons, the electron ×200 000. It’s important to put both figures into
microscope has a greater resolution, the same units to start with.
the electron microscope has a greater 4 a Microscope Z because it has the finest
magnification, cost, colour of images resolution. Microscope X has a resolution
(electron micrographs can only add false of 200 nm and microscope Y has a
colours). There are other differences, such resolution of 20 nm.
as the fact that specimens can be alive for
b Microscopes Y and Z
use under a light microscope, but students
are unlikely to get these. They should 5 a Light
however be able to include one similarity b The lowest one on the diagram; it
and one difference, and have used words magnifies.
of comparison (such as comparative
c There is a vacuum inside the electron
adjectives and/or conjunctions such as
microscope and so the water flea would
‘similar to’, ‘whereas’).
not be alive. Or, the water flea has to be
b An electron microscope has a much cut very thinly and would be killed.
greater magnification and resolution.
d All electron micrographs are in black and
white.
SB1a.4 Microscopes – Homework 1 e It has a much greater magnification and
1 a–e Correctly labelled microscopes. Either of finer resolution than a light microscope.
the two focusing wheels could be labelled.
6 Table with some or all of the points shown
2 a 5 × 20 = ×100 on the next page. Students may have done
b 5 × 30 = ×150 additional research to answer this question,
although all the answers can be found on the
3 a 60 / 20 = 3. Hair Y is three times thicker sheet or in the Student Book.
than hair X.
b 20 × 150 = 3000 µm
c 3 mm. There are 1000 µm in 1 mm.
d 60 × ? = 6000 (or 0.06 × ? = 6) ? = 6000 /
60 = ×100
4 a µm is micrometres, pm is picometres.
b 1000
5 how far apart two points have to be for you to
be able to see them as two points

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Feature Light Electron (controls what enters and leaves the cell), cell
microscope microscope wall (provides support and protection), nucleus
(controls the cell and its activities), cytoplasm
Imaging using light electron beam (where the cell’s activities occur), mitochondria
Maximum ×1500 ×2 000 000 (where aerobic respiration occurs), chloroplast
magnification (where photosynthesis occurs), vacuole (stores
Finest resolution 0.1 µm 0.2 nm cell sap and helps to keep the cell firm and
rigid), ribosomes (to produce proteins).
Focused using glass lenses electromagnetic
coils E1 Students should identify chloroplasts, nucleus,
Organisms dead or alive dead mitochondria, ribosomes and vacuole as
organelles. They should point out that animal
Preparation of simple, quick complex, time-
cells never contain chloroplasts and do not
specimen consuming
have a large permanent vacuole (although they
Cost cheap very expensive may have smaller, temporary ones).

Exam-style question
SB1b Plant and animal cells A description that makes reference to the following
points:
Student Book
• chloroplasts contain chlorophyll
5th 1 Everything in photo A is 67 times bigger
than it really is.
• chlorophyll absorbs/takes in (sun)light
• (sun)light is used for photosynthesis
5th 2
Part Functions SB1b Core Practical – Using
cell membrane controls what enters and Microscopes
leaves; separates cells
1 stage (1)
nucleus controls the cell and its
activities 2 a D (1)
cytoplasm where the cell’s activities occur b B (1)
mitochondria release energy/where aerobic 3 to make sure you can find the (relevant part of)
respiration occurs the specimen OR to make sure that you do not
ribosomes make new proteins damage a high power objective lens (1)
4 a the lens makes things appear two times
6th 3 About four will fit across the field of view: bigger (1)
36 / 4 = 9 and so approximate diameter b 2 × 7 = ×14, 5 × 7 = ×35, 10 × 7 = ×70 (3)
is 9 µm.
5 a air bubbles (1)
5th 4 a Nucleus b lower the coverslip more carefully/slowly/
gently (1)
6th b At this page size, the width of the
cell image is 4.7 cm; magnification 6 diameter of 10 cells is 0.2 mm, so diameter of
= ×3800 one cell = 0.2/10 = 0.02 mm (2: 1 for working,

4.7 cm = 0.047 m 1 for correct answer with units)

0.047 / 3800 = 1.2 × 10−5 m = 12 µm 7 a higher magnification OR better resolution
(OR description of either of those) (1)
6th 5 1000 nm in 1 µm. 25 / 1000 = 0.025 µm b 7 µm (1)
6th 6 a 8 µm c 0.007 mm (1)
d labelled drawing of neutrophil, recognising
6th b 1 µm the irregular shape of the nucleus (1), correct
labelling of nucleus, cell membrane and
5th 7 Mitochondrion cytoplasm (1)
6th 8 Chloroplasts – chloroplasts are what 8 a 0.45 × 500 = 225 mm (or 22.5 cm) (1)
make cells green because they contain b 0.1 × 500 = 50 mm (or 5 cm) (1)
the green pigment chlorophyll.
9 1 cm = 10 mm = 10 000 µm 10 000/20 = 500
S1 Plant cell drawn as in diagram D on SB1b Plant magnification = (500 (2: 1 for unit conversion,
and animal cells. Labels to cell membrane 1 for working to show magnification)

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Activity and Assessment Pack
SB1b.2 Ideas about the cell
1
Antonie van Leeuwenhoek 1632−1723 ‘animalcules’ (now known as letters written to the Royal
bacteria) Society
Robert Hooke 1635−1703 observed cells in cork using a published a book called
microscope Micrographia
Franz Bauer 1758−1840 All plant cells have a cell nucleus. talk to Linnaean Society
Robert Brown 1773−1858 All plant cells have a cell nucleus. talk to Linnaean Society
Matthias Schleiden 1804−1881 The nucleus plays a role in making scientific papers
new cells.
Theodor Schwann 1810−1882 The nucleus plays a role in making scientific papers
new cells.
Rudolf Virchow 1821−1902 Cells originate from division of scientific papers
existing cells.
Richard Altmann 1852−1900 mitochondria − structures in cells treatise (a long, in-depth
that carry out chemical reactions to scientific essay)
keep the organism alive

2 Golgi, Koch and Dutrochet are examples. SB1b.4 Organelles – Extend

3 a Any sensible suggestions, e.g. letters 1 a&b
have been replaced by emails.
Organelle In In Function
b any reasonable suggestions, e.g.
plant animal
communication now faster so progress
cells? cells?
can be made more swiftly, etc.
chloroplast 3 where
photosynthesis
SB1b.3 Plant cells – Strengthen occurs
1 a&b Correct lines from cell to part names, large 3 stores cell sap
and then from top to bottom on permanent and helps to
diagram: vacuole support the cell
• Mitochondrion – where aerobic respiration mitochondrion 3 3 where aerobic
occurs respiration
• Cell wall – for support and protection occurs
• Cell membrane – controls what enters and nucleus 3 3 controls the
leaves the cell cell’s activities
• Chloroplast – where photosynthesis ribosomes 3 3 make proteins
occurs
2 Cell wall, cell membrane, cytoplasm
• Large permanent vacuole – stores cell sap
and helps to support the cell 3 About 10 cells can fit across the field of view
• Nucleus – controls the cell’s activities and so each one is roughly 0.2 mm / 10 =
0.02 = 20 µm wide. About two cells can fit
• Cytoplasm – where the cell’s activities
lengthways across the field of view and so
occur
each one is roughly 0.2 / 2 = 0.1 = 100 µm in
2 a Chloroplast height. Ensure the right symbol for micrometre
b Cytoplasm has been used.
c Make proteins 4 a Each ribosome measures 6 mm.
3 a a rough calculation 6 / 200 000 = 0.00003 mm = 30 nm
b it saves time b Scale bar drawn to show a certain
distance representing a certain number of
4 40 µm (Ensure the correct unit is used.) nanometres, making it easy to estimate
the size of a ribosome (e.g. a 6 mm line
with 30 nm written above it or a 12 mm
line with 60 nm written above).

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 Answers
SB1b.5 Cells and sub-cellular 3 a 1.3 mm
structures b The important steps are:
1. Use scale slide to work out diameter of
1 a From the top: nucleus, (large, permanent)
field of view at a certain magnification.
vacuole, cell wall, chloroplast, cell
(surface) membrane. 2. Examine the live cells under the same
magnification.
b Plant because it contains a large
permanent vacuole and/or a cell wall and/ 3. Estimate how many liver cells fit
or chloroplasts. across the field of view.
4. Divide the diameter of the field of
c Mitochondrion drawn in (similar in size and
view by the number of liver cells in the
shape to a chloroplast) and labelled.
previous step.
d It is where aerobic respiration occurs.
4 Ribosomes are very small sub-cellular
e To store cell sap and/or to keep the cell
structures and microscopes did not have the
rigid.
magnification or resolution needed to see them
f Ribosomes until electron microscopes were developed.
g Proteins
2 a 1.3 mm
SB1c Specialised cells
b 0.2 mm
c it saves time Student Book
3 a 5–6 µm 5th 1 any three human cells and their
functions (e.g. red blood cells to carry
SB1b.6 Cells in detail oxygen, muscle cells for movement,
nerve cells for carrying information)
1 a A rough calculation.
b To save time or to keep the focus on the 5th 2 a Drawing of a small intestine
more important parts of what you are doing. cell (as for diagram A in SB1c
Student Book) with the following
c An estimate can be used when the
parts labelled: cell membrane,
roughness of the calculations will not affect
microvilli/us, nucleus, cytoplasm,
any conclusion that you need to draw. It
mitochondria/on. Some students
cannot be used if this isn't the case.
may have referenced ribosomes.
2 a The drawing should measure 12 cm tall by 7th b Scale bar drawn and labelled as
3 cm wide. 10 µm, which is half the length of
b Suitable scale bar drawn in, showing a the student’s drawing.
distance in µm. 6th c It has a greater surface area (more
c Onion bulb cell – it contains a large area for absorption).
vacuole and/or a cell wall and/or it has
a rigid looking shape with straight sides 7th 3 It is a protein. Ribosomes are used to
and so is a plant cell. It does not contain make proteins.
chloroplasts so it cannot be an oak leaf
cell.
8th 4 many mitochondria

d • Mitochondria/on – where aerobic 6th 5 a haploid because it only contains

one set of chromosomes/one copy
respiration occurs
of each type of chromosome
• Cell wall – for support and protection
7th b so that a diploid cell is formed when
• Cell (surface) membrane – controls two gametes fuse
what enters and leaves the cell
5th 6 a Drawing of a human egg cell with the
• (Large permanent) vacuole – stores following parts labelled: cytoplasm,
cell sap and helps to support the cell nucleus, jelly coat, cell membrane.
• Nucleus – controls the cell’s activities 5th b The cell membrane hardens after
one sperm cell has entered. The
• Cytoplasm – where the cell’s activities
jelly coat also hardens.
occur
Some students may have mentioned
7th c Correct magnification of drawing
ribosomes in the cytoplasm although based on an egg cell being 0.1 mm
these are not visible on the drawing. in diameter.

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Activity and Assessment Pack
7
At least one similarity and one
8th
difference. This could be presented as a SB1c.2 Structure and function
paragraph or a table.
1/2
Similarities: they are both projections/
look similar, they are both covered in cell Sperm cell Egg cell Ciliated Epithelial
membrane. epithelial cell with
Differences: microvilli are much shorter, cell microvilli
microvilli do not need a source of energy acrosome large store fine finger-like
to operate, microvilli do not contain containing of nutrients hair-like extensions
strands of a substance that can contract. enzymes in the extensions of the cell
cytoplasm to the cell surface
6th 8 An egg cell is moved by ciliated membrane membrane
epithelial cells but a sperm cell has to
haploid haploid diploid diploid
swim against the current produced by
nucleus nucleus nucleus nucleus
the ciliated epithelial cells.
long tail jelly layer lines lines the
S1 • egg cell is swept along the oviduct towards surrounding oviducts small
the uterus – by the action of cilia on ciliated the cell intestine
epithelial cells membrane
• egg cell is protected – by jelly layer as it is many cell
moved mitochondria membrane
• sperm cell swims towards the egg cell hardens
– using its tail, streamlined shape and after
energy released by its mitochondria fertilisation
• sperm cell burrows through the egg cell jelly jelly layer
layer – using enzymes from its acrosome hardens
• sperm cell and egg cell nuclei join – the after the
sperm cell
nuclei are haploid nuclei and so join to
form a diploid nucleus nucleus
and egg cell
• fertilised egg cell becomes an embryo –
nucleus fuse
using the nutrients in the egg cell to grow
and develop 3 Sperm cell:
E1 • they have haploid nuclei acrosome: helps the cell burrow through the
jelly-like layer surrounding an egg cell;
• which means that when they join at
haploid nucleus: contains one set of
fertilisation, the resulting fertilised egg cell/
chromosomes because this is a gamete;
zygote is diploid
long tail: moves from side to side so the whole
• if the gametes had more than one set cell swims forward;
of chromosomes the resulting fertilised many mitochondria: release a lot of energy
egg cell/zygote would have too many quickly for movement of the cell
chromosomes and would not survive
Egg cell:
• the egg cell has a jelly coat, which hardens nutrients: provide a source of energy for cell
after fertilisation to ensure that no more division and growth after fertilisation;
than one sperm cell enters and so the haploid nucleus: contains one set of
zygote is diploid (rather than triploid etc.) chromosomes because this is a gamete;
• (the egg cell membrane helps with this jelly layer: protects the egg cell as it moves
function in the same way, by hardening) through the oviduct;
• the egg cell contains a store of food, to cell membrane hardens: helps prevent a
second sperm fertilising the egg cell;
provide energy for the zygote to grow and
divide into an embryo jelly layer hardens: helps prevent a second
sperm fertilising the egg cell
Exam-style question Ciliated epithelial cell:
Explanation that makes reference to the following fine hair-like extensions: sweep from side to
points: side to move things across the cell surface;
diploid nucleus: contains two sets of
• the cells have cilia on their outer surface (1)
chromosomes because this is a body cell;
• the cilia move with a wave-like movement that
lines oviducts: moves the egg cell from the
carries the egg cell along the tube (1)
ovary towards the uterus

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Epithelial cell with microvilli: d Similar answer to the following: The cell
finger-like extensions: increase the surface produced by fertilisation is diploid because
area of the cell so substances are absorbed it is formed by the fusion of two haploid
more quickly; gametes.
diploid nucleus: contains two sets of
2 a protects the egg cell as it moves along the
chromosomes because this is a body cell;
oviduct
lines the small intestine: where digested food
substances are absorbed into the body b prevents other sperm cells joining with/
entering the egg cell
SB1c.3 Specialised cells c moves the sperm cell through the oviduct
towards the egg cell
Strengthen d release lots of energy for the movement of
1 b,c Correct order of steps with associated the tail
adaptations: e digest a hole through the jelly layer of the
• egg cell is swept along the oviduct towards egg cell so that the sperm cell nucleus can
enter
the uterus/cilia on ciliated epithelial cells
• egg cell is protected as it moves/thick jelly f move the egg cell along the oviduct from
the ovary towards the uterus
layer surrounds cell
g
• sperm cell swims towards the egg cell/ provide a source of energy for growth and
development of the embryo
many mitochondria release energy for tail
movement 3 a many mitochondria to provide energy for
• sperm cell burrows through the egg cell contraction
jelly layer/enzymes in acrosome b many ribosomes to produce protein/enzyme
• sperm cell and egg cell nuclei join/haploid c large cell surface area to increase rate of
nuclei join to form diploid nucleus absorption
• fertilised egg cell becomes an embryo d cilia on surface membrane to move
and begins to grow/nutrients in egg cell substances across the cell surface
cytoplasm are a source of energy
2 Correct links: SB1c.5 Specialised cell questions
• nerve cell may be extremely long – helps Homework 1
the cell carry information to distant parts of 1 contains one set of chromosomes/half the
the body quickly number of chromosomes as a body cell
• cell membrane of an epithelial cell of the 2 The number of chromosomes must halve.
small intestine has many tiny extensions
(microvilli) that increase its surface area 3 a The tail moves the sperm cell along the
– helps the cell absorb digested food oviduct towards the egg cell.
substances quickly b Mitochondria provide energy for
movement of the tail.
• muscle cell contains many mitochondria
c The acrosome contains enzymes that
– provides lots of energy for rapid cell
contraction make a hole in the jelly layer around the
egg cell so the sperm cell can enter.
• some pancreatic cells contain many
ribosomes – helps the cell make lots of 4 length in diagram =
 5 cm; real size
enzymes (proteins) = 5 / 1000
= 0.005 cm, 0.05 mm or 50 µm
SB1c.4 Specialised cells – Extend 5 a The jelly layer protects the egg cell as it
1 a i
contains one set of chromosomes/ moves along the oviduct.
half the number of chromosomes as a b It hardens.
body cell c This prevents other sperm cells from
ii contains two sets of chromosomes entering.
b i haploid ii diploid iii diploid iv haploid 6 The cilia move the egg cell along the oviduct
c i The fertilised egg cell has twice as towards the uterus.
many chromosomes as an egg cell or 7 Function: It produces many proteins (e.g. an
sperm cell. enzyme/hormone-secreting cell).
ii The egg cell has half the number of Explanation: Ribosomes are where proteins
chromosomes as the body cell. are made.

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 Answers
SB1c.6 Life cycle of a moss 5th 4
Homework 2
Part Functions
1 a The embryo is diploid because it is formed
by the fusion of the haploid sperm cell and cell membrane controls what enters and
haploid egg cell. leaves/separates cells
b The spore case is diploid because it grows cytoplasm where the cell’s activities
from the diploid embryo. occur
c Spores are haploid because they grow ribosomes make new proteins
into haploid plants. chromosomal DNA controls most of the cell’s
activities
2 There are two sets of chromosomes in a
diploid nucleus but only one set in a haploid plasmid/plasmid controls some of the cell’s
nucleus. DNA activities
3 Length in diagram = 12 mm. Magnification = flagellum allows the bacterium to
(×15, so real size = 12/15 = 0.8 mm = 800 µm. swim / move
flexible cell wall for support (or protection)
4 Any two from:
slime coat for protection
• They may have tails that help them swim
in the water to the egg cell. 6th 5 Answers from 40 to 60 nm.
• They may contain many mitochondria to
help them move towards the egg cell. 6th 6 They are too small to be seen at this
• They may have enzymes at the front of magnification.
the cell to help burrow into the egg cell.
6th 7H
5 The egg cell cytoplasm should contain lots
of nutrients that can be used as a source of Prefix Effect on unit … Example Effect
energy for the embryo as it starts to grow and on unit
develop into a spore case. milli- / 1000 millimetres (mm) × 10−3
6 They should have a large surface area/ micro- / 1 000 000 micrometres (µm) × 10−6
extensions of the cell membrane to increase nano- / 1 000 000 000 nanometres (nm) × 10−9
the surface area to make it easier to absorb pico- / 1 000 000 000 000 picometres (pm) × 10−12
water and mineral salts quickly.
7 The cilia on the cells in the oviduct help the 6th 8 H Football is 2.2 × 10−1 m in diameter.
human egg cell move along the oviduct. The Ribosome is 20 nm in diameter
embryo of the moss plant doesn’t move, so no = 2 × 10−8 m. Some students will have
cilia are needed. seen the connection between this
question and the last and noticed that
20 nm = 20 × 10−9 and this is the same
SB1d Inside bacteria as 2 × 10−8. Other students will have
done the calculations in a more round
Student Book about manner, but it is worthwhile
showing all students the effects of the
6th 1 a About 2 µm. You could fit about 10 prefixes in terms of standard form.
of the bacteria across the field of
view, which is 20 µm. S1 Bacterial cell drawn as in diagram D. Labels
to cell membrane (controls what enters and
7th b length = 3.8 cm; magnification leaves the cell), flexible cell wall (provides
= ×12 600; 3.8 cm = 0.038 m support / protection), chromosomal DNA

0.038 m / 12 600 = 3.02 × 10−6 m (controls most of the cell’s activities),
= 302 µm cytoplasm (where the cell’s activities occur),
plasmid/plasmid DNA (controls a few of
5th 2 a In the cytoplasm, on the right of the the cell’s activities), ribosomes (to produce
photo/near the flagellum. proteins), flagellum (to move), slime coat (for
5th b DNA protection).

5th c Nucleus

5th 3 Movement/lets the bacterium swim.

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E1 Students should spot at least two similarities, Flagellum – for movement.
e.g. they both contain DNA, have cell (surface) Chromosomal DNA – to control most of the
membranes, both contain ribosomes, both cell’s activities.
contain cytoplasm; and at least two differences,
Plasmid/s – contain DNA to control some of the
e.g. eukaryotic cells: contain mitochondria,
cell’s activities.
many chromosomes, a nucleus, bigger
ribosomes. Chromosome/s – contain DNA (and proteins)
and control most of the cell’s activities
Exam-style question 3 a Bacterium
Two from: b Eukaryotic cells have a nucleus and
• (flexible) cell wall prokaryotic cells do not.
• slime coat / capsule 4 Students might identify nucleolus (puts
• plasmid(s) ribosomes together), nuclear pores (controls
transport of substances between cytoplasm
• small ribosome
and nucleus), Golgi body (modifies proteins),
• mesosome (students are unlikely to have
endoplasmic reticulum (helps in the
met this)
manufacture of proteins), smooth endoplasmic
• pilli (students are unlikely to have met this) reticulum (manufactures lipids). There are
• flagellum/a (in this course sperm cells are also a variety of smaller vacuoles and vesicles
(used to store and transport substances), and
described as having a ‘tail’, although some
sources will describe it as a flagellum. lysosomes (contain enzymes to break down
Bacterial flagella work using a rotary waste materials in the cytoplasm).
‘motor’ and have a different structure to
sperm cell ‘tails’, which work using sliding SB1d.3 Inside bacteria – Strengthen
filaments in order to create a waving
motion). 1 a & b Lines from cell to correct part names
and then from the top:
Do not accept:
• (cell) (surface) membrane • Slime coat – for protection (not all bacteria
have this).

Activity and Assessment Pack • Flexible cell wall – for protection and
support.
SB1d.2 Comparing animal and • Cell (surface) membrane – controls what
bacterial cells enters and leaves the cell.

1 Animal cell top left labelled with: mitochondria, • Chromosomal DNA – contains the
instructions for most of the cell’s activities.
cell (surface) membrane, cytoplasm, nucleus.
Bacterial cell top right labelled with: cytoplasm • Cytoplasm – where the cell’s activities
occur.
(and possibly cell wall/slime coat/cell surface
membrane). • Plasmid – contains a small proportion of
the bacterium’s DNA.
Animal cell bottom left labelled with:
mitochondria, cell (surface) membrane, • Flagellum – for moving.
cytoplasm, nucleus, ribosomes, chromosomes. 2 a Cytoplasm
Bacterial cell bottom right labelled with: b Make proteins
cytoplasm, slime coat, (flexible) cell wall, cell
3 nucleus (or mitochondria, or any other
(surface) membrane, cytoplasm, flagellum,
membrane-bound organelle found in all
chromosomal DNA, plasmid.
eukaryotic cells – i.e. not chloroplasts).
2 Cell (surface) membrane – controls the
4 a About 0.00 mm
substances coming into and out of cell.
b About 0.000002 m
Nucleus – controls activities of cell.
c About 2 × 10−6 m
Cytoplasm – where the cell’s activities occur/
contains dissolved substances. 5 a 1 mm
Mitochondria/on – provides energy for cell b There are 1 × 109 nm in 1 m.
activities using aerobic respiration.
Ribosomes – make proteins.
Slime coat – for protection.
Cell wall – provides support and protection.

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 Answers
SB1d.4: Comparing cells – Extend 6 a 0.0000006 m
b 6 × 10−7 m
1 a
Cell Found in Found in Found in SB1d.6 Comparing prokaryotic and
structure animals? plants? bacteria?
eukaryotic cells – Homework 2
cytoplasm 3 3 3
1 A (top left): prokaryotic (no nucleus); all the
chloroplast 3 others are eukaryotic because they have
nucleus 3 3 nuclei (and other sub-cellular structures with
plasmid 3 membranes).
ribosomes 3 3 3 2 Flagella for movement, slime coats for
cell protection.
3 3 3
membrane 3 Most is in a large loop of chromosomal DNA;
cell wall 3 3 small quantities are found in small loops called
mitochondria plasmids / of plasmid DNA.
3 3
permanent 4 a 1 000 000 000 000 pm in 1 m
3
vacuole b 1 × 1012 pm
DNA 3 3 3 5 a 0.00000002 m
b Paragraph should: b 2 × 10−8 m
point out at least one similarity (e.g. they H c 0.04 m or 4 × 10−2
both have cytoplasm)
6 H ×20 000
point out at least one difference (e.g.
prokaryotic cells do not have a nucleus) 7 Conjugation allows the transfer of plasmids;
plasmids contain DNA; so newly received
contain full sentences that are well-linked,
plasmids may contain instructions for activities
using words/phrases for comparison (e.g.
that are new to a bacterium and so change its
compared with, similar to, the same as,
cellular activity.
whereas).
2 a make proteins
b protection SB1e Enzymes and nutrition
3 a 0.000002 m Student Book
b 2 × 10−6 m 6th 1 a glucose molecules
H c 4 × 10−2 m
6th b amino acids
SB1d.5 Eukaryotic and prokaryotic
6th c fatty acids and glycerol
cells – Homework 1
1 Nucleus, prokaryotic, DNA, plasmids, 7th 2 The starch in the bread is broken down
eukaryotic, ribosomes, proteins to sweet-tasting glucose.

2 Flagellum 6th 3 a amino acids

3 Slime coat / (flexible) cell wall 6th b glucose
4 a Underlined: cell surface membrane,
cytoplasm
6th 4 It’s a molecule found in living organisms
that speeds up the rate of reactions.
b Ringed: chloroplast, permanent vacuole
5 Students could have given examples in other
6th 5 a Enzymes are made of amino acids,
SI base units apart from metre (e.g. gram). 7th b because they are proteins.
Prefix Effect on unit … Effect Example
on unit 6th 6 substrate is starch; products are small
sugars such as maltose
milli- / 1000 × 10−3 millimetres (mm)
micro- / 1 000 000 × 10−6 micrometres (µm) 6th 7 any two enzyme-controlled processes,
nano- / 1 000 000 000 × 10−9 nanometres (nm) such as digestion of food, respiration,
breakdown of hydrogen peroxide
pico- / 1 000 000 000 000 × 10−12 picometres (pm)

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 Answers
into account the alignment of molecules
7th 8 The amount of phenylalanine will needed to form bonds) the joining together of a
increase because there is no enzyme line of jigsaw puzzle pieces using sticky tape to
to catalyse its breakdown. This could hold them together.
damage nerves and the brain.

8th 9 Diagram or flowchart that shows SB1e.3 Enzymes – Strengthen

enzymes released from stomach surface Students’ own concept maps
onto the food → enzymes break down
the tissues of the food into smaller
molecules → small molecules absorbed
SB1e.4 Enzymes – Extend
(by diffusion) into the starfish. 1 a It is a synthesis reaction, because larger
molecules are being made by linking
S1 The concept map should include the following
together smaller ones.
or similar words, appropriately linked:
carbohydrate, glucose, protein, amino acid, b speeds up the rate of reaction
lipid, fatty acid, glycerol, synthesis, monomer, 2 a The substrate is a polymer chain in the
polymer, digestion/breakdown, enzyme, bacterial wall, as this is the molecule that
biological catalyst, substrate, product. Other is changed by the enzyme in the reaction.
words may be included that link with these.
b The penicillin stops polymer chains
E1 If the enzyme is stopped from working by being linked together, so the cell wall is
penicillin, the links between polymer chains weakened.
cannot be made. This means the bacterial cell
3 a protein
wall remains weak.
b amino acids
Exam-style question 4 Any suitable reaction where a large molecule
Explanation that makes reference to the following is broken down into its subunits, such as the
points: digestion of starch by amylase into small
sugar molecules. The enzyme speeds up
•
digestive enzymes catalyse the breakdown
the breaking of bonds between the sugar
large food molecules (1)
molecules.
•
so that they are small enough to cross cell
5 The biological molecules in food are too large
membranes (1)
to be absorbed into the body. So they must be
•
to supply body with nutrients and sources
digested into smaller molecules that can cross
of energy (1)
cell membranes. Enzymes speed up the rate
of digestion so that large amounts of digested
Activity and Assessment Pack food molecules can be absorbed quickly as
SB1e.2 Synthesis and breakdown food passes through the small intestine.

1 The subunits of starch are glucose molecules, 6 Any suitable answer that shows the importance
of proteins are amino acids, and of fats are of enzymes in catalysing a reaction fast
glycerol and fatty acid molecules. enough for life processes to be supported
properly; such as enzymes in respiration
2 – being fast enough to supply energy from
3 Like scissors, some enzymes break the bonds the breakdown of sugar molecules for other
in large molecules, 'cutting' them into smaller processes needed by cells to stay alive and
parts. grow.

4 Completed diagrams should look like those in SB1e.5 Enzymes and reactions
diagram B in SB1e Enzymes and nutrition in
the Student Book, showing synthesis as the Homework 1
formation of a large molecule from smaller 1 Diagram correctly labelled, showing protein
ones. made of amino acids, carbohydrate made of
5 The subunits should be labelled as ‘substrates’ glucose molecules, lipid molecule made of
and the large molecule as ‘product’ in the three fatty acids and one glycerol molecule.
synthesis reaction described in question 4. 2 proteins
6 Any suitable answer that models the formation 3 A catalyst is a molecule that speeds up the rate
of links between small molecules, such as of a reaction. A biological catalyst is a catalyst
using a piece of sticky tape to join two pieces found in living organisms.
together, or more effectively (because it takes

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 Answers
4 a mouth (from salivary glands) and small SB1f Testing foods
intestine (from pancreas)
b starch Student Book
c It speeds up the breakdown of the starch 5th 1 a presence of starch
into small sugars.
5 The enzymes speed up the formation of large
6th b The iodine solution might change
molecules from smaller ones. very little in colour, or not at all,
because the starch has been
6 The results show that at the start, the enzyme/ broken down to sugars.
glucose mixture does not contain starch. After
4 minutes some starch has been made, and by 5th 2 a Benedict’s solution
8 minutes the solution contains a lot of starch
because it turns the iodine solution blue/black. 7th b When the banana is still unripe,
This means that starch synthase catalyses the the colour will remain blue. As the
synthesis of starch from glucose. banana gets increasingly ripe, the
solution will change from blue to
orange and eventually to red/orange
SB1e.6 Enzymes in digestion when fully ripe because the amount
Homework 2 of reducing sugars increases in the
1 Enzymes are released to break down large tissues as the banana ripens.
molecules into smaller ones, because large 6th 3 a This indicates that the banana
molecules cannot cross the cell surface
contains protein.
membrane. The bacteria and fungi need the
molecules to make new molecules inside their 6th b This indicates that there is no lipid
cells for growth and to release energy for other in the banana.
reactions.
7th 4 As the food burns, energy is transferred
2 a The molecules that the cell needs are by heating to the water. The change in
synthesised (built up) from the absorbed, temperature of the water is a measure of
small, digested food molecules. the amount of energy released from the
b Enzymes catalyse the synthesis reactions food.
so that they happen more quickly.
8th 5 When food is burnt in a calorimeter,
3 Carbohydrates are broken down to glucose energy stored in the food is released,
or small sugars made of a few glucose causing heating of the surroundings.
molecules. Proteins are broken down to a During respiration inside a cell, the
range of different amino acids. Lipids are energy stored in a food molecule is
broken down to fatty acids and glycerol. transferred to other processes that
4 Similarity: the protein is broken down to amino happen inside the cell.
acids. Differences: digestion is much faster in S1 a The biscuit contained protein.
the digestive system and does not need such a
b The biscuit contained no reducing sugar.
high temperature.
c The biscuit contained starch.
5 a The greater the surface area of the food,
the more food molecules the enzymes can d The biscuit contained fat.
come into contact with. So digestion by E1 You would measure the mass of each food
enzymes will be faster on chewed food. before burning, so that the results can be
b The more rapid digestion by enzymes in calculated in terms of energy transfer per gram
the digestive system makes it easier for of food. The temperature increase should be
organisms to absorb the molecules they measured with the same thermometer for each
need from the environment more quickly. test, to avoid any errors between different
So life processes can happen much faster. thermometers (random error). The burning
food should be held as close to the tube as
6 The bacterial enzymes digest molecules in
possible, so that the flame heats the tube and
the waste food that the human enzymes do
not the surrounding air – this should be the
not digest. Although some of the digested
same for each test. The foods should be burnt
molecules will be absorbed by the bacteria,
completely, so that all energy is transferred
some may be absorbed by the human. This
from the food.
means that the human may get more nutrition
out of their food than if they had no bacteria in
their large intestine.

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Exam-style question 5 a Blue/black (1) because rice contains a lot
If samples of the starch/amylase mixture were of starch. (1)
tested at different times after mixing, the iodine b Blue (1) because egg white contains no
test (1) would change from turning blue/black to no reducing sugar. (1)
change when all the starch had gone. (1) Samples c Purple (1) because egg white contains
taken at the same time and tested with Benedict’s protein. (1)
solution (1) would show no change in colour at the
d Cloudy emulsion (1) because cheese
start, but change from green, through yellow to
contains fat/lipid. (1)
orange/red when all the starch had been digested
to reducing sugar. (1) 6 Biscuit: contains starch, a little protein, fat/lipid,
lots of reducing sugar. (1)
Cauliflower: no starch, no protein, no fat/lipid,
SB1f Core practical – Testing some reducing sugar. (1)
foods Egg yolk: no starch, lots of protein, fat/lipid, no
1 a starch (1) reducing sugar. (1)
b protein (1) Fat-free milk: no starch, lots of protein, no fat/
lipid, a little reducing sugar. (1)
c fat or oil/lipid (1)
d reducing sugar (1) 7 a egg yolk, low-fat milk, cauliflower, biscuit
(1)
2 a Iodine test: food sample, iodine solution +
b Benedict’s test is semi-quantitative/gives
pipette or dropper bottle. (1)
some indication of how much reducing
Biuret test: food solution in test tube, sugar is present (1), but the iodine test is
potassium hydroxide solution, copper qualitative/only shows if starch is present
sulfate solution, pipettes. (1) or not. (1)
Ethanol emulsion test: food solution in test 8 a Mix the same volume of either Sudan III
tube, ethanol, tube of water .(1) stain or food solution with water as in the
Benedict’s test: food solution in test tube, test, shake and allow to settle. (1)
Benedict’s solution, warm water bath. (1) b Comparing the test results with the control
b Iodine test: use the dropper to place a will identify any change caused by mixing
few drops of iodine solution on the food the food with Sudan III stain (1), so that
sample. (1) the conclusion about whether or not the
Biuret test: add some potassium hydroxide food contains fat will be more certain. (1)
to the food solution and mix. Then add two
drops of copper sulfate solution and mix. Activity and Assessment Pack
(1)
SB1f.3 Testing foods – Strengthen
Ethanol emulsion: add ethanol to the food
solution and shake to mix. Pour off ethanol 1 a reducing sugar
into water, and shake to mix. Leave to b protein
settle. (1) c starch
Benedict’s test: add equal volumes of d fat/lipid
Benedict’s solution to the food solution
and mix. Warm the mixture in a water 2
batch for a few minutes. (1) Reagent Colour Colour of
3 check the hazard information for any reagents before test positive result
used (1) Benedict's solution bright blue red precipitate
4 Iodine: positive – blue/black; negative – yellow/ biuret solution pale blue purple
orange. (1) iodine solution yellow/orange blue/black
Biuret: positive – purple; negative – blue. (1) ethanol clear cloudy
Ethanol emulsion: positive – cloudy emulsion; emulsion
negative – clear solution. (1) 3 a yes
Benedict’s: positive – colour change (with b no
extent of colour change indicating approximate c yes
amount, from green/a little, orange/some, red/
lots); negative – blue. (1) d yes

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4 a Energy from the burning food was lipid/fat/oil because a cloudy emulsion is
transferred to the water by heating. formed with ethanol
b The raisin contains stored energy. very little protein, because the biuret solution
c This will mix the water so that it is the changed colour only slightly from pale blue
same temperature throughout, and give a quite a lot of reducing sugar because an orange
more accurate reading. precipitate is formed with Benedict’s solution.
3 a A qualitative test gives no information
SB1f.4 Testing foods – Homework 1 about amount, just whether something is
1 a iodine solution present or not.
b Benedict’s solution b A semi-quantitative test gives a rough idea
c ethanol of comparative amounts, such as ‘little’ or
‘lots’.
d copper sulfate and potassium hydroxiode
solutions / biuret solution 4 The mass of a piece of biscuit is measured.
The temperature of the water is measured.
2 a Make a solution of the food, add
The biscuit is then set alight and placed under
Benedict’s solution. Warm at about 70 °C
the tube as quickly as possible, making sure
for a few minutes.
as much of the flame as possible is under the
b A red precipitate would form. tube and that the flame is close to the tube. The
3 Crisps contain starch because the starch biscuit is completely burnt – if the flame goes
test turned blue-black. Crisps don’t contain out before this, it should be relit as quickly as
reducing sugar because the solution stayed possible. As soon as the biscuit is completely
bright blue. Crisps contain fat because a burnt, the water is stirred and its temperature
cloudy emulsion formed at the top of the tube. measured again. The change in temperature is
Crisps don’t contain protein because the adjusted by using the actual mass of biscuit to
solution stayed light blue. calculate the change per 0.5 g of biscuit.

4 a calorimeter 5 a Temperature rise will be too low

because more of the energy from the
b The water increases in temperature
burning biscuit will be transferred to the
because energy released from the food is
surrounding air.
transferred to the calorimeter and water in
it. b Temperature rise will be greater than it
should as there is less water to heat up.
c More of the energy released from the
food will be transferred to the surrounding c The temperature rise will be lower than it
air, and not to the calorimeter. So the should as there is still energy stored in the
temperature of the water will not increase biscuit.
as much as it should. 6 Group 3 has lower values for all of their results,
suggesting the way they carried out all their
SB1f.5 Food tests and calorimetry – tests was different. Any reason that indicates
Homework 2 this is suitable, e.g. they always held the flame
too far below the tube; they always used more
1 iodine solution: place a few drops of solution water than other groups.
on dry food or solution
7 Ignoring the anomalous results, the
ethanol: make a solution of the food, add a few temperature increase for biscuit B is higher
drops of ethanol, shake well. Pour some of the than for other types. This means more energy
mixture into water and shake again, then leave has been transferred from the biscuit to the
to stand to allow layer to form water, so that biscuit must have more energy
Biuret solution: make a solution of the food, per gram than others.
add a few drops of solution; leave mixture to 9.8 + 9.3 + 10.0
stand for a few minutes 8 a mean = = 29.1 = 9.7 °C
3
Benedict’s solution: make a solution of the b 407 J
food, add an equal volume of Benedict’s
solution; heat in a very hot water bath for a few 9 any two suitable suggestions that increase the
minutes amount of energy captured and measured,
such as: enclosing the flame so that all the
2 The biscuit contains: heat is transferred to the water; insulating the
starch because the iodine test turned blue/ equipment to reduce the transfer of energy
black from the water to the surrounding air

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SB1g Enzyme action enzymes are different shapes, and
different substrates are different shapes
Student Book – only a substrate of the right shape can
interact with the active site and so take
7th 1 The active site is a small pocket in the part in the reaction/lock-and-key model)
enzyme where the substrate fits at the
c what happens when an enzyme
start of a reaction.
is denatured (e.g. changes in the
8th 2 Because different enzymes have environment change the shape of the
different arrangements of amino acids. active site of the enzyme so much that the
The interactions between amino acids substrate molecule can no longer fit into it
create the 3D shape of an enzyme and and so the reaction cannot take place).
its active site. Different arrangements
of amino acids will create different 3D Exam-style question
shapes. Description that makes reference the following
points:
7th 3 An enzyme only works with molecules of
one kind or those with a similar shape. • the active site holds the substrate
molecule in the correct place (1)
8th 4 Amylase has an active site that fits • so that bonds can break (or form) easily
starch molecules. Proteins have a (1)
different shape to starch and so will not
fit in the active site of amylase. Activity and Assessment Pack
9th 5 Part of the starch molecule fits into the SB1g.2 Enzyme action
active site of the amylase. The enzyme
helps bonds in the starch molecule to Completed diagrams should look something like
break so that it separates into smaller this:
molecules.
substrate molecules
8th 6 Denaturing is when the active site of
the enzyme has changed so much that
the substrate molecule can no longer fit
neatly into it and the reaction cannot take product
place. active site
enzyme
9th 7 Temperature can affect the shape of
Synthesis
enzymes, and their active sites. This can
slow down the rate of reactions that the
enzymes catalyse. If reactions go too
slowly in the body, then life processes
may not work fast enough for the cells substrate
and body to stay alive.
S1 Flow charts along the following lines:
•
normal function: substrate molecule fits
active site
products
neatly into active site > changes in the
substrate caused by the enzyme may form enzyme

or break bonds > new/product molecule(s) Breakdown

formed and released from active site
•
denatured enzyme: substrate molecule
cannot fit neatly into active site > so
reaction cannot happen.
E1 Student's own labelled diagrams that clearly
SB1g.3 How enzymes work
show the following: Strengthen
a why enzymes have a particular shape 1 a/b/c Correct order:
(e.g. how the order of amino acids in the A solution of the enzyme is mixed with a
chain affect the 3D shape of the enzymes solution containing substrate molecules.
and its active site) One substrate molecule fits neatly into the
b why enzymes are specific to a particular active site of the enzyme, like a key into a
substrate (e.g. the active site of different lock.

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Some bonds in the substrate molecule SB1g.5 Enzyme shapes
break, causing the formation of two
Homework 1
product molecules.
The product molecules are a different 1 Enzyme (the large blobby shape) correctly
shape to the substrate, so they no longer labelled in all three diagrams.
fit into the active site and are released
2 a Active site (the slot) correctly labelled.
from the site.
The active site of the enzyme molecule is b Similar because the substrate has to fit
free to accept another substrate molecule. well into the active site.

2 a Identified statement should be 'One 3 a No

substrate …' b Because it has the wrong shape of active
b/c The substrate cannot fit properly in the site for other substrates (lock-and-key
active site of a denatured enzyme. model) / enzymes are specific to the
substrate they work on.
3 a/b Set of statements similar to the following:
A solution of the enzyme is mixed with a 4 It would slow down the reaction because the
solution containing substrate molecules. substrate would no longer fit in the active site
Two substrate molecules fit neatly together and so could not be changed by the enzyme.
into the active site of the enzyme, like a
key into a lock. SB1g.6 Cleaning laundry
Some bonds form between the substrate Homework 2
molecules, so that they join to form one
product molecule. 1 a Proteases break down proteins, so should
The product molecule is a different shape help remove stains containing proteins
to the substrate molecules, so no longer such as meat, fish or egg stains.
fits into the active site and is released from b The proteins in the stains fit into the active
the site. site of a protease enzyme. This catalyses
The active site of the enzyme molecule the break down of the protein, making it
is free to accept another pair of substrate easier for it to wash out of the clothes.
molecules. 2 Enzymes are catalysts, which means they
4 a/b Only enzymes with the shape of active speed up the rate of reactions. Speeding up
site that matches the substrate shape can the rate of breakdown of large molecules in
work. Different enzymes have different stains should reduce washing time.
shapes of active site and so work with 3 Stains are caused by many different large
different substrates. molecules, not just proteins. Proteases are
specific to proteins, which means they will not
SB1g.4 Enzyme specificity – Extend work with other substrates. This means they
Completed diagrams should show something like will have no effect on stains caused by lipids
this. and carbohydrates.
4 Higher temperatures could cause the enzymes
1 Labelling on enzyme 1 and enzyme 2
to denature, so that the active site changes
explaining that the chain of amino acids is
shape and no longer fits the substrate. So the
different in different enzymes. As the order of
enzymes will not catalyse the breakdown of the
amino acids in the chain affects the shape, this
substrate so well at higher temperatures.
means different enzymes will have different
shapes. 5 Carbohydrases break down carbohydrates,
e.g. amylases break down starch, so should
2 Labelling for enzyme 1 with substrate should
help remove stains caused by starches in
indicate that the substrate fits the active site
bread or other foods from plants. Cellulases
and so enzyme 1 will catalyse a reaction with
break down cellulose, which forms part of
this substrate. Labelling for enzyme 2 with the
a plant cell wall and so should help remove
substrate should indicate that the substrate
stains caused by plant material such as grass
does not fit the active site and so enzyme 2 will
stains. Lipases break down lipids and so
not catalyse a reaction with this substrate.
should help remove 'greasy' stains caused by
3 Labelling for enzyme 1 with substrate should animal fats or plant oils.
indicate that if enzyme 1 is denatured, the 6 a Inhibition means that the enzyme does not
active site will change shape and the substrate work as well.
will not fit. So enzyme 1 will no longer catalyse
the reaction with this enzyme. b Any suitable answer that links a change
in the active site of the enzyme and the

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substrate not fitting it to a slow down in S1 Sketch should be similar to graph B, labelled
rate of reaction. to show why rate increases up to optimum
c The new protease is not affected by the and decreases above optimum (as in bulleted
inhibitor and so is more effective than the list below graph B), and to show optimum
traditional protease at all concentrations of temperature where rate is at its highest level.
enzyme protein. E1 Answer should include testing the rate of
substrate breakdown or product formation at
different temperatures, to find the cellulase
SB1h Enzyme activity that had an optimum closest to the required
temperature.
Student Book
6th 1 a 18 minutes Exam-style question
Explanation that makes reference to the following
6th b 3 minutes points:
6th c 10 minutes • denatured means the enzyme no longer
breaks down proteins (1)
7th 2 The shape of the active site of the
enzyme at 50 °C did not match the
• because the shape of the active site has
been changed too much / protein no
shape of the substrate molecule as well longer fits into the active site (1)
as it did at 40 °C.

6th 3 a 40 °C SB1h Core practical – pH and

7th b the temperature at which the enzymes
reaction took place at the fastest
1 The substance that is changed during an
rate
enzyme-controlled reaction. (1)
9th 4 a The molecules don't move as 2 The pH at which the reaction works fastest. (1)
quickly and so the enzyme and
substrate molecules bump into each 3 Only a substrate with the right shape (1) will
other less frequently. fit into the active site of the enzyme during the
reaction. (1)
9th b Temperatures above the optimum
change the shape of the active site, 4 Changing the pH changes the shape of the
so the substrate molecule no longer active site of the enzyme (1) so that it does not
fits well and so is less likely to take match the substrate so well, and the reaction
part in the reaction. happens more slowly. (1)

8th 5 a Graph like graph D but with peak/ 5 yellow/orange before contact with starch (1);
optimum at pH 2. blue/black after contact with starch (1)
9th b Graph annotated as graph D. 6 There is no starch left in the mixture (1)
because all of it has been broken down in to
9th 6 When substrate concentration is low, not simple sugars by the enzyme. (1)
all enzyme molecules have a substrate
7 a temperature is a control variable / we
molecule in their active site, so the
need to stop the temperature changing (1)
reaction rate is slower. As substrate
because temperature also affects the rate
concentration increases, more enzyme
of enzyme-controlled reactions (1)
molecules have a substrate molecule in
their active site so the rate of reaction is b use an electric waterbath or heating block
faster. When all active sites on enzyme (1)
molecules are filled, the reaction cannot c It would improve the experiment because
go any faster and the rate of reaction you would be able to keep the temperature
levels off. much more constant. (1) It is also easier to
set up and use. (1)
9th 7 Different enzymes have different
optimum pHs. If there were only one 8 a gas syringe (1) with any suitable
protease enzyme, it might work well reason, such as some of the oxygen
in the digestive organ with a pH close might dissolve in water (if the upturned
to its optimum, but more slowly (or be measuring cylinder was used), or the
denatured) in the other organ where the scale on the syringe might be finer so
pH was further from its optimum. giving more accurate readings. (1)

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 Answers
b use a pH meter (1) because: no longer fits, and the reaction happens more
• universal/pH indicator solution might slowly. Graph C correct labels, or similar:
G As substrate concentration increases, there
interfere with the reaction
are more substrate molecules that can fit into
• OR a pH meter is more accurate
the active sites in enzyme molecules, so the
• OR universal/pH indicator is not reaction happens faster.
accurate/sensitive enough to H When the active site of every enzyme
distinguish between small pH molecule contains a substrate molecule, other
increments (1) substrate molecules must wait their turn. So
c Graph drawn from data in table: the reaction cannot go faster.
• axes drawn with suitable scales and
labelled appropriately (1) SB1h.4 Changing enzyme activity
• points plotted accurately and joined Extend
by one curved line for each pH (1)
1 a A possible source is bacteria found in
• both lines drawn on same axes (1) hot springs, because their enzymes are
d Measurement taken at 4 mins for pH 6 is adapted to working at high temperatures.
too low compared to the rest of the results. b Method should measure how much
(1) Any suitable reason that explains the substrate is broken down or product is
low result, such as scale was not read formed over time, repeated at different
accurately. (1) temperatures; results used to produce rate
e 10.6 cm3 produced in 6 mins = 10.6 ÷ 6 = of reaction graph against temperature for
1.77 cm3/min (1) the cellulase.
9 a bacterium A: pH 4 (1); bacterium B: pH 2 (1) c Graph should have similar shape to graph
B in Student Book SB1g Enzyme activity
b The enzyme from bacterium A because
with the highest point of rate of reaction at
it takes less time to break down the
37 °C.
substrate than the enzyme from bacterium
B. (1) d Labels should explain that:
Rate of reaction below the optimum
c Bacterium A (1) because its optimum pH is
increases as temperature increases,
the most acidic. (1)
because molecules have greater (kinetic)
energy so the chance of collision and
Activity and Assessment Pack reaction between a substrate molecule
and the active site of an enzyme molecule
SB1h.3 Factors affecting enzyme increases
activity – Strengthen The fastest rate of reaction is at the
1 Correct label positions on graph A: optimum temperature, when substrate
A As temperature increases, particles move molecule and active site interactions are
faster. So there is a greater chance of a rapid.
substrate molecule fitting into an active site Rate of reaction decreases at
and being changed. temperatures above the optimum because
B Optimum temperature: when the enzyme the temperature affects interactions
is working fastest because many fast moving between amino acids in the protein/
substrate molecules enter and fit easily into the enzyme chain and so changes the shape
active site of the active site. This means it no longer
C When temperature is above the optimum, fits the shape of the substrate so well. At
the active site changes shape so the substrate even higher temperatures, the enzyme is
molecule no longer fits, and the reaction denatured and no longer interacts with the
happens more slowly. substrate.
e The cellulase with an optimum
2 Graph B correct labels, or similar:
temperature closest to the working
D When pH is below the optimum, the active
temperature of the process would produce
site is not quite the same shape as the
biofuel at the fastest rate.
substrate molecule. So the reaction happens
more slowly. 2 a Graph should have similar shape to graph
E optimum pH: when the enzyme is working D in Student Book SB1g Enzyme activity,
fastest because the substrate molecule fits with the highest point of rate of reaction at
easily into the active site pH 8.
F When pH is above the optimum, the active
site changes shape so the substrate molecule

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 Answers
b Labels should explain that: At high substrate concentrations, rate of
i At the optimum pH, the shape of the reaction does not change because there are
active site and substrate molecule match no empty active sites. A substrate molecule
best. So the chance of a substrate cannot take part in a reaction until an active
molecule fitting into the active site and site becomes free.
interacting with the enzyme is greatest 4 Very low or high pH changes the shape of the
and the rate of reaction is fastest. active site so much that the substrate molecule
ii At pHs below and above the optimum does not fit. So the reaction cannot take place.
the rate of reaction decreases because
pH affects the interaction of amino SB1h.6 Enzyme activity questions
acids in the chain that forms the
enzyme. This changes the shape of
Homework 2
the active site. Distortion of the shape 1 a About 37 °C because that is the normal
increases the further the pH is from the core temperature of the human body,
optimum, so the substrate is less likely and so the temperature at which these
to fit into the active site and react. At enzymes normally work.
pHs far from the optimum, the enzyme b Sketch graph such as below. The width
may be denatured so that it no longer of the curves is not important, but the
interacts with the substrate. position of the optimum pH for both curves
3 a A 1% solution contains 1 g in 100 cm3 of should be correct.
solution. So 5 cm3 of solution contains:
1 × 5 / 100 = 0.05 g of casein
rate of reaction = 0.05 / 10 = 0.05 g/min
b If there are fewer substrate molecules,
then there is less chance that a substrate
molecule will collide and fit into the active
site of an enzyme and so take part in a
reaction.
c At higher substrate concentrations, the
graph will gradually level off.
d As substrate concentration increases,
more active sites are filled with substrate
molecules, and the curve of the graph c Optimum pHs should be marked at the
starts to level off. When almost all active topmost point of each curve, at about pH 2
sites are filled, the rate of reaction cannot for pepsin and pH 8 for trypsin.
increase further. d Both enzymes work fastest at their optimum
pH. Either side of this optimum, rate of
SB1h.5 Enzyme activity questions reaction falls rapidly because the pH affects
the interactions between amino acids in the
Homework 1 chain that forms the enzyme and so affects
1 a about 40 °C the shape of the active site. The greater the
b The optimum temperature is when the rate change in the shape of the active site, the
of reaction is fastest. less likely a substrate molecule will stick in it
and take part in a reaction.
2 a 100 / 8 = 12.5 g/min
2 a Interactions between different amino acids in
b about 20 °C and about 48 °C a protein molecule affect the 3D shape of the
c At the lower temperature, the shape of molecule. The active site of an enzyme will
the active site matches the shape of only accept substrates of the right shape, and
the substrate molecule. At the higher so will only accept parts of the amino acid
temperature, the active site will have chain with particular amino acids forming a
changed shape so it no longer closely particular shape that fits the active site.
matches the shape of the substrate b Different protease enzymes makes it
molecule. possible to break up large proteins of
3 At low substrate concentrations, rate of different amino acid sequences into much
reaction increases because more substrate smaller chains, small enough to pass
molecules can fill empty active sites in enzyme across the wall of the small intestine and
molecules. so be absorbed into the body.

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 Answers
3 Pepsin is produced in the stomach where the
hydrochloric acid makes the stomach contents 9th 5 The solute concentration inside the red
acidic and closer to the optimum pH for pepsin. blood cell is greater than in the water; so
Trypsin is released by the pancreas, and water flows by osmosis into the cell; too
digests proteins in the small intestine where much water will (increase the internal
bile increases the pH to near the optimum for pressure and) burst it.
trypsin activity.
9th 6 percentage mass increase of 6.25%
4 The concentration of starch in food in the
mouth may be too large for all the starch to 7th 7 because the molecules cannot diffuse
be broken down to smaller sugars before through the cell membrane; because
the food enters the stomach. Amylase will be that is against the concentration gradient
denatured in the stomach because its optimum 7th 8 They would have a lot of mitochondria
pH is 7. So more amylase is released by the
to release energy for active transport.
pancreas into the small intestine where pH
Some students may also include the
increases again, so that more of the starch
idea that having a folded membrane will
can be broken down and more sugars can be
allow greater surface area for protein
absorbed from the digested food.
channels and so increase the rate of
active transport.
SB1i Transporting substances S1 They will be absorbed by active transport
because sugar molecules are too big to diffuse
Student Book through the cell membrane, and because this
would be against the concentration gradient.
6th 1 Smelly particles are moving; they
are moving in random directions; so E1 The sorbitol causes the inside of the intestine
eventually they will spread out (into to have a higher solute concentration than
areas in which they were not found the surrounding cells. Water then moves by
previously). osmosis from the cells and into the intestine.
This makes the faeces watery.
7th 2 a The perfume molecules will be in a
higher concentration near the dish Exam-style question
and the concentration gradient runs
Explanation that makes reference to the following
down from the dish towards the rest
points:
of the lab.
7th b There will be an overall movement • there is an overall movement of water
molecules/osmosis from the potato cells
down the concentration gradient. Or
into the surrounding solution (1)
there will be an overall movement of
particles away from the dish. • because the solute concentration in the
solution is greater than in the potato cells
7th 3 There is a greater concentration of (1)
oxygen in the fluid than in the cells; Accept explanations in terms of overall
so there is a concentration gradient concentrations of solvent molecules.
running down from the fluid to the cells;
the random movement of the oxygen
molecules means that there will be SB1i Core practical – Osmosis
an overall flow of molecules down the
concentration gradient and into the cells. in potato slices
1 Osmosis is the diffusion/overall movement of
7th 4 a Y to X
water molecules through a semi-permeable
9th b There are more water molecules membrane, from the side where there are
on side Y, and so there will be an more of them in a given volume to the side
overall movement from where there where there are fewer. (1)
are more of them to where there are 2 In salty soil, there would be more water
fewer of them. Or Side X contains molecules in a given volume in the root
a more concentrated solution/more cells than in the soil (1), so osmosis/overall
solutes but the water molecules movement would be from the cells into the soil.
can fit through the membrane and (1)
make side X become the same
concentration as side Y.

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3 Increasing the amount of salt in the roots 10 a The potato lost water fastest, (1) because
will decrease the number of water molecules the gradient of its line is steeper than for
in a given volume of tissue. (1) If the salt the halophyte. (1)
concentration in the roots is high enough, b Potato has a lower solute concentration
osmosis will take place from the soil into the inside its cells than the halophyte, (1) so
roots. (1) will lose water faster by osmosis than the
4 a amount of moisture on the outside of the halophyte when placed in a concentrated
potato piece (1), time that potato is in the solution. (1)
solution (1) c Rate of change = −8.2 ÷ 6 = −1.4% per
b To make sure that any percentage change minute (1)
in mass (1) is the result of the change
in concentration of the solution that the Activity and Assessment Pack
potato was placed into. (1)
SB1i.3 Explaining transport
5 boiling tubes (one per concentration to be
tested), tube rack, paper towels (for blotting 1 Order: C (most concentrated), D (more dilute
potato), potato, sucrose solutions at specific than C), B (more dilute than C and D), A (pure
concentrations (1) corer or knife, accurate solvent)
balance, distilled water (for 0% solution) (1) 2&3 It is osmosis because it describes the overall
6 Any suitable suggestion of a test run movement of solvent particles across a semi-
using a few solutions with widely spaced permeable membrane.
concentrations. (1) This will show whether it is Osmosis (overall movement of solvent
better to use solutions with a narrower range particles across the membrane) will happen
of concentrations, and which are most likely to from A to B, A to C and A to D, because there
produce different results. (1) are more solvent particles in a particular
7 Percentage change removes any variation due volume of A than in the same volume of all the
to differences in initial mass between slices. (1) other solutions. Osmosis will also occur from
B to C, B to D, and from D to C, for the same
8 Any suitable suggestion that will adjust for reason.
experimental variation, such as repeat each
test with several different potato slices and 4 It is diffusion because it describes the overall
average the results. (1) movement of solute particles across a semi-
permeable membrane. Diffusion of solute will
9 a 0% + 0.09 g; 10% − 0.26 g; 30% − 0.55 g; occur from B to A, C to A and D to A because
50% − 1.17 g (1 mark for correct values, the concentration gradient of the solute is from
1 mark for units and correctly identifying a solution to pure solvent. Diffusion will also
gain or loss) occur down the concentration gradient from C
b 0% + 1.9%; 10% − 5.0%; 30% − 11.1%; to B, from C to D, and from D to B.
50% − 24.1% (1 mark for correct values,
5 The cell could convert the solute inside the
1 mark for units and correctly identifying
cell to another substance, as this will reduce
gain or loss)
the concentration of the solute inside the cell.
c The slice gained mass because osmosis Then solute particles can continue to move
took place into the root from the down their concentration gradient into the cell.
surrounding water. (1) Alternatively, the cell could use active transport
d All the slices lost mass, but the percentage to move more solute particles into the cell
loss in mass increases as the solution against their concentration gradient.
concentration increases. (1) This is
because osmosis happens faster as the SB1i.4 Transporting substances
difference in concentration between the
potato tissue and solution increases. (1)
Strengthen
e A concentration equivalent to between 0% 1 a There will be a higher concentration inside
and 10% sucrose solution, (1) because the cells because there are more sugar
when the concentrations are equal there molecules in the same space.
will be no change in mass. (1) b They would diffuse out of the cells into
f Any suitable suggestion that identifies how the small intestine because diffusion is
accuracy can be increased, such as using the overall movement of molecules from
a range of solutions between 0% and where there are more of them to where
10%. (1) there are fewer (down their concentration
gradient).

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 Answers
c They could use active transport as that d Osmosis will stop when the concentration
process moves molecules against their of solution on either side of the tubing is
concentration gradient. the same, because there will be as many
d It uses energy (from respiration). water molecules moving into the bag as
out of the bag at any one time.
2 a osmosis
3 The mass of solution at the start of the
b There has been overall movement of
experiment is 136 – 36 = 100 g.
water molecules from the water, where
there were more of them, into the potato The mass of solution at the end of the
cells, where there were fewer of them. The experiment is 198 – 36 = 162 g.
increase in mass is due to the water that
percentage gain
has entered the cells.
final mass − initial mass
c percentage gain = ​​ ____________________
        ​​ × 100%
initial mass
final mass − initial mass
= ​​ ____________________
        ​​ × 100% 162 − 100
initial mass = _________
​​   ​​ × 100%
100
35 − 28
= _______
​​   ​​ × 100% = 62%
28
4 a Diffusion will take place when there is a
= 25%
greater concentration of sugar molecules
inside the intestine than inside the cells.
SB1i.5 Transporting substances Active transport will take place when
Extend there is a greater concentration of sugar
1 a (The sugar is broken down into smaller molecules inside the cells than inside the
molecules that are) absorbed into the cells small intestine, against their concentration
lining the intestine by diffusion. gradient.
b The concentration of the sugar inside the b Diffusion is a passive movement of solute
intestine will decrease and inside the cells molecules down their concentration gradient.
will increase. Active transport is an active process that
requires energy to move solute molecules
c The change in concentration will cause across a semi-permeable membrane against
water molecules to move from the inside their concentration gradient.
of the intestine into the cells, as osmosis is
the overall movement of solvent molecules
from a more dilute solution to a more SB1i.6 Transporting questions
concentrated one. Homework 1
d As water is removed from the faeces, they 1 A semi-permeable membrane allows some
will become firmer. molecules to pass through, but not others.
e As sorbitol is not broken down and 2 a diffusion
absorbed, the concentration inside the
small intestine may be higher than inside b from the 30% solution to the 10% solution
the cells lining the small intestine. So the c Diffusion occurs from the region where
overall movement of water will be out of there are more glucose molecules (higher
the cells into the intestine, causing the concentration) to the region where there
faeces to be more liquid than normal. are fewer (lower concentration).
2 a Diffusion of glucose will take place 3 a osmosis
from the inside of the bag, where its b from the 10% solution to the 30% solution
concentration is higher, across the c There are more water molecules in the
membrane and into the water, where its 10% solution than in the 30% solution,
concentration is lower. and osmosis will happen from the region
b Osmosis will take place from the water where there are more water molecules to
outside the bag, where there are the most where there are fewer.
water molecules, into the bag, where the
solution concentration is higher. 4 percentage gain
final mass − initial mass
c Diffusion will stop when the concentration = ​​ ____________________
        ​​ × 100%
of solution on either side of the tubing is initial mass
the same, because there will be as many 50 − 25
= _______
​​   ​​ × 100%
glucose molecules moving into the bag as 25
out of the bag at any one time. = 100%

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 Answers
5 a active transport
b Mitochondria release energy and active
transport needs energy to happen.

SB1i.7 Absorption in plant roots

Homework 2
1 Osmosis, because this is the process
by which water molecules cross a semi-
permeable membrane from where the solution
concentration is lower (in the soil water) to
where it is higher (in the root hair cell).
2 a It decreases the concentration of the
contents of the cell.
b The concentration of the contents in the
root hair cell will now be lower than in a
cell further into the root.
3 Water molecules continue to move by osmosis
across the root because when they move into
a cell they reduce its concentration compared
with cells nearer to the centre of the root.
4 Active transport because the molecules are
moving against their concentration gradient.
5 This increases the concentration gradient from
the root hair cell to cells further into the root.
6 The mineral salt molecules move from cell to
cell across the root by diffusion because they
are moving down their concentration gradient.
7 Mitochondria release energy from respiration.
The absorption of water would continue
because this is a passive process. The
absorption of mineral salts into root hair cells
from the soil would stop because this is an
active process that requires energy.
8 The cell wall is a strong structure that
surrounds the whole cell. As water is absorbed
by osmosis, the contents of the cell will
increase in size. If too much water is absorbed,
the cell membrane could burst. The cell wall
prevents the cell membrane stretching so far
that it bursts.

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SB2a Mitosis Activity and Assessment Pack
Student Book SB2a.2 Cell cycle
6th 1 any sensible suggestions such as liver cell 1/2/3
(diploid), sperm cell or egg cell (haploid) Figure Title Label
(arranged
7th 2 16
in a cycle
7th 3 to make sure that the daughter cells have but in this
the same number of chromosomes as the order)
parent cell d interphase The cell is between
cell divisions.
8th 4 so that each daughter cell has the same
b (interphase) The chromosomes
number as the parent cell/so that each
are copied.
daughter cell has enough mitochondria
(for respiration) e prophase Spindle fibres form
in the cell and the
7th 5 Table should show each stage of nuclear membrane
mitosis in order and with an appropriate starts to disappear.
description from diagram B. Some f metaphase The chromosomes
students may add in additional detail that line up in the middle
can be seen in the images that is not in of the cell.
the captions (such as the cell starting to
c anaphase The chromosomes
constrict during telophase).
are pulled apart by the
8th 6 Its cells are identical to the parent’s. spindles.
a telophase The nuclei start to
7th 7 They contain exactly the same reform.
chromosomes/genes/genetic information.
g cytokinesis A cell membrane
8 th
8 because it needs all the cells in the offspring divides the cells.
to be genetically identical to the parent’s
4 Prophase, metaphase, anaphase, telophase
8th 9 a a lump on the stem and cytokinesis are all part of mitosis.

9th b changes to cells, causing rapid/ SB2a.3 Mitosis – Strengthen

uncontrolled cell division (students
are not expected to know anything 1
about what causes the ‘changes’ to interphase The DNA in the cell is copied
the cells of the rose) (making X-shapes, each containing
S1 Flow chart showing the steps of mitosis: a chromosome and its copy).
prophase, metaphase, anaphase, telophase Sub-cellular parts (such as
and cytokinesis. mitochondria) are also copied.
prophase The membrane around the nucleus
Students may also have included interphase, starts to break down.
but the flow chart should clearly indicate that
this is part of the cell cycle but happens prior to metaphase The chromosomes line up in the
mitosis. middle of the cell.
anaphase Each of the chromosome
E1 If there are very few members of the opposite
X-shapes splits to form two
sex in an area then there is less chance that an
single chromosomes. The single
organism can reproduce sexually. If organisms
chromosomes move away from
are able to reproduce asexually then they can
each other.
still reproduce. Asexual reproduction relies on
mitosis to produce clones. telophase The single chromosomes arrive
at opposite ends of the cell. The
Exam-style question membranes around each nucleus
start to form again.
•
the cell cycle produces diploid cells/cells
cytokinesis The cytoplasm of the cell is
with two sets of chromosomes (1)
separated as a cell membrane
•
gametes/sperm cells are haploid/contain
divides the cell into two daughter
one set of chromosomes (1)
cells.

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 Answers
2 two of: growth, repair and asexual reproduction b ‘Diploid’ means having two copies of each
chromosome.
3 Diploid ‘means’ that the cell has two copies of
each chromosome. ‘Genetically identical’ means c Cells need to be diploid because
that the daughter cells have exactly the same otherwise the amount of genetic material
genes as the parent cells (and each other). would halve each time the cell divided.

4 If the cells do not stop dividing when they are 5 a Cancers are caused by cells that divide
supposed to, then lumps of cells build up, which uncontrollably, and if the spindle fibres
are called tumours. These can damage the body. cannot form then the cells cannot divide.
b Mitotic inhibitors will not just stop cancer
SB2a.4 Cell division – Homework 1 cells dividing – they will stop all cells
dividing, and this can lead to side effects
1 the chromosomes and the sub-cellular such as loss of hair.
structures such as the mitochondria
c You would see cells form X-shaped
2 Drawing should show single chromosomes at chromosomes but no movement of the
either end of the cell and nuclear membranes chromosomes.
starting to reform.
3 a metaphase b prophase c interphase SB2b Growth in animals
d cytokinesis
Student Book
4 growth, repair and reproduction
4th 1 a any suitable answer, such as
5 a Cells that are genetically identical are the measuring mass once a week, or
same as the parent cell (and each other). measuring length from tip of nose to
b ‘Diploid’ means that the cell has two end of tail every week
of every chromosome. It is important 5th b This would show the increase in
because otherwise the amount of genetic
size over time, which is caused by
material in each cell would halve every
an increase in number of cells in the
time the cell divided.
kitten's body.

SB2a.5 Cell division and cancer 6th 2 a no

Homework 2 6th b The mass increase is due to the food
1 replication of the DNA and replication of and water, not due to an increase in
substructures such as mitochondria the number of cells in the body.
2 Prophase – The membrane around the nucleus 6th 3 a about 7.9 kg
starts to break down.
Metaphase – The chromosomes line up in the 7th b 3 months is about 6.4 kg, 9 months
middle of the cell. is about 8.9 kg, so the increase is
Anaphase – Each of the chromosome 8.9 − 6.4 = 2.5 kg
X-shapes splits to form two single
chromosomes. The single chromosomes move 8th 4 Yes, because the growth curve remains
away from each other. close to the same percentile curve
Telophase – The single chromosomes arrive throughout the year.
at opposite ends of the cell. The membranes
5th 5 a There is a large amount of fat
around the nucleus start to form again.
stored in droplets in the cell.
Cytokinesis – The cytoplasm of the cell is
separated as a cell membrane divides the cell 7th b The cell has no nucleus, which
into two daughter cells. makes more room for haemoglobin
that combines with oxygen.
3 Mitosis is important for growth, because
organisms need new cells to grow. Mitosis 6th 6 a any two suitable suggestions, for
is important for repair, because organisms example muscle cells and cells
need to replace cells that are damaged or lining the gut
old. Mitosis is also important for asexual
7th b appropriate explanation and
reproduction, because identical cells (or
prediction of adaptations, for
organisms) can be produced.
example:
4 a The cell copies the chromosomes and then Muscle cells that move wings will
each of the new daughter cells gets exactly contain proteins that contract to
the same chromosomes as the parent cell.

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 Answers
shorten the cell. 3-month-old babies lie.
Cells lining the gut are specialised for 3 Yes, it lies close to the 9th percentile curve
absorption such as by having microvilli throughout the year.
to increase their surface area.
4 A health professional might become concerned
S1 Cell number increases due to cell division by when the baby is 6 months old, as the baby's
mitosis. Different kinds of cells develop through mass increases to the 25th percentile though
cell differentiation. his length remains near the 9th percentile. This
E1 Advantages include: simple measurements could indicate that the baby is getting too much
done regularly are good indicators of growth food and is at risk of becoming overweight.
and therefore health of the baby. Disadvantages 5 One measurement may suggest
include: the few measurements taken may not normal growth, while comparison of two
indicate problems with internal organs or with measurements makes it easier to identify
other parts of the body that are not measured. possible problems.

Exam-style question 6 Any three suitable examples with appropriate

explanation linking structure to function, such
An explanation including the following points:
as:
• Percentile growth curves show the rate
• Red blood cell has no nucleus and is
of growth expected for babies of different filled with haemoglobin to carry as much
birth weights. (1) oxygen as possible around the body.
• Plotting a baby's growth on a set of
• Muscle cells contain contractile proteins
percentile curves can indicate if the baby
that shorten the cell.
is growing normally or not. (1)
• Nerve cells (neurones) have a long fibre
that carries electrical impulses around the
Activity and Assessment Pack body, and many short connections that
SB2b.2 Growth in animals link to other neurones.
Strengthen
SB2b.4 Specialised human cells
1 a Cell division by mitosis: this produces two
identical daughter cells from the division of 1 Cell division is when cells divide in two, such
one parent cell. as during mitosis.
b cell differentiation (which causes Cell differentiation is when cells become
unspecialised cells to change some specialised and end up looking and working
features and become differentiated to differently.
carry out particular functions) 2 Cell A: contains a large fat globule that fills
2 a muscles most of the cell, squeezing the cytoplasm and
nucleus to the edge. Function: to store fat until
b muscle cell the body needs energy.
c The cells can shorten causing the muscle Cell B: filled with haemoglobin. Function:
to shorten, which pulls on bones of the carries oxygen around the body in the blood.
arm causing the arm to move.
3 a At 3 months old, the baby boy had a mass
3 As the child gets older, cell division in the that was larger than that of 25 per cent
tissues of the legs increases the number of of other 3-month-old boys and lower than
cells. There is also an increase in cell size of that of 75 per cent of other 3-month-old
the new cells, which results in growth. boys.
4 It means that 25 per cent of babies have a b The doctor would have become concerned
shorter length than this at 3 months old. when the boy was between 6 and 7
months old, as his mass had dropped from
SB2b.3 Growth in animals – Extend above the 25th percentile curve to around
the 2nd percentile curve, which suggests
1 growth, involving cell division and he was not eating properly or was not
differentiation absorbing food well.
2 a It lies on the 9th percentile curve.
b This means that the baby has a length SB2b.5 Growth in space
below which 9 per cent of the lengths of 1 No, it is not growth because it does not
other 3-month-old babies lie, and above involve cell division and differentiation. It is
which 91 per cent of lengths of other

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 Answers
simply lengthening of the body because the
gravitational force is less than on Earth. 6th 2 a Cells are dividing quickly by mitosis.

2 Muscle cells can contract/shorten. This means 6th b Cells are getting longer.
the muscle can pull on bones and other
organs, causing movement of that part of the 7th c Some cells are differentiating and
body. becoming specialised for different
functions.
3 The leg, back and neck muscles are the
ones that support most of the body mass, so 5th 3 a They are all similar.
these are the muscles that will experience
the greatest change in space when gravity 7th b because they have recently been
is reduced, and so suffer the greatest loss of formed by mitosis
cells.
6th 4 a They each have a long extension that
4 As a child grows, different parts of the body reaches out into the soil to increase
increase in size at different rates. This will the surface area for absorption.
change the forces on the leg bones. The bone-
7th b The increased surface area of the
forming cells (osteoblasts) will produce more
cell and the greater contact with the
hard tissue where the forces are greatest, and
soil makes it easier for water and
so change the shape of the leg bone, such as
mineral salts to enter the cell.
by widening the bone at the 'neck' just before
the ends of the bone. 6th 5 They form long hollow tubes that water
5 Differentiation allows different parts of the can easily pass through. The walls of
body to specialise for different functions, so the tubes are thickened and strong,
that the body can carry out those functions to withstand the pressure of the water
more effectively. Osteoblasts produce hard moving through them.
bone tissue that can support other parts of the 7th 6 Root hair cells make it easier for the
body. Differentiation also allows the body to
plant to absorb water and dissolved
adapt to changing needs throughout life. So,
mineral salts from the surrounding soil.
the bones will change shape over time due to
Xylem vessels help the plant to move
a balance between osteoblasts making new
water and dissolved mineral salts quickly
bone where there are greater stresses, and
and easily from the roots to other parts
osteoclasts removing bone where the stresses
of the plant.
are reduced. This keeps the bones effective for
supporting the rest of the body. 9th 7 • Increases in height, leaf surface
6 Children might grow differently on Mars than area and tree girth all indicate an
on Earth, and using the Earth curves might increase in the number of cells in
give the wrong indication about whether or not the plant, and therefore growth.
they were growing healthily. Increases in mass can indicate an
increase in the number of cells, but
7 Any suitable answers for each curve with may be affected by the amount of
suitable explanations, such as the following water in the plant.
examples. The length curves would probably
show that a baby would be longer at any given
• A better answer will indicate that
an increase in mass can also be
age, because gravity would have less of an affected by the amount of water
effect on the skeleton. The head circumference in the plant, so that measurement
curves may not be much different from on of dry mass is a more accurate
Earth, as the gravity difference may have less measure of plant growth than wet
of an effect on this. The mass curves will be mass due to an increase in cell
lower due to the lower gravity on Mars. They number and size.
may also be different depending on what kind
of food is available on Mars. 6th 8 a starting/initial mass is 2.27 kg; mass
after 5 years is 76.74 kg
gain in mass = final mass – initial
SB2c Growth in plants mass = 76.74 – 2.27 = 74.47 kg
Student Book 6th b percentage increase in mass
final mass – initial mass
____________________
6th 1 Meristems are the parts of a plant where = ​​          ​​ ×
initial mass
cell division/mitosis is happening quickly, 100%
such as in shoot and root tips.

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 Answers
___________ 76.74 − 2.27
=   
​​   ​​× 100% = 3281%
2.27
8th 9 Palisade cells have many chloroplasts
in their cytoplasm, because chloroplasts
contain chlorophyll that captures energy
from light for photosynthesis/are the site
of photosynthesis in a plant.
S1 The seedling increased in size through cell
division and cell elongation. The cells also
differentiated into many different kinds of
specialised cell with different functions in the
tree, such as different cells in the leaves, trunk
and roots.
E1 The change in cell size means there is
movement of substances into and out of cells at
different times of day. Some of this movement
of substances will be active (against their
concentration gradient), and so needs energy.
So guard cells contain many mitochondria to
provide energy from respiration.

Exam-style question
Explanation should include the following points:
• Ribosomes are where proteins are made. (1)
• Meristem cells are the site of cell division
where new cells are formed and so will
need more proteins. (1)

Activity and Assessment Pack

SB2c.2 Plant cell map
1/2/3  he map and notes should include the
T
following.
Cell type Where found Function Adaptations
xylem vessels in veins that run from the carry water and dissolved thick strong walls that do not bend
roots, through the stems, nutrients from the roots to all under water pressure
to the leaves, flowers other parts of the plant dead cells/no cytoplasm, so water
and buds moves quickly through vessel
root hair cells on the surface of roots in absorb water and dissolved large surface area increases rate
an area just behind the nutrients from the soil of absorption
root tip
palisade cells in the leaf, near the top where most photosynthesis contain many chloroplasts, where
surface is carried out photosynthesis takes place
guard cells either side of pores control opening and closing able to change shape, so that pore
(stomata), usually on the of the pores at different between them can open and close
underside of leaves times of day or in different
conditions
Meristem cells are unspecialised and found
in the tips of shoots and roots (also in buds,
though these are not included in the diagram for
simplification). Meristem cells divide to produce
more unspecialised cells that then differentiate into
all the types of specialised cell in the plant.

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 Answers
SB2c.3 Growth in plants SB2c.5 Environment and tree growth
Strengthen Homework 2
1 a cell division, cell elongation 1 It is a part of the plant where cell division/
b meristem mitosis is taking place rapidly to produce many
new cells.
c cell differentiation
2 cell differentiation
2 a root hair cell
b It has a long extension into the soil. 3 Xylem cells have lost their cytoplasm and the
cell walls between them, which allows water to
c The long extension increases the surface
move easily through the vessel. Holes in the
area for absorption of water and mineral
cell walls allow water and dissolved mineral
salts from the soil.
salts to be exchanged between the vessel and
d If the plant did not have these cells, it surrounding cells. The cell wall is thickened
would not be able to absorb water and and strengthened to withstand the pressure of
mineral salts so quickly, which would affect water in the vessel and prevent the vessel from
growth. collapsing.
345 − 54
3 percentage gain = ​​ ________
 ​​ = 431% 4 The size of cells formed is different at different
65
times of the year, being smaller in winter than
SB2c.4 Plant growth – Homework 1 in summer and smaller in some summers than
others. Therefore, temperature probably has
1 Cell division is followed by cell elongation and the greatest effect on growth of trunks in these
then cell differentiation. trees.
2 mitosis A better answer will consider the effect of other
environmental factors that might affect growth
3 As the number and size of cells in a plant
rate, such as the amount of leaf on the tree
increases, so its mass will also increase.
at different times of year (which could change
4 a 1 thickened cell wall; 2 small hole in cell between summers due to disease, fire, or
wall; 3 empty space where xylem cells waterlogging of the soil in a wet summer).
have died; 4 ends of cell walls that once
5 You would need to calculate the increase in the
separated xylem cells
circumference of the trunk as the ring formed.
b It carries water and dissolved mineral salts
A better answer will take into account the width
through the plant.
of the ring as well as the circumference of the
c The loss of cytoplasm and cell walls trunk to calculate the volume of new wood
between xylem cells allows water to move added in a year.
easily through the vessel. Holes in the cell
wall allow water and dissolved mineral 6 percentage gain
salts to move into and out of the vessel final mass − initial mass
= ____________________
​​ 
        ​​ × 100%
easily. The strong cell wall supports the initial mass
vessel so that it does not collapse as
percentage gain in root dry mass for normal
water moves in and out of it.
carbon dioxide concentration =
5 Any suitable example of a specialised plant 0.298 − 0.005
____________
cell, giving its function and how it is adapted to   
​​   ​​× 100% = 5860%
0.005
carry out that function well, such as:
percentage gain in root dry mass for high
• Root hair cell has a long extension that
carbon dioxide concentration =
increases surface area for absorbing
water and dissolved mineral salts. 0.428 − 0.009
​​ ____________
   ​× 100% = 4650%
0.009
• Palisade cells in the leaf have many
7 percentage gain in stem dry mass for high
chloroplasts that contain chlorophyll
for capturing energy from light for carbon dioxide concentration =
photosynthesis, which takes place in these 0.069 − 0.002
​​ ____________
   ​× 100 = 3350%
cells. 0.002
• Guard cells are able to change shape and percentage gain in leaf dry mass for high
to open and close the pore/stoma between carbon dioxide concentration =
them, and contain many mitochondria to
0.656 − 0.015
provide energy for this. ​​ ____________
   ​× 100% = 4273%
0.015

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 Answers
The roots were most affected by increased S1 a
carbon dioxide concentration during this period
Type of stem Where found Produces
because they had the highest percentage gain
cell many/few
in mass.
types of
specialised
cell
SB2d Stem cells
embryonic embryo many
Student Book stem cell
7th 1 a two from: shoot tip, root tip, tree adult stem cell inside tissue few
trunk just below bark containing
specialised
7th b divide to produce many identical cells cells
that then differentiate, for growth plant meristems, e.g. many
7th 2 Unspecialised cells have no specialised (meristem) near shoot and
features to help them carry out particular stem cell root tips
functions. b any one benefit such as: replaces
damaged or diseased cells to make a
7th 3 to produce all the different kinds of blood person better, may help in producing new
cell drugs or treatments for disease; plus any
8th 4 They are only able to produce a small one risk such as: may cause cancer, may
range of specialised cells/they have be rejected by the immune system
lost the ability to produce other kinds of E1 a Research can now look for the role of
specialised cell. 'buddy' cells in developing human blood
stem cells. When this is understood, it
5
Answer needs to include the following
9th
may be possible to develop human blood
points:
stem cells so that they can be injected into
•
Similarities between adult and patients with blood diseases, so that the
embryonic stem cells: both divide stem cells make healthy cells to replace
to produce new cells that then the diseased cells.
differentiate into specialised cells.
b Risks include stem cells not producing the
•
Differences: adult stem cells right kind of differentiated cell in the right
are found in tissue containing place in the body, and continuing to divide
specialised cells/embryonic stem uncontrollably when they are in the body
cells are found in embryos; adult and so causing cancers.
stem cells produce cells that
differentiate into a limited range of Exam-style question
specialised cell types/embryonic
Description must cover the following points:
stem cells produce cells that
differentiate into a wide range of • Meristems contain stem cells/
specialised cell types. unspecialised cells. (1)

8th 6 Heart stem cells could be injected into

• These cells divide and then differentiate
to produce all the specialised cells in plant
the person’s heart, where they would tissues. (1)
differentiate into new heart muscle cells
to replace the ones that were damaged
in the heart attack.

8th 7 They may continue to divide uncontrollably

and cause cancer. If taken from an embryo
or from a person other than an identical
twin, they may be rejected and killed by
the patient’s immune system.

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 Answers
Activity and Assessment Pack 6 Rejection is when the immune system attacks
and kills anything in the body that it does not
SB2d.2 Stem cells – Strengthen recognise as being from that body. If stem
cells are rejected, then they will not make
1 a
the specialised cells that the body needs to
Type of stem Where found Produces replace damaged ones.
cell many/few
7 any suitable argument for or against stem
types of
cells that is supported by a comparison of the
specialised
benefits and risks of their use
cell
embryonic in an animal many
SB2d.4 Stem cells – Homework 1
stem cell embryo at
a very early 1 an unspecialised cell that produces different
stage types of specialised cell
adult stem cell in differentiated few 2 meristems, such as in the tips of plant shoots
tissue and roots
plant stem cell in a meristem, many 3 Most animal tissues contain a few stem cells.
such as at the
tip of a shoot 4 a for growth and production of new
or root specialised cells
b cancer is risk; replace is benefit; testing b for repair of damaged cells.
drugs is benefit; how cells become 5 Embryonic stem cells can produce a wide
damaged is benefit; rejection is risk range of specialised cells. Adult stem cells
2 any suitable answer where diseased or (from specialised tissue in organs) can
damaged cells can be replaced, such as produce a much smaller range of specialised
leukaemia, heart disease, paralysis cells.

3 any suitable argument that includes one 6 completed sentences like the following:
benefit and one risk from the list in question 1b a Healthy blood stem cells are taken from
to support it the bone marrow of a healthy person.
b The healthy blood stem cells are inserted
SB2d.3 Stem cells – Extend into the bone marrow of the patient with
leukaemia.
1 adult stem cells, because they are found in
specialised tissue in organs c The healthy blood stem cells produce new
cells that differentiate into healthy blood
2 They divide to produce cells that differentiate cells.
into specialised cells, for growth and repair.
7 a If stem cells continue to divide
3 a Embryonic stem cells are found in early- uncontrollably, they will cause cancer.
stage embryos (up to about eight-cell b The patient’s immune system may identify
stage); adult stem cells are found in the stem cells as ‘not self’ and may attack
differentiated tissue inside organs. and destroy them.
b Adult stem cells can only produce a limited
range of types of specialised cell, but SB2d.5 Stem cell issues
embryonic stem cells can produce almost
any kind of specialised cell. Homework 2
4 Bone marrow contains blood stem cells. If 1 Embryonic stem cells and reprogrammed
healthy blood stem cells are put into the body cells/iPSCs are able to produce a wide range
of someone with leukaemia, they should start of specialised cells. Adult stem cells from
to produce healthy blood cells to replace the specialised tissue are only able to produce a
faulty ones. small range of specialised cells.

5 Embryonic stem cells can produce many 2 Embryonic cells are easy to source, but their
types of specialised cell, but blood stem cells use is controlled because there are ethical
only produce blood cells. If blood stem cells issues (many people think embryos should
were reprogrammed to behave like embryonic not be used like this). Only a few scientists
stem cells, they could be used to treat many are allowed to use embryonic stem cells in
diseases or conditions caused by diseased or research.
damaged cells.

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 Answers
Adult stem cells are much more difficult to
extract from tissue, and it is more difficult to 8th 3 the metal rod damaged the front of the
develop a new cell line from them. However, cerebral cortex; his personality changed
there is no ethical argument against using after damage by the rod
them.
8th 4 back of the cerebral cortex (because
It is easy to source specialised cells, but then this is the area for vision); in the left
they have to be treated to turn them into iPSCs hemisphere (because her right eye is
that produce particular kinds of specialised the active one and this communicates
cell, which is much more difficult. with the left hemisphere)
3 any current medical treatment using stem cells;
8th 5 the cerebellum is involved in fine motor
for example bone marrow transplant, in which
control; hours of practice develops
bone stem cells are given to patients with
finer and finer motor control in a
diseased blood cells so that they can make
musician; resulting in increased size
healthy blood cells again
due to increases in neurones/neurone
4 any two potential treatments in which stem pathways/links between neurones
cells could be used to replace damaged or
diseased cells with healthy specialised cells, 7th 6 alcohol interferes with the correct
such as replacing nerve cells that have been functioning of the cerebellum
damaged and have caused paralysis, replacing
8th 7 information carried by neurones; down
damaged heart cells after a heart attack, or
through the medulla oblongata; where it
replacing dead insulin-producing pancreas
crosses from the right side of the brain
cells in someone with type I diabetes
to the left side of the body; into nerves in
5 If cells are taken from the patient’s own body the spinal cord (and on to nerves leading
to make stem cells, then the patient’s immune to the hand)
system will recognise the stem cells as ‘self’
when they are placed in the body and so is 8th 8 It controls processes that don’t need
unlikely to attack and reject them. conscious thought (e.g. breathing rate,
heart rate).
6 Stem cells continue to divide in the body, and if
this is not controlled they can cause cancer. S1

7 Because all cells contain an organism’s Part Structure Function

complete genome/all its DNA. cerebral • two hemispheres • used for most
cortex
8 Any well-argued answer that compares the • made mainly of of our senses,
language,
advantages and disadvantages of the different neurones
approaches to using stem cells in medicine is memory,
acceptable. Answers should draw a conclusion behaviour and
based on which approach is most likely to consciousness
work. For example, iPSCs should be the cerebellum • in two halves • controls
priority of the research, because although
they are difficult to programme and to develop
• made mainly of balance,
posture and
neurones
a new cell line from, in the long run they will fine muscle
cause fewer problems when used in patients. movements
medulla • central link • controls
oblongata between brain breathing rate
SB2e The brain and spinal cord and heart rate
Student Book • made mainly of
neurones
1
6th cerebral cortex is at the top of the brain;
cerebellum is at the base of the brain
spinal cord • made of nerves • connects the
brain to the
and at the back; medulla oblongata is rest of the
under the cerebral cortex and in the body
centre (above the spinal cord)
Some students may have included information
8th
2 embryonic stem cells divide (by mitosis); about the hippocampi but this is not expected.
stem cells then differentiate into
neurones

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 Answers
E1 A good answer will consider the following 2 a Refer to student book for the positions of
points: the parts of the brain.
• cerebral cortex/cerebral hemispheres – for b The front of the brain is on the left and the
vision (so he can see where he is going), back is on the right in this diagram.
for hearing (for listening for danger), for
memory (of the route), for thinking (e.g. to SB2e.3: Brains – Homework 1
motivate himself)
1 brain, organ, think, neurones, skull
• cerebellum – for maintaining his balance
and coordinating his muscles 2 a Matches are:
• medulla oblongata – speeding up and Scientist Hypothesis Evidence
slowing down his breathing and heart
rates as necessary van Leuwenhoek The brain is Using a
made of thin microscope,
• spinal cord – for transferring information cells. I can see tiny,
from his body to and from his brain. thin strings in
the brain
Exam-style question
Galen The brain I have
cerebellum (1); because this is the part of the brain controls the cut open
that controls balance and smooth/fine muscle body using brains and
movements (1) liquids. found four
chambers,
Activity and Assessment Pack each filled
with fluid
SB2e.1: Parts of the brain
Artistotle The brain The brain is
1&2 Refer to Student Book for shape of brain. cools the body. cold to the
3 Matched cards are: touch
Galvani The brain I can use
• cerebral cortex - contains two cerebral
controls the nerves to
hemispheres - used for consciousness,
and language - used for most senses, body using complete
including vision - used for memory and electricity. electrical
behaviour circuits –
they conduct
• cerebellum - used for balance electricity!
• medulla oblongata - controls your heart b van Leuwenhoek, Galvani
rate - controls your breathing rate
3 nerves (which are bundles of neurones and
• spinal cord - made of many nerves -
blood vessels); to transfer signals between the
carries signals between the brain and the
rest of the body brain and the rest of the nervous system

4 Refer to Student Book for positions of parts of 4 a The label lines from the top of the diagram
the brain. to the bottom point to:
• cerebral cortex – used for most of our
SB2e.2: The brain – Strengthen senses

1 • cerebellum – controls balance

Part Structure Function

• medulla oblongata – controls breathing
rate and heart rate
cerebral • W • R b cerebral hemispheres
cortex • made mainly
of neurones SB2e.4: Brains and problems
V • in two halves • U Homework 2
• made mainly
1 a consists of two hemispheres, surface
of neurones
contains many folds
medulla • S • Q
oblongata • made mainly b occupies most of the brain, half on the
right and half on the left, positioned above
of neurones
the spinal cord
P • T • connects the
c Students should use the points that they
brain to the rest
of the body have listed in parts a and b and add the

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 Answers
functions of the cerebral cortex (such as SB2f Brain and spinal cord
used for most of our senses, language,
memory, behaviour and consciousness). problems H
The paragraph should be structured Student Book
logically (e.g. starting with the position,
then describing the structure and then 8th 1 the cerebral cortex/a cerebral
the function, and making sure that the hemisphere, since this is the part of the
points for each of those three aspects are brain that deals with senses. (Some
grouped together). Also look out for good students may have referred to diagram
use of conjunctions and linking phrases. C on SB2e The brain in the Student
For example: Book and described the location of
the taste area. This could be given
The cerebral cortex occupies most of the additional credit but is beyond the scope
volume of the brain and is positioned on of the specification.)
top of the spinal cord. It consists of two
halves, called the cerebral hemispheres, 7th 2 any two from: cheaper; quicker/easier;
and its surface is very folded. It controls can be performed on healthy people;
the majority of what we think and do, doesn’t have a risk of causing brain
such as our senses, language, memory, injury
behaviour and consciousness.
9th 3 a X-rays absorbed differently by
2 A nerve consists of bundles of neurones different parts of the brain; this
(nerve cells), together with blood vessels. The allows the different tissue to be
neurones transfer signals/impulses between identified
the brain and the rest of the nervous system.
8th b right eye; because the CT scan
3 a cerebellum – because this is the part of shows a tumour in the left cerebral
the brain that controls balance hemisphere
b cerebral cortex – because this is the part
of the brain that controls speech 8th 4 CT scanner; because it shows the
surgeons the shape of structures
c spinal cord – because this is the part that
(including surgical instruments) where
transfers signals/impulses between the
the problem is/where to guide their
brain and the main part of the body
instruments
d cerebral cortex (or a better answer is right
cerebral hemisphere) – because this is the 9th 5 information from the eyes is processed
part of the brain that controls vision (and at the back of the brain (vision area);
the right hemisphere receives information these areas are the most active when
from the left eye and vice versa) looking at something
e medulla oblongata – because this is the
8th 6 breathing is controlled by the medulla
part of the brain that controls heart rate
oblongata; damage in the spinal cord
f cerebral cortex – because this is the part in the neck prevents impulses from the
of the brain that controls memory medulla oblongata reaching the lungs
4 cerebellum – because this is the part that
9th 7 stem cells would be injected into the
controls fine movements/coordination
damaged part of the spinal cord; they
5 A – cerebral cortex (or better answer is left would be able to differentiate into new
cerebral hemisphere) neurones, and so repair the damage
B – cerebellum
10th 8 a brain tumour cells are dividing
C – spinal cord rapidly and so are very active;
D – medulla oblongata chemotherapy drugs kill very active
cells
6 E – pituitary gland (which releases hormones
that help with metabolism/homeostasis, such 8th b chemotherapy drugs kill other
as TSH). active cells (e.g. cells that produce
hair); chemotherapy drugs may be
F – hypothalamus (which releases hormones
prevented from reaching the brain
that help with metabolism/homeostasis, such
by the blood–brain barrier
as TRH).
S1 there are no adult stem cells in the spinal
cord; so neurones cannot be produce to repair

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 Answers
the damage; in spinal cord injury treatments, 3 a It is in the cerebral cortex.
electrical wires used to stimulate nerves and b 4 More active cells take in more glucose.
muscles do not allow full movement or feeling
5 So, more gamma rays come from the
E1 CT scanning allows shapes to be seen; PET strip of tissue in the cerebral cortex.
scanning allows areas of greatest activity to
1 The man is injected with radioactive
be seen; the combination will allow scientists
glucose.
to work out the particular parts that are most
active during a certain activity 2 The radioactive atoms on the glucose
cause gamma rays to be produced.
Exam-style question 3 When the man wiggles his toes, the
The removal of the tumour also removed part of cells that control this become more
the brain or the tumour destroyed part of the brain active.
(at the back of the head). (1) This is the part of the 6 The greater concentration of gamma
brain that processes information from the eyes. (1) rays causes brighter areas on the
screen.
Activity and Assessment Pack c An area of damage is looked for during a
CT scan of the woman’s brain/head.
SB2f.2: Brain tumours
1 16 cm SB2f.4: Nervous system problems
2 a B, C, D, E and F Homework 1
b mass of rapidly dividing (cancer) cells 1 a cerebral cortex
c it is very dense compared to the other b using scanners
parts of the brain c two from:
d 1 cm
e 4.2 cm3
• can be done on living people
• can be done on many more people
3 a high energy X-rays • do not need people with an obvious
b It doesn’t affect cells all around the body problem
(or a description of some side-effects of
chemotherapy such as hair falling out).
• does not involve waiting for people to
die/takes much less time
4 a Scanners can be used to work out the 2 a quadriplegia
shape, size and location of tumours. b the spinal cord contains bundles of
b Some cancer cells are left behind and may neurones/nerves; which transmit impulses/
grow into another tumour. signals between the brain and the main
c Removing healthy brain tissue could part of the body; if the neurones/nerves
cause the patient to lose body functions. are severed/broken then this stops the
flow of information
5 Suggestions could include headaches and
c the spinal cord does not have (adult) stem
problems with vision (in the left eye, since the
cells
tumour is in the part of the cerebral cortex
used for vision and is in the right cerebral 3 a a large mass of (rapidly dividing) cancer
hemisphere). cells in the brain

SB2f.3: Brain and spinal cord

problems – Strengthen
1 a transfers signals between the brain and
the rest of the nervous system
b nerves
c adult stem cells
2 CT PET
Shows structures in the brain ✓ ✓
Shows activity in parts of the brain ✓
Uses radioactivity ✓

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 Answers
b
chemotherapy radiotherapy brain surgery
uses X-rays ✓
uses drugs ✓
kills cells directly ✓ ✓
involves opening ✓
up the skull
c it stops the chemotherapy drugs getting
into the brain SB2g The nervous system
d the remaining cancer cells could grow into
another tumour Student Book
e to try to kill any cancer cells that have 6th 1 brain, spinal cord
been left behind
4th 2 eye
SB2f.5: The brain and brain tumours 7th 3 Impulses from receptor cells (sensitive
Homework 2 to pressure) in the skin are transmitted
1 a speech area to the brain, where they are processed.
b cerebral cortex (left cerebral hemisphere) 8th 4 Receptor cells in the ear detect the
c A watching something; B listening to sound; impulses from the receptor
something; C tasting; D speaking cells are transmitted to the brain; the
d PET scanner (CT scanner does not detect impulses are processed and you hear
activity) the track; the brain sends impulses
to muscles in the arm and hand; the
e two from: muscles move the arm and hand to turn
• can be done on living people up the volume.
• can be done on many more people
6th 5 a receptor cell (or specifically named
• do not need people with an obvious receptor cell, e.g. cone in the eye
problem retina, although this is not expected)
• does not involve waiting for people to 7th b dendrite → dendron → axon →
die/takes much less time
axon terminal
2 (adult) stem cells
8th 6 many dendrites to receive impulses from
3 a to find the precise location (so the surgeon many receptor cells; long dendron and
knows where to cut) and/or to find its size/ axon to carry impulses long distances;
volume (so the surgeon knows how much myelin sheath to speed up impulse
to remove) transmission; many axon terminals to
b the remaining cancer cells could grow into allow impulses to be transmitted to other
another tumour neurones
c removing too much tissue may reduce 6th 7 the body doing something or a change
some of the functions of the brain
in the body in reaction to a change in its
4 it stops the chemotherapy drugs getting into internal or external environment
the brain
S1 Better flow charts will contain most of these
5 a The beam of radiation has to pass through points:
too much healthy tissue and will destroy
that too.
•
object touches the heel

b It uses gamma rays instead of X-rays.

•
impulses generated in receptor cell
•
impulses transmitted through sensory
c In a ‘gamma knife’ procedure, many low neurone
power beams of radiation are directed at
the precise spot where the tumour is. This
•
impulse transmitted through neurones in
the spinal cord
means that a large amount of radiation
reaches the tumour cells but the low •
impulses reach the brain
power beams do not affect the brain tissue •
brain processes the impulse information
that they pass through. •
you feel the object touching your heel.

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 Answers
E1 Better paragraphs will contain most of these c to speed up the transmission of impulses
points: AND to electrically insulate each sensory
• receptor cells in eye detect light from ice neurone from the neighbouring ones
cube d one of: many dendrites to receive
• impulses sent (down (optic) nerve) to brain impulses from many receptor cells; long
dendron and axon to carry impulses long
• brain processes and you see ice cube
distances; many axon terminals to allow
• brain sends range of impulses to muscle
impulses to be transmitted into other
cells in arm and hand
neurones
• you touch ice cube
• receptor cells in skin detect pressure and SB2g.4 Senses – Homework 1
cold
1 ‘spinal cord’ and ‘brain’ correctly labelled
• impulses sent to brain via spinal cord
• brain processes and you feel ice cube 2 a receptor cells
• brain sends range of impulses to muscle b impulses
cells in arm and hand c neurone
• finger muscles grip ice cube, and arm d processes
muscles lift it up.
3 a axon, axon terminal, dendrite, dendron
Exam-style question and receptor cell correctly labelled (as
for diagram D on page 29 of the Student
The description should include three of the points Book)
below, with one mark for each of the three points
b arrows from left to right
made:
c myelin
• Receptor cells in the skin pick up the
d sensory neurone
stimulus. (1)
• Electrical impulse(s) carries information. (1) e two from: many dendrites to receive
impulses from many receptor cells; long
• Impulse(s) transmitted along a sensory
dendron and axon to carry impulses long
neurone. (1)
distances; many axon terminals to allow
• Impulse(s) travels to CNS/spinal cord (and impulses to be transmitted into other
brain). (1) neurones; myelin to speed up impulse
• Impulse(s) is processed by the brain. (1) transmission; myelin to electrically insulate
the cell from neighbouring cells
Activity and Assessment Pack 4 Receptor cells in the skin detect the cold;
SB2g.2 The nervous system impulses are transmitted from the receptor
cells to a sensory neurone; impulses are
Strengthen transmitted (via the spinal cord) to the brain;
1 order (top to bottom): 3, 6, 2, 5, 1, 7, 4 the brain processes the impulses to create the
feeling of cold.
2 nerves, spinal cord, brain
3 a a sensory neurone SB2g.5 Skin senses – Homework 2
b dendron (on left), axon (on right) 1 a nerves, spinal cord, brain
c to speed up the transmission of impulses b the nervous system
OR to electrically insulate each sensory
neurone from the neighbouring ones 2 a a change in the surroundings
b a sense organ
SB2g.3 The nervous system c one of: face, back of neck, chest, upper
Extend arm, fingers, soles or between legs,
because these places are very sensitive/
1 H, F, B, C or D, J, I, G, A, C or D, E ticklish
2 a They are made up of more than one d Krause corpuscle (detects cold), Meissner
tissue. corpuscle (detects pressure)
b spinal cord, brain e (electrical) impulses
3 a a sensory neurone
b W – dendrites, X – dendron, Y – axon,
Z – axon terminals

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 Answers
3 Light pressure – Meissner corpuscle; strong pass through it); colourless (so that
pressure – Pacinian corpuscle. The Pacinian the colours of the light rays passing
corpuscles are deeper and so need more through it are not changed)
pressure to activate them.
9th 7 yellow light will trigger ‘red-sensing
4 The hairs do the same job of detecting light cones’ and ‘green-sensing cones’; if
pressure and stimulate the hair follicle endings. there are no ‘green-sensing cones’/
5 a to carry impulses long distances the ‘green-sensing cones’ do not work
correctly then the colour will appear red
b to communicate with many other cells/
neurones (many dendrites to receive S1
impulses from many receptor cells; many
axon terminals to allow impulses to be Eye problem Explanation of Description of
transmitted into other neurones) cause correction
c to speed up impulse transmission OR colour • colours cannot • cannot be
to electrically insulate the cell from blindness be seen corrected
neighbouring cells correctly due
to certain
6 a one of: inside mouth, respiratory tract, gut cones not
b hair follicle endings working
properly

SB2h The eye

short- • image is • diverging
sightedness focused in lenses
front of the
Student Book retina, so the
• laser
treatment to
6th 1 iris image on the reshape the
retina is not in cornea
8th 2 yellow (by reference to the colour chart focus
as part of diagram A) • caused by an
eyeball that is
6th 3 a the pupil constricts (accept ‘gets too long
smaller/narrower’ but award extra
credit for the use of the more • or a cornea
scientific term) that is too
curved and
6th b muscles in the iris bends the light
rays more
7th c to stop too much light entering the than it should
eye; which could damage the retina
long- • image is • converging
7th
4 light rays from nearby objects need to sightedness focused lenses
behind the
be bent more (to focus an image on the
retina, so the
• laser
retina); a fatter lens bends the light rays treatment to
more image on the reshape the
retina is not in cornea
7th 5 a distant objects appear blurry/out of focus
focus
• caused by an
9 th
b diverging lenses are used; to eyeball that is
spread out the light rays a little too short
before reaching the eye; so that the • or a cornea
light rays are focused on the retina that is not
and not in front of it curved
enough and
8th 6 a left; the pupil appears cloudy; does not bend
caused by a build-up of protein in the light rays
the lens; which will stop some light as much as it
rays/interfere with the passage of should
light rays into the eye cataracts • cloudy lens • lens is
8 th
b any two from: flexible (so it can the caused by the replaced by
squashed and stretched); clear/ build- up of a an artificial
transparent (so that light rays easily protein one

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 Answers
E1 Diagrams should explain how the lens normally
gets fatter to focus near objects onto the
retina, and show that if the lens remains too
thin then the image will be focused behind
the retina because the light rays are not bent
enough. Problem should be identified as long-
sightedness. Correction should also be shown
using a converging lens to bend the light rays
before they enter the eye.

Exam-style question
cornea bends the light rays (1); lens bends the light
rays some more (1); lens is thin so that the light
rays are not bent so much (that the image forms in
front of the retina) (1)

SB2h.2: Eye problems

Problem Effect Cause Correction
short-sightedness distant the eyeball is too long diverging lens
objects are may be due to the lens not
blurry being able to get thin enough
(so light rays are focused in laser surgery can
front of the retina) reshape the cornea
long-sightedness close objects the eyeball is too short converging lens
are blurry may be due to the cornea not
being curved enough
(so light rays are focused laser surgery can
behind the retina) reshape the cornea
colour blindness some colours some cones do not work well cannot be
cannot be (so some wavelengths of light corrected
seen not detected)
cataracts everything protein builds up in the lens the lens is replaced
appears (so light rays are absorbed with a plastic one
misty and scattered)

SB2h.3: The eye – Strengthen

1 a 2 a using laser surgery (to reshape the
cornea)
Part of eye Function Adaptations
b fuzzy/blurry
cornea focuses light is clear, colourless
onto the retina and curved short
lens fine tunes the is clear, colourless converging lens
focusing of and curved and c cones
light onto the can change shape d cataracts
retina
3 a ciliary muscles
retina detects light contains rod cells,
waves and cone cells and b rods
produces sensory neurones 4 a iris muscles
impulses b It stops too much light entering the eye
iris controls pupil contains muscles and damaging it.
size
5 4, 1, 2, 3

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 Answers
SB2h.4: Eyes – Homework 1
1 a
Distant objects Close objects Fewer colours Can be corrected
blurry or misty blurry or misty are seen with surgery
short-sightedness ✓ ✓
long-sightedness ✓ ✓
colour blindness ✓
cataracts ✓ ✓ ✓
b Cataracts are corrected by replacing the 5 a short-sightedness
lens with a plastic one. Short- and long- b Jo can see distant things clearly but not
sightedness is corrected by reshaping the close ones. Her supervisor can see close
cornea with a laser. things clearly but not distant things.
2 a from top left: cornea, retina, rod, cone, 6 a laser surgery reshapes the cornea; in the
lens, ciliary, iris, dilate, pupil case of Jo’s supervisor it stops the cornea
b diverging lens, spreads out the light rays bending the rays of light so much
a little before they reach the eye so that b protein builds up in the lens making it go
the point of focus is pushed back onto the cloudy
retina
c the lens is replaced with a plastic one
3 a accept answers from 440 – 450 nm
7 a accept answers from 440 – 450 nm
b red
b red
c the red cone is the only one that detects
c the red cone is the only one that detects
these wavelengths
these wavelengths

SB2h.5: Corrective treatments for 8 This type of colour blindness is caused by a

faulty allele on an X sex chromosome. There
eye defects – Homework 2 are two copies of most genes and so the
1 A – cornea, B, ciliary muscles, C – lens, D - effects of many faulty alleles are often masked.
retina However, in boys the location of the gene on
the matching Y chromosome is missing and so
2 long-sightedness
there is only one copy of this gene. In girls, the
3 So they can change shape to focus on objects other X chromosome is more likely to have a
at different distances. normal allele.
4 a
SB2i Neurotransmission speeds
Student Book
4th 1 a eyes

4th b leg muscles

5th c sweat glands/adrenal glands/

muscles around ‘vocal cords’ (other
answers possible)

6th 2 a away from

b Diagram similar to the one above but now 6th b towards
showing:
• a converging lens in front of the 7th 3 They ensure impulses only travel in one
direction; they allow generation of fresh
cornea
impulses in many neurones (avoiding
• light rays being refracted in the lens
dissipation).
(resulting in less distance between the
parallel rays inside the eye) 8th 4 to stop objects injuring/getting into our
• the rays coming together at a point on eyes
the retina

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 Answers
5 a feeling the squeeze is the stimulus, the
10th 5 A suitable table may include some or all response is giving the next person a
of these rows: squeeze
Reflex Processed b motor neurones
actions actions c because impulses do not travel at a
speed faster slower constant speed (e.g. they are slowed
down at synapses)
automatic? yes no
d using a reflex arc
use the brain? no yes
use sensory and yes yes
motor neurones? SB2i.2 Impulse speeds
1 a S
8th 6 so the impulse is not slowed too much
b Should draw scatter diagram/graph, with a
by synapses
line of best fit. Mean diameter of the axon
8th 7 A good answer will include the following should be on the x-axis (the independent
points: variable), and the speed should be on the
• light reflected by football detected y-axis.
by receptor cells in the eyes c the wider the axon, the faster the impulse
• impulses sent via sensory neurones speed
to central nervous system d At each point where impulses need to
• brain processes signals and sees cross from neurone to neurone, there is a
the football synapse (in which the signal is transmitted
• impulses sent from brain (via CNS) chemically by diffusion), which slows down
the speed of transmission.
to motor neurones in legs
• muscle cells are effectors and allow 2 a&b 
B = 10 m/s, E = 35 m/s, A = 80 m/s,
the ball to be kicked. D = 100 m/s, C = 120 m/s (in order
S1 flow chart along the lines of: impulse in relay slowest to fastest). The fastest neurones
neurone → axon terminal → synapse → are those that have the widest axons and
neurotransmitter released into gap → detected have myelin sheaths.
by motor neurone dendrite → new impulse
generated SB2i.3 Neurotransmission speeds
E1 Reflex actions use reflex arcs; impulses have Strengthen
to travel a shorter distance in a reflex arc
1 2, 1, 4, 3, 5 (top to bottom)
(than if brain-processing is needed); there are
fewer synapses in a reflex arc (than if brain- 2 muscles (in her fingers)
processing is needed).
3 a A – relay neurone, B – motor neurone
Exam-style question b On cell A, W – dendrites, X – axon
terminals; on cell B, Y – cell body, Z –
Three of these points are needed, in the correct
axon. (Note that the labels given for one
order:
cell are those that are missing for the
• impulse triggers the release of other.)
neurotransmitter (1)
c relay neurone, A – it has no myelin on its
• neurotransmitter is released into synapse (1) axon
• next neurone detects the neurotransmitter
4 to transmit impulses very quickly; when a very
(1)
quick response is needed
• new impulse is generated in the next
neurone. (1)
SB2i.4 Neurotransmission
Homework 1
Activity and Assessment Pack
1 a seeing the ball
SB2i.1 Measuring impulse speeds b catching the ball
1 a right elbow, to upper right arm, to spinal c the brain
cord, to brain, to spinal cord, to left arm, to
left fingers

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 Answers
2 a P – motor neurone, Q – sensory neurone d slow down neurotransmission
b one of: e one of:
• long, to carry impulses long distances • They ensure impulses only travel in
• myelin sheath, to speed up impulses one direction.

• many dendrites, to receive impulses • They allow generation of fresh

from many other neurones impulses in many neurones (avoiding
dissipation).
• many axon terminals, to pass
impulses to many other neurones 2 muscle spindle
c Q 3 a muscle relaxes
d P b stops tendon being damaged
e P (students are not expected to know c The anaesthetic stops the Golgi tendon
about adrenal glands, but simply to organ from working, and so these organs
recognise the term ‘gland’) do not produce impulses, with the effect
f P is lower cell, Q is upper cell that muscle contraction is unregulated and
g relay neurone more weight can be lifted.
h one of: 4 a P – sensory neurone, Q – relay neurone,
• to carry impulses to effectors as R – sensory neurone, S – motor neurone,
T – relay neurone, U – motor neurone
quickly as possible
b
• to prevent harm/damage to the body P – stimulatory, Q – inhibitory,
R – stimulatory, S – stimulatory (cause
i one of:
muscles to contract), T – inhibitory,
• creates a short route for impulses to U – stimulatory
travel
5 A good answer will contain the following points:
• has few synapses to slow impulses
down • muscle spindle stretched

• leaves out slow processing by the • causing impulse in sensory neurone R

brain • impulse generated in relay neurone Q (at
synapse with sensory neurone R)
3 a Impulses themselves do not pass through
a synapse. Instead, the ‘signal’ is carried • this impulse in relay neurone Q releases
glycine at its synapse with motor neurone
by neurotransmitter substances.
U
b so that one impulse can generate many
impulses with equal ‘strength’ • this inhibits motor neurone U from
generating an impulse, which ensures that
the hamstrings are relaxed.
SB2i.5 The knee jerk – Homework 2
• also, an impulse is generated in motor
1 a a reflex arc where there are only two neurone S (at synapse with sensory
neurones and so only one synapse neurone R)
b one of: • this impulse in motor neurone S causes
quadriceps to contract
• to carry impulses to effectors as
quickly as possible • so the lower leg swings forward.
• to prevent harm/damage to the body 6 uncontrolled muscle contractions, because the
c A good answer will contain the following inhibitory synapses (which cause muscles to
points: relax) will not work
• impulse arrives at an axon terminal
• causes the release of a
neurotransmitter substance
• neurotransmitter diffuses across the
gap
• in the synapse
• neurotransmitter is detected by next
neurone
• which triggers the generation of a new
impulse
• in the dendrite.

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 Answers
SB3a Sexual and asexual 8th b any suitable answer that uses an
reproduction advantage of sexual reproduction
compared with asexual
Student Book reproduction, such as: offspring
will show variation, so some are
6th 1 sexually, because it involves fertilisation
more likely to survive in a changing
of a female sex cell (gamete) by a male
environment
sex cell (gamete)
S1
6th 2 A clone is genetically identical to its one
parent (mother). Form of Advantages Disadvantages
reproduction
7th 3 The offspring are female because they
are genetically identical to their only sexual variation in variation in
(female) parent as a result of mitosis. offspring: more offspring: fewer
offspring likely offspring survive
8th 4 a Offspring from asexual reproduction to survive if if environment
are genetically identical to their environment does not change
parent. If the parent plant is growing changes
well, the offspring from asexual takes time to
reproduction are also likely to grow find a mate,
well as they will be in the same so slower
conditions as the parent plant. reproduction
Offspring from sexual reproduction rate
will vary, so some may not be so
asexual identical identical
well suited to conditions that are
offspring: more offspring: fewer
near the parent plant.
offspring likely offspring survive
8th b Seeds from sexual reproduction to survive if if environment
are spread by animals and so are environment changes
likely to be in different conditions does not
from their parent plant. Variation change
in the offspring means there is a faster than
greater chance that some offspring sexual
will be well adapted to the different reproduction
conditions and so grow well. as no mate
7th 5 The trees can start to grow from needed
underground roots as soon as the area E1 In summer, when there is a lot of food and
cools down, as there is plenty of space the adult females are feeding well, they
and no competition for resources with produce more rapidly by asexual reproduction,
other plants. producing offspring that will grow in the same
8th 6 If one tree is easily killed by the disease, conditions as they are and so lack of variation
then it is more likely they will all be between offspring is not a problem. At the end
easily killed. Trees grown from seed of the summer they reproduce sexually, which
would be more varied genetically due to will produce offspring that show variation.
sexual reproduction, which means some This will be an advantage in the following year
may be better able to resist the disease when conditions may be different. Some of
and so survive. the offspring are more likely to survive in the
different conditions.
7th 7 a any suitable answer that uses an
advantage of asexual reproduction, Exam-style question
such as: female can reproduce
when no male shark is present;
• any one suitable advantage, such as: rapid
reproductive cycle; no need to find a mate (1)
female can reproduce more quickly
than through sexual reproduction • any one suitable disadvantage, such as: no
variation in offspring when environment is
changing (1)

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 Answers
Activity and Assessment Pack 4 asexual reproduction, as all plants are
genetically identical
SB3a.2 Sexual and asexual 5 The seed is carried away to new places, which
reproduction – Strengthen increases the chance that some may drop onto
1 asexual: strawberry plants from runners, wet ground.
isolated shark female, aphids in summer
sexual: shark female mated with male, SB3a.4 Examples of asexual
strawberry plants from seed, fertilisation of reproduction – Homework 2
aphid eggs 1 any suitable example, such as: overwintering
2 asexual: faster reproductive cycle, no need for organs of potato plants, where each potato
mate, no genetic variation in offspring can grow into a new plant in the following
year; runners in strawberry plants, which grow
sexual: slower reproductive cycle, need for
out from the parent plant and produce new
mate, genetic variation in offspring
plants where the runner touches the ground;
3 asexual – no mate, faster cycle Kalanchoë, which produces new plantlets on
sexual – mate needed, slower cycle the parent plant that drop off to grow on their
own.
4 mitosis – asexual reproduction, no variation in
offspring because mitosis produces identical 2 The genes should be genetically identical,
cells because the offspring has just the one parent.

5 a any suitable advantage and explanation, 3 This speeds up the reproductive cycle,
such as: rapid reproductive cycle in aphids because it takes time to find a mate.
during summer when plenty of food, no 4 a The new individual is produced without
need to find a mate for isolated female fertilisation.
shark, identical strawberry plants growing
b If the parent is growing well, then offspring
in same area
that are genetically identical are more
b any suitable disadvantage and likely to grow well than offspring that are
explanation, such as: genetically identical, genetically different.
so all at risk if environment changes
5 The Komodo dragons would not have been
6 a any suitable advantage and explanation, able to reproduce, as there was no mate.
such as: greater genetic variation in The sawfish population was so small that the
offspring, so better chance that some will female parent might not have been able to find
survive in changing conditions a mate.
b any suitable disadvantage and
6 Environmental conditions usually vary, so
explanation, such as: slower for aphids in
producing offspring that vary genetically
summer, not able to reproduce if female
increases the chance that some may be better
shark isolated
adapted to the new conditions and so more
7 Different forms of reproduction help the likely to survive and reproduce.
species to survive and reproduce in different
7 If environmental conditions change in the area,
circumstances.
there is a much greater risk that all the sawfish
will die out.
SB3a.3 Reproduction and the
environment – Homework 1
1 a asexual reproduction
SB3b Meiosis
b No fertilisation/mate is needed to produce Student Book
new individuals.
5th 1 sperm cell, egg cell
2 a sexual reproduction
b Fertilisation is needed to make seeds. 6th 2 mitosis

3 asexual reproduction, because new plants can

grow directly from original plant with no need
for making flowers, pollination and making
seed

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 Answers
Activity and Assessment Pack
6th 3 a 23
SB3b.1 Modelling meiosis
6th b 46
1–4 The resulting diagram will resemble diagram D
7th c 46 of CB3a Meiosis in the Student Book.

6th 4 half of it 5 to produce haploid gametes, to ensure that the

zygote is diploid (and not quadraploid)
6th 5 a section of DNA; which contains the 6 There are more chromosomes.
instructions to make a protein

8th 6 The DNA has replicated and formed two SB3b.2 Modelling protein
copies of the chromosome/DNA, which manufacture
remain attached to one another.
1 genome
7th 7 a fertilisation; b mitosis; c meiosis 2 polymer
7th 8 They have three copies of each type of 3 In a cell, the nucleus has a number of
chromosome in their body cells (rather chromosomes in it. In the chromosomes there
than just two). are genes that contain information about how
a protein is to be built and the order in which
S1 Diagram should show haploid gametes joining
the different amino acids should be added.
to form a diploid zygote. Some students may
Information in these genes is stored in DNA.
include meiosis producing the gametes.
Instructions from the chromosomes are sent
E1 They both have genes/chromosomes from to the cytoplasm. The instructions are used by
the same two parents. However, each parent ribosomes to add amino acids in the correct
has two copies of each chromosome, and the order, to produce a protein.
copies are slightly different. Since the gametes
from a parent can contain different mixtures
of the different versions of the chromosomes,
SB3b.3 Gametes and genes
different zygotes end up with a variety of Strengthen
mixtures of the chromosomes. 1 a all the DNA in each cell in an organism
b fertilisation
Exam-style question
c one of the two cells on the left of the arrow
A maximum of 3 marks will be given for the whole labelled ‘gamete’, and the cell on the right
question, 1 for each point. At least one point must of the arrow labelled ‘zygote’
be a difference and one a similarity.
d On the egg cell (bottom cell on the left
At least one difference between mitosis and of the arrow): there should be one long
meiosis must be given (maximum 2 marks), for and one short chromosome drawn in its
example: nucleus. On the zygote (cell on the right
• Mitosis produces two cells; meiosis of the arrow): there should be two long
produces four. and two short chromosomes drawn in its
• Mitosis produces diploid cells; meiosis nucleus.
produces haploid cells (accept answers 2 a gamete/sperm cell/egg cell
given in terms of chromosome number).
b 2
• Mitosis produces genetically identical
3 a genes
cells; meiosis does not.
• There is only one cell division in mitosis; b proteins/linking amino acids together
there are two in meiosis. 4 a meiosis
At least one similarity between mitosis and meiosis b 4
must be given (maximum 2 marks), for example:
c It is haploid/it contains one set of
• They are both forms of cell division. chromosomes.
• Both require one round of DNA replication d so that when two gametes fuse at fertilisation,
(and/or manufacture of sub-cellular parts). the zygote contains the correct number of
chromosomes (and is diploid, or 2n)
e mitosis

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 Answers
SB3b.4 Chromosomes and genes number would double. Meiosis produces
haploid cells that can fuse at fertilisation to give
Homework 1
the normal diploid number.
1 a 38
5 Diagram that shows:
b Body cells are all diploid (2n)/body cells
all have two copies of each chromosome/ • replication of the chromosomes in each
gamete-making cell
body cells have two sets of chromosomes.
c i 46; ii 39; iii 31; iv 38 • each of the gamete-making cells dividing
twice to form four haploid cells
2 a four chromosomes drawn; in the nucleus
b DNA
• each haploid cell containing three
chromosomes – one long, one medium,
c correct labels one small
d making proteins/joining amino acids • a mixture of daughter cells in terms of the
together exact chromosomes that they contain;
e ribosome for example, from one gamete-producing
cell, two daughter cells might contain A,
f cytoplasm B, C, and the other two contain A*, B*, C*;
3 A zygote is formed when male and female from the other gamete-producing cell, two
gametes fuse. The zygote divides by mitosis daughter cells might contain A, B*, C*, and
to form an embryo. To make sure the zygote is the other two contain A*, B, C
diploid (2n) the gametes must be haploid (1n). There should be a statement to explain that,
So, meiosis is used to make gametes. This in the example given, four different sorts of
process produces four haploid cells. haploid daughter cells have been formed.
There are two copies of each chromosome
in a gamete-making cell. The two copies are
slightly different. The different copies are SB3ci DNA
randomly sorted into the daughter cells and so
one gamete-making cell will produce gametes Student Book
that contain different mixtures of chromosomes
8th 1 46 (one strand in each chromosome)
compared with others.
7th 2 genes
SB3b.5 Meiosis and mitosis
Homework 2 8th 3 double helix

1 all the DNA in the cells of an organism 7th 4 guanine

2 a a molecule made up of a chain of 5 ATTTC G C
7th
repeating parts
TAAA G C G
b chains of amino acids
c on genes 7th 6 a weak force of attraction; between two
opposite electrical charges
d ribosomes
3 a n = haploid; a haploid cell/nucleus has a 7th 7 They contain slightly different orders of
single set of chromosomes. 2n = diploid; a bases in the DNA.
diploid cell has two sets of chromosomes. 8th 8 So that DNA can be extracted. DNA
The left-hand diagram shows mitosis, in is unique to an individual (apart from
which one diploid cell replicates its DNA identical twins), and so police look for
and divides into two diploid daughter cells. matches between DNA taken from
The right-hand diagram shows meiosis, in samples and DNA taken from victims/
which one diploid cell replicates its DNA crime scenes.
and then divides twice to form four haploid
daughter cells. S1 The description should cover these points:
b Mitosis is used when a body cell/zygote •
The bases on one strand of DNA are
multiplies. Meiosis is used to produce attracted to bases on the other strand.
gametes. •
A (or T) always attracts T (or A), and G (or
4 Body cells are diploid. If there were no meiosis, C) always attracts C (or G).
at fertilisation two diploid cells would fuse •
(The attractions between the bases are
making a cell with four sets of chromosomes. called hydrogen bonds.)
Each time at fertilisation the chromosome

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 Answers
• The pairs of bases are complementary 6 Two of:
base pairs.
• Wear eye protection (1), because some
• They hold the strands of a DNA molecule of the substances used could harm your
together. eyes (1)
E1 The labelled diagram should show a double • Do not eat the peas (1), because they may
strand of DNA with correct complementary contain harmful substances (1)
base pairs. The double strand is pulled apart • Wash your hands after the experiment (1),
to form two single strands. Additional sugars because harmful substances may have
and phosphate groups are added, with splashed onto them (1)
complementary base pairs, to each strand to
7 a The mixture prepared in Step A breaks
form two double-stranded molecules.
down membranes (1) allowing the DNA to
be released from the cells/nuclei (1)
Exam-style question
b The protease enzymes (1) break
Answer should include at least two of the following down the proteins covering the DNA in
points (1 mark for each to a maximum of 2 marks): chromosomes (1)
• The code is the order of bases (term
8 to test that the sample is DNA (1), and this
‘base’ must be used).
works because both adenine and guanine are
• The bases are A, T, C and G (or full found in DNA (1)
names given).
9 a enzymes (1)
• The code is the instructions for the
b beef (1), because it had the pieces of DNA
manufacture of a protein.
that travelled furthest from the starting
position (1)
SB3cii Core Practical – DNA c Only the chicken pie contains just the
extraction meat it should do (1), because there are
no lines/DNA pieces at the positions of
Student Book any of the other meats (1)
1 a to find out what sort of meat/animal is in d The cottage pie contains beef as well as
the product (1) lamb (1), the lamb moussaka contains
lamb and horse (1)
b Different types/species of animal have
different DNA (1) because the order of
bases is different (1) Activity and Assessment Pack
2 ethanol (1) SB3cii.1 Extracting DNA
3 in DNA / on genes (1) 1 The detergent in step B breaks down
membranes (both the cell surface membrane
4 the apparatus mentioned in the method and the membrane around the nucleus) and
(allow two items to be missing): small beaker, so releases the DNA/chromosomes from the
common salt/sodium chloride, two large cells. The enzyme in step F breaks down the
beakers, peas, washing-up liquid, pestle and proteins found in chromosomes, so releasing
mortar, boiling tube, enzyme solution, ethanol, the DNA from the chromosomes.
stirring rod (1)
the apparatus implied in the method (allow SB3cii.3 Looking at DNA –
two items to be missing): balance, water bath
at 60 °C (accept oven or incubator; accept Strengthen
Bunsen, beaker, gauze, heat-resistant mat 1 a Each pentagon shape should be labelled
and tripod but explain to students that if using with an S.
this heating apparatus, the water should be b rectangles with the following pairs of
brought to a stable temperature before adding letters written in them, going down the
the sample tube), filter funnel, filter paper, diagram: GC, AT, CG, AT, TA
clamp and stand, boiling tube rack, pipette,
ice bath (for the ethanol), 100 cm3 measuring c Each circle shape should be labelled with
cylinder (1) a P.
d one line between AT or CG labelled with H
5 labelled (1) diagram (1) to show filtering for ‘hydrogen bond’
e The two strands of a DNA molecule each
have a backbone of phosphate groups

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 Answers
and sugars. One of four bases is attached 4 The detergent is needed to break down the
to each sugar (A, C, T or G). The bases cell surface membrane and the membrane
on one strand are attracted to bases on around the nucleus, in order to allow the
the other strand – A always attracts T and chromosomes out of the cells. The protease
G (or C) always attracts C (or G). The is needed to break down the proteins in the
attractions between the bases are called chromosomes, and so release the DNA.
hydrogen bonds. The pairs of bases are
5 adenine, cytosine, guanine, thymine
complementary base pairs. They hold the
strands of a DNA molecule together. 6 a They used other people’s data to put
together the first accurate model of the
2 It has two strands combined together (and so
DNA double helix. Encourage students to
‘double’); each of which is a helix.
show their sources.
b She helped to produce a photo using
SB3cii.4 DNA structure – X-ray crystallography that showed that the
Homework 1 molecule must be a double helix. (Accept
other answers on their merits, including
1 a nucleus
that she told Watson and Crick that their
b chromosome first model, with bases on the outside,
c cytosine would fall apart.) Encourage students to
d polymer show their sources.
c Helped to develop the technique to
2 a A DNA molecule forms a double helix.
allow X-ray crystal photos of DNA to
b DNA is made of a sugar, a phosphate be obtained. (Accept other answers on
group and four different sorts of bases. their merits, including that he helped to
c A short length of DNA containing confirm the Watson and Crick model
instructions for a protein is called a gene. in the years after its discovery, making
small adjustments to it, or that he showed
3 a (from left to right) ATGTCATATTCAAA
the famous ‘photograph 51’ to Watson.)
b with hydrogen bonds Encourage students to show their sources.
4 a around the cell (cell surface membrane) d He took ‘photograph 51’ by wrapping DNA
and around the nucleus around a paperclip to keep the molecule
b to remove the proteins from stretched. (Accept other answers on their
chromosomes, and so release the DNA merits, including that he worked with
Franklin to develop the technique of X-ray
crystallography.) Encourage students to
SB3cii.5 The double helix show their sources.
Homework 2
1 Levene’s model had equal amounts of A, T, G
and C. (And Chargaff showed that the amounts
SB3d Protein synthesis H
of each base were not equal, but A and T were Student Book
almost the same, and C and G were almost the
same.) 7th 1 a adenine, thymine, cytosine and
guanine
2 a
7th b nucleotide bases
i ii iii iv v vi
ratio 8th 2 A pairs with T and so a DNA molecule
AC AG AT CG CT GT
must have equal proportions of these
octopus 1.9 1.9 1.1 1.0 0.6 0.6 two bases. The same is true for C
human 1.5 1.4 1.0 1.0 0.7 0.7 and G.
b A with T or C with G; these are the ratios 8th 3 the order of DNA bases
that come out as about 1 (i.e. equal
quantities of each base which you must 8th 4 the order of amino acids (in a protein)
have if they can only be in pairs).
8th 5 the hydrogen bonds between the bases
3 a a double helix
b (from left to right) ATGTCATATTCAAA 8th 6 phosphate (group), (ribose) sugar, base
c There are more hydrogen bonds between 10th 7 UAAGGCCU
G and C than between A and T.

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 Answers

8th 8 through nuclear pores/pores in the

nucleus (membrane)

9th 9 tRNA carries amino acids to the

ribosome; ribosomes join the amino
acids together

10th 10 each amino acid needs one codon, so

23 codons are needed (take care not
to muddle up bases and codons; each
codon contains three bases)
S1 Flow chart along these lines:

DNA base order copied mRNA strand

RNA polymerase
into a complementary moves into
bases in DNA → attaches and → →
mRNA strand cytoplasm through
opens DNA
(transcription) a nuclear pore
↓
tRNA molecules
ribosome joins ribosome attaches
carrying amino
polypeptide ← the amino acids ← ← to mRNA strand
acids attach to
together (start of translation)
complementary mRNA

E1 at least one similarity from: both contain

phosphate groups; both contain a backbone of
• In the cytoplasm, a ribosome attaches to the
mRNA strand.
phosphate groups and a sugar; both contain
bases • A tRNA molecule pairs up with each codon.

at least one difference from: uracil as a base • The ribosome joins together the amino acids
carried by the tRNA molecules.
instead of thymine in the mRNA strand; mRNA
moves into cytoplasm; mRNA is much shorter/ • This results in the formation of a polypeptide.
not part of a huge molecule; mRNA is single- • The types and order of amino acids in the
stranded and not part of a double-stranded chain cause it to fold into a specific shape.
molecule; mRNA contains a different sugar
(ribose and not deoxyribose) SB3d.3 Protein synthesis –
Strengthen
Exam-style question
1 a pore
• four amino acids (1); there are four sets of
b polypeptide
three bases/four codons (1)
c mRNA
Activity and Assessment Pack d RNA polymerase
e ribosome
SB3d.2 Transcription and translation
f amino acids
• The order of the stages is as follows:
g bases
• Inside the nucleus, RNA polymerase attaches
h tRNA
to a non-coding section of DNA.
• The enzyme separates the two strands of 2 g→d→c→a→e→h→f→b
DNA.
3 a phosphate group, (deoxyribose) sugar,
• RNA polymerase continues to move along the base
DNA to reach the coding region of a gene.
b any protein or type of protein (e.g.
• RNA polymerase adds complementary RNA enzyme, haemoglobin)
nucleotides to the template strand.
c codon
• RNA polymerase links the RNA nucleotides
d protein/polypeptide
together to form a strand of mRNA.
e mRNA
• The strand of mRNA travels out of the nucleus
through a nuclear pore. 4 The polypeptide chain folds (to become a
functional protein).

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 Answers
SB3d.4 Making proteins –
Homework 1
contain contain contain contain contain contain the
phosphate deoxyribose ribose sugar the base the base base uracil
groups sugar thymine adenine
Only RNA ✓ ✓
nucleotides
Only DNA ✓ ✓
nucleotides
Both RNA ✓ ✓
and DNA
nucleotides

2 a messenger the mRNA dictates which tRNA molecules

b nucleus can attach, and each tRNA molecule
carries a specific amino acid.
c RNA polymerase
d non-coding region, just before a gene 3 a tRNA
e chromosome b CUU
f ACGGUAGUG c hydrogen bonding
g any group of three neighbouring base d two from: it is shorter/smaller; it contains
letters circled some double-stranded sections or
sections with bonding; it carries an amino
3 pore, ribosome, mRNA, mRNA, ribosome, acid
tRNA, triplets, codons, amino acids, ribosome,
amino acids, polypeptide, translation, protein
SB3e Genetic variants and
SB3d.5 Protein manufacture – phenotypes H
Homework 2
Student Book
1 a base
b transcription 10th 1 a UGU is Cys.
c A strand of mRNA is being made, which 10th b CCG is Pro.
consists of a series of (nucleotides with)
bases that are complementary to one/the 10th c GAC is Asp.
template strand of the gene
d RNA polymerase 10th d GUG is Val.
e non-coding region, just before a gene 10th 2 UGG
f (T A G) C C G U G A
10th 3 GAU-GCU-UAC-GGC → Asp-Ala-Tyr-
g three
Gly
2 a translation
9th 4 It stops translation.
b P – polypeptide chain – folds into/
becomes a protein 11th 5 a causes an incorrect amino acid to
Q – amino acids – link to form a be added to the polypeptide chain;
polypeptide chain so that the polypeptide no longer
R – mRNA strand – contains the code folds correctly
for the sequence of amino acids in the 11th b allele 3 also causes an incorrect
polypeptide chain amino acid to be added to the
S – ribosome – allows tRNA molecules to polypeptide chain; so that the
attach to the mRNA and joins the amino polypeptide no longer folds
acids together correctly; but the mutation in allele 4
still allows the correct amino acid to
T – tRNA molecule – transports amino
be added
acids to the ribosome
c It needs to fold. 7th 6 a disease caused by a mutation/
d The order of the bases in each codon of change in the DNA bases in a gene

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 Answers
The following may help students to follow the
11th 7 a mutation in the non-coding region working:
before the gene; causes RNA
For the normal gene:
polymerase to bind more effectively;
there is more transcription/ TAA GTG CGG GAC TAG GAA
more mRNA is produced; more – DNA template strand
polypeptide/protein is produced
AUU CAC GCC CUG AUC CUU
8 the change in DNA bases means that – mRNA in normal gene
the RNA polymerase does not bind Ile His Ala Leu Ile Leu
so well; there is less transcription/ – polypeptide chain
less mRNA is produced; less of the
polypeptide needed for haemoglobin is For the mutant allele:
made; lower levels of haemoglobin to
TAA GTG CAG GAC TAG GAA
transport oxygen; less oxygen available
– DNA template strand
to release energy for respiration;
causing tiredness/weakness/shortness AUU CAC GUC CUG AUC CUU
of breath – mRNA in mutated gene
S1 concept map showing mutations in the centre Ile His Val Leu Ile Leu
with three branches: – polypeptide chain
1 Too much protein is caused by a mutation in
Exam-style question
the non-coding region located before a gene.
This can lead to increased binding by RNA some amino acids are coded for by different
polymerase, and therefore an increased mRNA codons/the changed codon may still code for
and polypeptide production. the correct amino acid (1)
2 Too little protein is caused by a mutation in
the non-coding region located before a gene. Activity and Assessment Pack
This can lead to decreased binding by RNA SB3e.1 Protein shapes and
polymerase, and so decreased mRNA and
polypeptide production. mutations
3 Proteins that do not function well are caused 1 different amino acids
by a mutation in the gene. This can lead to 2 a polypeptide chain
an incorrect amino acid being added to the
polypeptide during translation, resulting in the 3 It caused the beads/polypeptide chain to fold
polypeptide not folding correctly and so not differently.
functioning properly. 4 Each of the amino acids has a different shape
E1 one codon is changed, CGG to CAG (in the and/or size and so causes the polypeptide
mutant allele); this results in the change of chain to fold in different ways.
an amino acid (Ala to Val); this change in 5 Some of the amino acids are the same size/
the amino acid sequence means that the shape and so do not affect the folding.
polypeptide/protein does not fold properly;
enzymes rely on having a specific shape in
order to carry out their function

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 Answers
SB3e.2 The genetic code
1 completed table (see Worksheet SB3e.5)
2, 3
Single-letter Amino acid Single-letter Amino acid
symbol name symbol name
Ala A alanine Leu L leucine
Arg R arginine Lys K lysine
Asn N asparagine Met M methionine
Asp D aspartic acid Phe F phenylalanine
Cys C cysteine Pro P proline
Gln Q glutamine Ser S serine
Glu E glutamic acid Thr T threonine
Gly G glycine Trp W tryptophan
His H histidine Tyr Y tyrosine
Ile I isoleucine Val V valine

SB3e.3 Genetic variants and of amino acids and so does not fold
correctly)
phenotypes – Strengthen
c in the non-coding region before the gene
1 in ascending order on the flow chart: DNA, (could prevent RNA polymerase from
transcription, mRNA, translation, polypeptide binding)
2 a mutation, RNA polymerase, increased,
polypeptide (accept proteins) SB3e.5 The effects of mutations –
b gene, mRNA Homework 2
c proteins, amino acid, translation, folding 1 a Leu
3 a genetic code b It has no effect. The changed codon still
b alleles codes for the same amino acid, and so the
polypeptide still folds in the same way.
c phenotype
c The changed codon codes for a different
amino acid. This could cause the
SB3e.4 Causes of genetic variants – polypeptide to fold in a different way and
Homework 1 form a protein that does not function.
1 a completed table (see Worksheet SB3e.5) 2 a A mutation here could stop RNA
b codon polymerase binding, which would prevent
c six mRNA being produced, and so no
polypeptide/protein could be translated.
d stop translation
b A mutation here could cause an incorrect
2 a Met Gln Val Pro Pro Glu amino acid to be incorporated into the
b It has no effect. The changed codon still polypeptide chain and so prevent it folding
codes for the same amino acid, and so the properly into the enzyme.
polypeptide still folds in the same way. c A mutation here could cause an incorrect
c The changed codon codes for a different amino acid to be incorporated into the
amino acid. This could cause the polypeptide chain and so prevent it folding
polypeptide to fold in a different way and properly into the enzyme, or could make
form a protein that does not function. the active site non-functional because
d mutations it makes it the wrong shape or has the
wrong amino acid to bind the substrate.
3 a white skin (There are other characteristics,
but this is the only one mentioned in the 3 a Gly Asp Arg Cys Glu
question.) b This mRNA no longer codes for Cys in
b in the gene (causing a polypeptide that the correct position and instead codes for
does not have the correct sequence a stop. This means that translation will
stop at this point and so the full-length
polypeptide/protein will not be made.
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 Answers
4 During mitosis, the mutation is only passed 3 Some alleles of a gene are more powerful
on to other body cells. This may affect those than others and always have an effect in the
cells so that they produce the wrong proteins offspring.
(or it could even lead to cancer), but the effect
E1 bred together/crossed true-breeding wrinkled
is limited to that individual. During meiosis, a
pea plants and true-breeding smooth pea
mutation is passed on to the gamete. This has
plants; if all the offspring have one type of pea,
no effect on the adult, but if that gamete takes
that is the ‘more powerful factor’
part in fertilisation, the fertilised cell/zygote
will contain the mutation. If the mutation is not
Exam-style question
fatal, all the cells produced by mitosis of the
fertilised cell, and hence all the cells of the new some variations suddenly appear (1); which cannot
organism, will contain the mutation, so it could be explained by ‘blending’ of variations from
have serious effects. parents (1)

Activity and Assessment Pack

SB3f Mendel
SB3f.2 Mendel’s laws
Student Book
1–C
5th
1 students’ own examples of some The yellow version of the factor is more powerful
types of inherited variation in one and so stops the green version having any effect.
characteristic, such as eye colour
(brown, green, blue, grey, hazel) 2–A
If each cell has two factors, then the first-generation
5th 2 because most offspring look like a blend plants must all have one of each factor, one from
of the features of their parents the male and one from the female.
5th 3 because the pea pods are either green Those factors must separate when the first-
or yellow, never somewhere in between generation plants produce gametes, otherwise the
short version of the factor would always be masked
6th 4 to stop pollen/male gametes from plants by the tall version.
that he was not investigating from
3–C
pollinating the flowers
The tall version of the factor is more powerful and
6th 5 genes so stops the short version having any effect.
4–B
8th 6 a When crossed between themselves,
If versions of the factors were linked, then you
they produced some offspring that
would not expect to get all different possible
were short, meaning that the factor
combinations.
that causes shortness must be
contained within them.
SB3f.3 Mendel – Strengthen
8th b tallness; because all the first
generation plants were tall even 1 a a sex cell
though they must contain some b phenotype
short ‘factors’ from the short parent c genes
8th 7 scientists could not see how Mendel’s d alleles
factors could explain characteristics that 2 a pea
had many different variations/a wide
range of variation; scientists could not b If blending were correct, then when tall
see how Mendel’s factors could explain plants and short plants were bred together
Darwin’s theory of evolution you would expect to get medium-height
plants. But you only ever get short and/or
S1 tall plants, and nothing in between.
1 Each gamete receives only one gene for a c They each get factors from both parents
characteristic. that control tallness. But they all get a
version of the factor for ‘tall’ from the male
2 The gene a gamete receives is random and gamete in this case, and this is more
does not depend on the other genes contained powerful than the version for ‘short’. So, all
within the gamete. the plants are tall.

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3 One of: people could not understand how 6 Many of our characteristics are controlled by
factors could be carried/transferred; people many genes/factors not just one.
could not see how ‘factors’ could explain the
7 Maybe both parents’ cells contain a ‘red’
many variations in characteristics such as
version of the hair colour factor that is usually
human eye colour; people could not see how
masked by ‘brown’.
Mendel’s ideas could explain evolution. (They
argued that, if the factors could not change, But their cells also contain the more powerful
then a species could not change (evolve)). ‘brown’ version, meaning that the red colour is
not seen.
SB3f.4 Mendel’s work – Homework 1 Both parents would produce some gametes
1 a genes with the ‘red’ version of the factor. If two of
these gametes join, then the offspring will have
b alleles
red hair (because their cells do not have the
c The tall version of the factor is more more powerful ‘brown’ version of the factor).
powerful and so stops the short version
having any effect. 8 Each gene exists in many different alleles, and
these can be created by mutations caused by
2 They could not see where factors could be improper copying of DNA, by radiation or by
found, or they could not see how factors could some chemical substances. Since new alleles
be transported/carried, because they could not are constantly being created, there is always
see chromosomes. genetic variation for natural selection to act on.
3 a purple, smooth, yellow
b If blending occurred, you would expect to
get mauve flowers/half-wrinkled seeds/
SB3g Alleles
pale greeny-yellow peas, but this does not Student Book
happen.
c Some of the offspring might have had the 7th 1 genome, chromosome, gene, base
version of the factor that was not powerful/
the phenotype that was usually hidden.
6th 2 a version of a gene
d Both parents could contain both versions 9th 3 We all inherited the same genes, but
of the factors, and so some offspring might since they come in many different
not have had any of the more powerful versions (alleles) we all inherited
version. different sets of alleles and so have
slightly different characteristics.
SB3f.5 The inheriting principle –
9th 4 The matching sentences in a pair of
Homework 2 books are slightly different (e.g. in two
1 a If blending occurred, you would expect to slightly different translations of the same
get medium-height plants, but this does sentence in a foreign language book that
not happen. has been translated into English, one
b All the first-generation plants are tall, sentence has UK spellings and one has
because they all contain a version of the US spellings).
factor that is more powerful. 7th 5 a heterozygous
2 a genes
8th b because the two alleles are different
b alleles
3 If results are repeatable, you can be more sure 8th 6 when both copies of the gene are the
that results are correct/you can draw more same, recessive, allele
certain conclusions.
9th 7 genotype phenotype
4 Factors control the characteristics of an
RR purple flowers
organism, and so if the thing that contains
those factors is removed, you would not expect Rr purple flowers
the organism to develop properly. rr white flowers
5 a DNA
b He tested to see whether each of sugar,
proteins, DNA or RNA could transform the
bacteria. Only DNA worked.

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 Answers

9th 8

S1 Correct genetic diagram (similar to that above 2 a T

in question 8): all the offspring will be Rr and so b TT and tt
contain the dominant allele for the purple flower c TT and Tt
colour. The recessive allele will not have an
effect in the presence of the dominant allele.
E1 Correct genetic diagram (similar to that above
SB3g.2 More alleles – Extend
in question 8): parents are both Nn. One 1 a N
offspring will be NN (smooth phenotype), one b It has a capital letter.
will be nn (wrinkled phenotype) and two will be
c smooth peas
Nn (smooth phenotype). The ratio of smooth to
wrinkled is 3 : 1. d They both contain a dominant allele for
smooth peas (N).
Exam-style question
2 Completed rows of the genetic diagram:
Genetic diagram (or Punnett square, but students
will not meet these until the next topic) may be • top row: parent 2 is heterozygous
drawn, but there are no marks for this. The answer • second row: genotype is Nn
should include the following points: • possible gametes: N and n (for both
•
genotype (or gametes) of one parent parents)
correctly identified as Dd (1) • arrows correctly drawn so that all
•
genotype (or gametes) of one parent combinations are shown
correctly identified as dd (1) • possible offspring genotypes: NN, Nn, Nn
•
offspring genotypes correctly worked out and nn
as Dd, Dd, dd, dd (1) • possible offspring phenotypes: smooth
•
ratio of offspring is 1 : 1. (1) peas (NN, Nn), wrinkled peas (nn)
3 3:1
Activity and Assessment Pack
4 a Genetic diagram should be drawn, with
SB3g.1 Looking at alleles parents Nn and nn, resulting in offspring
Strengthen Nn, Nn, nn and nn. So the ratio becomes
1 : 1 for the smooth phenotype.
1 a a version of a gene
b NN
b when cells have two copies of it
c 100% smooth. Genetic diagram might be
c RR
drawn to show working.
d rr
d possible offspring genotypes: NN, Nn, Nn
e Genetic cross diagram completed. Missing and nn (the same as for question 2)
gametes are R and r. Missing genotypes
are Rr and rr. Missing phenotypes are
purple (for Rr) and white (for rr).

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SB3g.3 Genes and alleles c The genotype of an individual is a
statement of its alleles, and those alleles
Homework 1
can then cause the individual to have
1 Missing words filled in as for diagram B of certain characteristics – its phenotype.
CB3c Alleles in the Student Book. d A dominant allele always affects
2 a MM, PP and QQ circled characteristics/phenotype, whereas a
recessive allele will only have an effect if
b Mm, Pp and Qq underlined
there is no dominant allele.
3 a proteins alleles
3 The children with non-smelly urine must be aa
b genotype phenotype because they need two copies of the recessive
c bB Bb allele in order for it to have its effect. The only
d Bb BB way this couple can have aa children is if
Jackie is Aa. If she were AA, all the children
4 a Completed rows of the genetic diagram: would have smelly urine. If she were aa, she
• possible gametes: Y and Y (parent 1), would not have smelly urine and the question
Y and y (for parent 2) states that she does.
• possible offspring genotypes: YY, YY, 4 Genetic diagrams drawn to show working.
Yy, Yy The first parents are DD (‘homozygous for the
• possible offspring phenotypes: all dominant allele’) and dd (‘has flat pods’). All
yellow the offspring will be Dd. Crossing Dd with Dd
b All of the offspring have at least one gives DD, Dd, Dd and dd in the ratio of
dominant allele for yellow peas, and 1 : 2 : 1. So, if there are 200 offspring, 25% will
so the recessive allele will not have an have flat pods: 25 / 100 × 200 = 50 plants with
effect. flat pods.
5 The following points will need to be covered,
SB3g.4 Genotypes and phenotypes to get the correct ratio (which letter is used for
Homework 2 coat colour is optional):

1 a Completed rows of the genetic diagram: • G pod colour (G is green pods, g is yellow
pods)
• possible gametes: B and B (parent 1),
• E coat colour (E is green coat, e is white
B and b (parent 2)
coat)
• arrows correctly drawn so that all
• genotype of A: ggEe
combinations are shown
• possible offspring genotypes: BB, BB, • genotype of B: GGee
Bb, Bb • possible gametes of A: gE ge gE ge

• possible offspring phenotypes: • possible gametes of B: Ge Ge Ge Ge

all blue • possible offspring genotypes: GgEe, Ggee
b parent 1 • possible offspring phenotypes: green pods
c 50% and green coat (50%), and green pods
and white coat (50%)
d blue flowers
e blue flowers • predicted ratio of 1 : 1 green pods and
green coat : green pods and white coat
f All of the offspring have at least one
dominant allele for blue flowers, and
so the recessive allele will not have SB3h Inheritance
an effect.
2 a A gene is part of a chromosome that
Student Book
contains the instructions for a protein, 6th 1 sperm cell
but alleles are different versions of
that gene. 7th 2 Answer will contain reference to diagram
b An individual that is homozygous for a B in the Student Book or will show
gene has two alleles that are the same, a copy of it, explaining that half the
but an individual that is heterozygous will offspring are XX and half are XY, and
have two alleles that are different. therefore about 50% of the population
will be male and 50% will be female.

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 Answers
S1 Punnett square must show that if Richard (Qq)
8th 3 has children with Diane (Qq), the offspring will
Rr parent be: QQ, Qq, Qq and qq.
S2 So, there is a ​​ _4 ​​= 0.25 or 25% probability that a
1

child has PKU.

possible
R r
gametes E1 Working should include the following.
•
First cross shows parent genotypes as GG
parent R RR Rr and gg.

Rr
•
First cross offspring all have genotype Gg.
•
Second cross parent genotypes are
r Rr rr both Gg.
•
Gametes are G and g.

9th 4 a 3 : 1, normal : CF •
Offspring have genotypes GG, Gg, Gg
and gg.
9th b 1 •
One-quarter have a genotype that will
result in the yellow pod phenotype = 0.25
​​ _4 ​​or
3
9th c probability = 0.75 or 75% or 25%.

6th 5 a q Exam-style question

8th b because she has a dominant allele Humans contain two chromosomes/one pair of
as well (which causes the correct chromosomes to determine sex. (1)
enzyme to be made even if the Males have one X and one Y sex chromosome. (1)
recessive allele is also there) Females have two X sex chromosomes. (1)
6th c qq Only sperm cells can contain a Y sex chromosome
(and so determine sex). (1)
9th d Punnett square must show that if
Brian (qq) has children with Carolyn
(Qq), the offspring will be: Qq, Qq, Activity and Assessment Pack
qq and qq. So, there is a 2/4 = 0.5
or 50% probability that Sam has
SB3h.1 A family pedigree
PKU. 1–3

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 Answers
SB3h.2 More genetic diagrams resulting offspring will be 50% male and
50% female.)
Strengthen
c Possible genotypes if Hh and hh are
1 a one crossed are: 50% Hh and 50% hh. Hh
b heterozygous causes the HD phenotype, and so Simon
has a 50% chance of having the disorder.
c K and k
d correctly completed Punnett square to
show possible offspring genotypes: KK,
SB3h.4 Looking at inheritance
Kk, Kk, kk Homework 1
e 3 1 a Punnett square correctly completed to
f 3:1 show female gametes containing X, and
offspring columns showing equal ratio of
​​ _4 ​​or 0.75 or 75% probability
3
g
XX to XY
2 a 2 : 1 (unaffected : affected) b 50%, because two out of the four possible
b Dolores genotypes result in girls
c tt c sex chromosomes
d XY d male sperm cell, female egg cell
2 a correctly completed Punnett square to
SB3h.3 Peas and people – Extend show plant A gametes as Y and y, and
1 a Punnett square plant B gametes as Y and y; offspring
columns correctly completed to show ratio
b yes
of 1 : 2 : 1 of YY : Yy : yy
c One plant has green pods (the dominant
b 3:1
allele) and both plants are homozygous
_ 3
(according to question E1). c ​​  4 ​​or 0.75 or 75%
d gg 3 a Pepe
e 100% b Alex and Sonya shaded (Coral left
f 1 unshaded)
g Punnett square drawn to show Gg c Gary: dd
being crossed with Gg, resulting in the d Jerry: dd (he has MCADD)
genotypes GG, Gg, Gg and gg e Henry: Dd (does not have MCADD, so
h 1 : 2 : 1 (GG : Gg : gg) cannot be dd; also Alex, his mother, does
i 3 : 1 (green : yellow) not have a dominant gene, and his father,
j ​​ _4 ​​or 0.75 or 75% probability
3 John, only has one, so Henry cannot be
DD)
2 a

b 50% (Explanation may contain a genetic f dd × Dd will produce genotypes Dd,

diagram or Punnett square showing sex is Dd, dd and dd; two out of four of these
determined by the sperm cell containing genotypes cause MCADD, and so the
probability is 2 / 4 = ​​ _2 ​​or 0.5 or 50%.
1
an X or a Y chromosome; 50% contain
an X and 50% contain a Y, and so the

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 Answers
SB3h.5 Looking at inheritance SB3i Multiple and missing
Homework 2 alleles
1 a Pepe
Student Book
b Alex and Sonya shaded (Coral left
unshaded) 6th 1 A has A markers, B has B markers, AB
c dd has A and B markers, O has no A or B
d has MCADD markers.
e Dd (does not have MCADD, so cannot be 7th 2 The alleles for A and for B are both
dd; also Alex, his mother, does not have a shown in the phenotype, when present
dominant gene, and his father, John, only in the genotype IAIB.
has one, so Henry cannot be DD)
f Punnett square drawn to show that dd ×
8th 3 a IAIB
Dd will produce genotypes Dd, Dd, dd and
dd. 8th b IoIo
g 1:1
8th c IAIA or IAIo
h 1:1
probability is 2 / 4 = ​​ _2 ​​or 0.5 or 50%
1
i 8th d IBIB or IBIo
j because each offspring would end up with
at least one dominant allele (and MCADD
8th 4 H Diagram should indicate sections of the
is caused by the recessive allele) X chromosome that are missing on the
Y chromosome, including the gene for
2 a Punnett square drawn showing that bird Norrie disease.
egg cells/female gametes are Z or W, and
sperm cells/male gametes are all Z; sex 9th 5 a H Neither do. The father has a normal
chromosomes in the offspring are ZW and vision allele on his X chromosome
ZZ in a 1 : 1 ratio and will see in full colour. The
b Sex is controlled by the female gamete mother has one normal vision and
and not the male gamete. one faulty allele – as the normal
vision allele is dominant, she will
3 a alleles chosen so that the capital and see in full colour.
small version of the same letter are used,
9th b Female: 100% normal vision
and capital correctly used to show the
(though 50% probability of being
dominant allele; Punnett square drawn
a carrier). Male: 50% probability
with gametes from the heterozygous plant
of red–green colour blindness.
as (for example) G and g, and g and g for
the homozygous recessive plant; possible 9th c The difference is because men only
offspring genotypes are: Gg, Gg, gg and gg have one allele for this gene and
women have two, which means
2 / 4 = _​​ 2 ​​or 0.5 or 50%
1
b
that women can only develop the
4 0.0625 or 6.25% disorder if they inherit the colour-
Punnet squares of dihybrid cross blindness allele from both parents.
Gametes from RrYy parent 9th 6 a H Only men are affected by the
disorder when they inherit the
Gametes from RrYy parent

RY Ry rY ry haemophilia allele. Women who

inherit the allele are just carriers
RY RRYY RRYy RrYY RrYy and do not suffer the disorder.
10th b Women with one haemophilia allele
Ry RRYy RRyy RrYy Rryy usually have a healthy allele on
their other X chromosome. The
rY RrYY RrYy rrYY rrYy healthy allele is dominant to the
haemophilia allele, so they do not
ry RrYy Rryy rrYy rryy develop the disorder.

Wrinkled green peas will be rryy. The Punnett

square predicts that of 16 offspring, 1 will have
this phenotype. 1 / 16 = 0.0625 or 6.25%.

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 Answers
S1 possible offspring
genotypes IAIo IAIo IBIo IBIo
father’s gametes phenotypes A   A   B   B
I B
Io
genotype ratio: 2 IAIo : 2 IBIo (or reduce to 1
mother’s IAIo : 1 IBIo)
gametes I II
A A B
II
A o
phenotype ratio: 2 A : 2 B (or reduce to
blood group AB blood group A 1 A : 1 B)
I II
o B o
II
o o b parents: IAIA × IBIB
blood group B blood group O gametes IA IA IB IB
possible offspring
E1 H T
 he gene is on a part of the X chromosome
genotypes IAIB IAIB IAIB IAIB
that is missing in the Y chromosome.
phenotypes AB AB  AB AB
Genetic diagrams or Punnett squares
should show similar content to diagram D genotype ratio: all IAIB
on SB3i Multiple and missing alleles in the phenotype ratio: all AB
Student Book, indicating that a male will
develop the disorder when he inherits a
SB3i.2 Multiple and missing alleles –
faulty allele on the X chromosome from his
mother, but that a female will only develop Strengthen
the disorder if she inherits faulty alleles on 1 a IAIA and IAIo
both X chromosomes from her parents.
b IBIB and IBIo
Exam-style question 2 a, b The four possible responses are:
Both the allele for group A and the allele for group B blood group B
show dominance, because the phenotype is blood
gametes
group A if the genotype is the allele for A and the I
B
IB

allele for O, and the phenotype is blood group B if the blood

genotype is the allele for B and the allele for O. (1) group A IA
II
A B
II
A B

The allele for group O shows recessiveness, IA

II
A B
II
A B

because the phenotype of blood group O only

genotype ratio: all IAIB
occurs when both alleles are for group O. (1)
phenotype ratio: all AB
The allele for A and allele for B show codominance
because they are both expressed in the phenotype, blood group B
giving the AB blood group. (1) gametes
I
B
Io

Activity and Assessment Pack blood

I A
II
A B
II
A o
group A
SB3i.1 Blood group inheritance I A
II
A B
II
A o

1 IoIo genotype ratio: 2 IAIB : 2 IAIo (or 1 : 1)

2 IAIB phenotype ratio: 2 AB : 2 A (or 1 : 1)
3 a IAIA and IAIo blood group B
b IBIB and IBIo gametes
c IAIB I
B
IB

blood
d IoIo group A I A
II
A B
II
A B

4 a parents: IAIo × IBIo I o

II
B o
II
B o

gametes IA Io IB Io genotype ratio: 2 IAIB : 2 IBIo (or 1 : 1)

possible offspring phenotype ratio: 2 AB : 2 B (or 1 : 1)
genotypes IAIB IAIo IBIo IoIo
phenotypes AB A   B   O blood group B
b gametes
genotype ratio: 1 IAIB : 1IAIo : 1 IBIo : 1 IoIo
I
B
Io

phenotype ratio: 1 AB : 1 A : 1 B : 1 O blood

5 a parents: IAIB × IoIo group A I A
II
A B
II
A o

gametes IA IB Io Io I o
II
B o
II
o o

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18
 Answers
genotype ratio: 1 IAIB : 1 IAIo : 1 IBIo : 1 IoIo b Punnett square similar to below, or genetic
phenotype ratio: 1 AB : 1 A : 1 B : 1 O diagram showing the same, using suitable
abbreviations for the chromosomes and
3 Both alleles affect the phenotype, producing allele
the blood group AB.
father (haemophilia)
SB3i.3 Codominant alleles – gametes Xh Y
Homework 1 mother XH XHXh XHY
1 a blood group A: IAIo
and IAIA (no
haemophilia X XHXh XHY
H
blood group B: IBIo and IBIB
blood group AB: IAIB allele)
blood group O: IoIo
Sons inherit their X chromosome from
b Io because it does not affect the phenotype
their mother, who does not have the
unless there are two copies in the
haemophilia allele. They do not inherit
genotype
their X chromosome from their father.
c IAIB because both alleles affect the
c Female 4 must have the haemophilia
phenotype when they are present together
allele, because her son (10) has the
in the genotype
disorder.
d This gene has several different alleles.
d Female 11 is unlikely to be a carrier,
2 a because she is the daughter of male 5,
who cannot have the allele because he
black male
would have developed the disorder.
gametes B B
white W BW BW
female
SB3j Gene mutation
W BW BW
Student Book
b Both the white and black allele affect the
genotype, producing speckled feathering. 7th 1 Two possible OCA2 alleles would be
‘little melanin produced’ (for blue eyes)
SB3i.4 Codominance and sex-linked and ‘lots of melanin produced’ (for brown
disorders – Homework 2 eyes), because eye colour is controlled
by the amount of melanin (which is
1 a IoIo because the allele only affects the controlled by the OCA2 gene).
phenotypes when two copies are present
in the genotype 9th 2 Alleles in male gametes
b IAIB because both alleles affect the
female gametes

phenotype, producing the AB blood group B b

Alleles in

c genetic diagrams or Punnett squares

B BB Bb
showing:
IAIA and IBIB: genotype ratio: all IAIB, b Bb bb
phenotype ratio: all AB
IAIA and IBIo: genotype ratio: 2 IAIB : 2 IAIo (or This shows a 25% probability of the BB
1 : 1), phenotype ratio: 2 AB : 2 A (or 1 : 1) (homozygous dominant) combination,
IAIo and IBIo: genotype ratio: 1 IAIB : 1 IAIo : 50% probability of the Bb (heterozygous)
1 IBIo : 1 IoIo, phenotype ratio: 1 AB : 1 A : combination, and 25% probability
1B:1O of the bb (homozygous recessive)
combination. This means there would
IAIo and IBIB: genotype ratio: 2 IAIB : 2 IBIo (or
be a 75% probability of having a brown-
1 : 1), phenotype ratio: 2 AB : 2 B (or 1 : 1)
eyed child and a 25% probability of
2 a The gene is on part of the X chromosome having a blue-eyed child.
that is missing in the Y chromosome.
Females have two X chromosomes, so 7th 3 a meiosis
they only develop the disorder when both
alleles are for haemophilia. Males develop
7th b mitosis
the condition if they inherit the faulty allele 8th 4 The more sunlight there is on the skin,
on their X chromosome.
the higher the amount of UV radiation

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19
 Answers
the cells receive, which increases the Exam-style question
chance that a mutation will occur and A mutation is a change in the allele for a gene. (1)
result in cancer. The allele may code for a different protein, and
8th 5 If the change in the allele does not affect so produce a different characteristic that can be
the protein that is coded for by the gene, inherited. (1) Different alleles for a gene means that
then the mutation will have no effect on different combinations of alleles can be inherited,
the characteristic. resulting in variation in the phenotype produced. (1)

8th 6 Different people have some bases that Activity and Assessment Pack
are different to those in other people, as
a result of mutation. SB3j.2 Human Genome Project
1 It was the first time that all the bases of a
6th 7 It could identify the risk that a person
human genome were mapped, and made
has of getting a disease, and so could
possible a large number of developments
help that person find ways of reducing
in techniques for mapping genomes and
the risk. It could also help identify which
understanding where particular genes are in
drugs would be most effective, or most
the genome.
harmful, so that the best drug could be
given to treat the person’s disease. 2 a a short piece of DNA that codes for a
protein
9th 8 a A doctor would see that there
b one variation of a gene that produces a
is reduced effectiveness to
particular variation in the characteristic
clopidogrel, so might choose a
that the gene codes for, e.g. blue or brown
different drug to reduce the risk of
eyes
blood clots in this person. The risk
of simvastatin affecting the muscles 3 a It is passed in the genes from parent to
is typical, so the doctor would offspring.
probably be happy to choose this b If a close member of the family has
drug to reduce blood cholesterol inherited the disease, there is a possibility
rather than another similar drug that the person without the disease may
that might have more adverse side have one CF allele and one normal allele
effects. The person would also (i.e. be heterozygous for the CF allele).
need a lower dose of warfarin than This means that if the person marries
normal if they were given the drug someone who is heterozygous, there is a
to reduce the risk of blood clots, chance (25% probability) the couple will
because they are more sensitive to have a child who develops the disease.
its effects than other people.
4 a APOE-e4
8th b Different people have different
alleles for the genes that affect the b Risk is the probability of something
response to each drug. happening.
c i 100% ii 0%
S1 Human eye colour is produced by several
genes, including OCA2 which controls the d A 100% risk means that it will happen.
production of the protein melanin. Different However, having two APOE-e4 alleles only
alleles of those genes have arisen by mutation/ increases the risk by 12, which means
changes in the gene made during copying of that some of these people do not get
the DNA during cell division. As you only have Alzheimer’s. So there must be additional
two alleles for any gene, different people have factors that affect whether or not a person
different combinations of alleles and so have develops the disease.
different eye colours. 5 a Genes code for proteins, and enzymes are
E1 The variation in bases has been produced by proteins. So genes code for enzymes.
mutation, when bases have been miscopied b If an allele for an enzyme that affects a
during cell division or by effects of radiation or drug is changed so that it affects how
some chemicals. Some alleles still produce the the enzyme works, this could mean the
same protein as the original/normal allele, and enzyme is better or worse at changing the
so do not change the phenotype by affecting drug in the body, and so change how well
vision. Some alleles have a large effect on the the drug works.
phenotype because they change how the gene
6 A suitable answer will refer to how knowledge
works.
might affect a person’s emotions, such as:

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 Answers
Some diseases cannot be cured, and are c BRCA1: allele X has one C instead of a
known to shorten life. Some people may not T in the normal allele. Allele Y has an A
want to know that they have an increased risk instead of a T in the normal allele. BRCA2:
of developing this kind of disease, as it will allele X has a C instead of one A in the
affect their happiness. normal allele. Allele Y has a C instead of a
T in the normal allele.
7 A suitable explanation will refer to helping
people distinguish between the risk of 3 The proteins produced by the normal alleles
developing a disease and whether or not that of the genes repair DNA that has been
person will actually develop the disease, and miscopied. This prevents cells with damaged
supporting the person in dealing with any DNA becoming cancerous.
negative feelings they have about knowing this.
4 a If the allele no longer codes for the
protein, or the protein produced does
SB3j.3 Gene mutation − Strengthen not work properly, then damaged DNA in
1 It is controlled by multiple genes, because breast cells will not be repaired. This could
HERC2 can change the way OCA2 works. lead to the cells becoming cancerous.
(Other genes may also be involved.) b Some mutations in the DNA will not
change the protein that is coded for by the
2 mutation
gene, and so the protein will work properly
3 ‘Variation’ means different alleles of the gene. and keep the risk of breast cancer low.
Different alleles may change the amount of 5 a A genome test would show the base
melanin that is made in the body, and this will pairs in the BRCA genes, and so identify
affect eye colour. whether the person had an increased risk
4 Some mutations do not change the amount of developing breast cancer.
of melanin that is produced and so have no b A genome test would show the base pairs
obvious effect. Also, if the allele for HERC2 in the genes related to the effectiveness of
codes for blue eyes, this will override whatever drugs used to treat breast cancers, such as
the OCA2 gene codes for. the gene that produces the HER2 protein.
5 Eye colour is coded for by genes. Genes are If a patient has a version of this gene that
passed from parents to offspring at fertilisation produces lots of protein, then it is likely the
in sexual reproduction. Herceptin drug will help control the cancer,
but if the patient produces only a little HER2
protein, then taking it could be more harmful
SB3j.4 Gene mutation − Homework 1 than good and be a waste of money.
1 a cystic fibrosis 6 a Create a Punnett square using any suitable
b multiple genes letters, such as B is the dominant high-risk
allele Y, b is the recessive ‘normal' allele
2 C
Father’s gametes:
3 mutation
B b
4 Most mutations have no effect on
characteristics/the phenotype.
Mother’s

b Bb bb
gametes

5 a clopidogrel
b Bb bb
b The drug is less likely than the other drugs
to be effective for most people.
b There is a 50% probability of this father
c to identify disorders caused by mutations
passing on the high-risk allele to a child,
that a person might develop
which means that young women in this
family could be at higher risk than those in
SB3j.5 Breast cancer genes families without a history of breast cancer.
Homework 2 Knowing that you are at higher risk can
help with planning what to do about it.
1 to map all the bases in the human genome
7 A genome test only identifies the risk of
2 a mutation developing a genetic disorder based on the
b when DNA is miscopied during cell versions you have of certain genes. This is not
division; when DNA is changed by the same as knowing for definite whether you
radiation or particular chemicals will or will not get the disease. At least 10% of
women with the high-risk version of BRCA1 will
not develop breast cancer before they are 80.

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 Answers
8 12% of women with the normal versions of
these genes develop breast cancer before they 5th b The modal class is the most
are 80. This could be the result of changes in common class, which is 4.0–4.9 cm.
other genes that help to prevent cancer cells 5th c yes, because the chart is bell-shaped
developing in breast tissue, such as by radiation with the most common value (mode)
or natural miscopying during cell division. in the middle of the curve (median)
S1 Answer should include several of the following:
SB3k Variation •
The child will have inherited his/her natural
hair colour and structure from his/her
Student Book parents, because these characteristics are
controlled by genes.
4th 1 a i 
any suitable characteristic that
is controlled by genes, such as •
Variation in hair length is environmental
shape of leaf or colour of leaf variation, as it depends on how the hair is
cut.
6th ii 
because variation has been
produced by mutation of •
His mother may not naturally have straight
the gene that controls this brown hair – she may be blonde and have
characteristic dyed it. She may also have curly hair that she
has straightened using heat. Hair colour and
5th b i 
any suitable variation related to structure can be changed by the environment,
differences in growth, such as but these changes are not inherited.
height, size of leaf, number of
leaves
• The child may have dyed his/her hair and
used curling tongs.
6th ii  ecause this is caused by
b • The father may have wavy blond hair, and
differences in the amount the child may have inherited this.
of light, water or nutrients
(environmental differences)
• Both parents may have brown straight
hair, but both may have recessive alleles
for blonde and wavy hair, which the child
5th 2 a environment, because usually
has inherited.
length of hair depends on how
much hair has been cut off E1 Answer should include reference to the following:
5th
b genes, because blood group is •
The DNA in your body cells is mostly the
inherited from a person’s parents/ same, because the cells are formed by
nothing in the environment can mitosis.
change someone’s blood group
•
In mitosis, the DNA in the cell is copied
5th c genes and environment, as tall before the cell splits in two to make two
people tend to have tall children, identical daughter cells.
but those children will not grow tall
unless they are healthy (have good
•
Mistakes in copying DNA are mutations.

food, etc.) •
Mutations produce differences in the DNA
bases in different body cells.
6th 3 The shape is not natural and has been •
Gametes (sex cells) are formed by meiosis.
acquired by the gardener cutting off
some of each bush.
•
In meiosis, the DNA is copied before the
cell divides twice, so that the sex cell has
only one half of the DNA of a body cell/
5th 4 a Length of hand is a continuous one set of chromosomes.
variable, and so would be drawn
like chart D, grouping values and •
The DNA in different sex cells is different,
drawing the bars with no space depending on which half of the DNA they
between. receive from the body cell that produces
them.
5th b Presence or absence of freckles
is a discontinuous variable and so Exam-style question
would be drawn like chart C, with
Some of the variation is due to differences in genes
gaps between the bars to show that
inherited from parents or through mutation, which
there is no continuity in the variable.
affect how well the body grows. (1) The rest of the
5th 5 a Range is the difference between the variation is due to differences in the environment,
highest and lowest values: such as differences in diet. (1)
7.9 – 2.0 = 5.9 cm.

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 Answers
Activity and Assessment Pack b A bar chart is best, because the values for
eye colour are discontinuous.
SB3k.2 Variation in data 3 a Bar chart (or histogram) with no gaps
1 a Continuous variation is shown in B, D, E, between bars should be drawn, with height
G, H and I. group on x- axis and frequency on y-axis.
b Discontinuous variation is shown in A, C (Note that technically a histogram should
and F. have frequency density on the y-axis and
not frequency).
c Genetic variation is shown in A, B, C, E, F,
G, H and I. b A bar chart (or histogram) with no gaps
between bars is best, because the values
d Environmental variation is shown in
for height are continuous.
B, E, F, G, H and I. (Note that some
characteristics are also affected by genes, c 1.76–1.79, because this is the group that
as shown in the answer to 1c.) is most common/contains most individuals
e Normal distribution is shown in B, F, G, H 4 The middle height group is the largest (the
and I. It might also occur in E, but the group modal value), and the further a value is from
sizes would need to be smaller to see this. the middle of the data set the fewer individuals
have that value.
2 Table C should be presented as a bar chart
with spaces between the bars, because the 5 eye colour, because eye colour runs in families
blood groups are discontinuous. Table H should and is not affected by changes in the environment
be presented as a bar chart or (histogram) 6 any suitable suggestion, such as a good diet
with no gaps between the bars, because the so that more bone and muscle can be formed
data for beak length are continuous. (Note that
technically a histogram should have frequency
density on the y-axis and not frequency).
SB3k.5 Twin studies – Homework 2
1 any suitable examples, such as:
SB3k.3 Variation – Strengthen • genetic variation – eye colour, natural hair
1 a hair colour, hair texture (wavy/straight), colour, leaf shape
hair length • environmental variation only – number
b natural hair colour, naturally straight hair of legs on a dog, hair length, presence/
absence of beard on adult man
c i hair dye
ii heating tongs • environmental and genetic – height,
weight, number of leaves on plant
iii cut, e.g. by scissors
2 100%, because they are produced by division
2 A mutation has changed the DNA in the gene of the fertilised egg
that causes brown hair so that it now codes for
white hair. 3 Each gamete contains half of the genes from
one parent, but different gametes may have
3 The change in the characteristic has been different halves. If the gametes that form each
caused by the environment. fertilised egg have the same half of genes,
4 In chart A, blood groups show discontinuous then they would be 100% similar; if they have
variation, because each group can only be one of different halves, then they would be 0% similar.
a fixed set of separate values. In chart B, human So 50% is the average value.
height shows continuous variation, because 4 a 50%
height can take any value in the range of heights
b 100%
in the group. Chart B is also a normal distribution,
as the data form a bell-shaped curve. This is 5 a iii
because the middle/median value in the data set b Variation due to the environment is as
is the most common (the modal value), and the likely to happen to fraternal twins as it is to
further a value is from the middle of the data set identical twins.
the fewer individuals have that value.
6 a autism, as it shows the greatest difference
in percentage of identical twins who both
SB3k.4 Variation – Homework 1 have it compared with fraternal twins who
1 discontinuous, because the values for eye both have it
colour are separate from one another b alcoholism in women, because it shows
2 a Bar chart should be drawn, with eye colour the smallest difference in percentage of
on x-axis and frequency on y-axis. The identical twins who both have it compared
bars should be separate from one another. with fraternal twins who both have it

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 Answers
7 Mutation causes changes in genes. Over
time, as body cells divide, some new cells will
contain mutations. Different mutations may
occur in the cells of the twins, so that the twins
become increasingly different.
8 Differences where numbers of pairs are largest
are the ones you can be most sure of, e.g.
alcoholism in males. This is because the larger
the sample size, the more that variation in the
mean due to chance is evened out.

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 Answers
SB4a Evidence for human this would mean they were both direct
ancestors of H. sapiens.
evolution
S1 • Scientists place fossils in order of date/age.
Student Book • They look for trends in the fossils such as
(one of, e.g., skull volume, stance, arm
5th 1 Pavo cristatus
length, height).
4th 2 a gradual change in the characteristics E1 People learn by experience and can pass on
of a species over time their knowledge by teaching others, rather
than having to learn from the start every
5th 3 two sensible suggestions based on
time. So tools could have improved by social
diagram B, such as modern human:
communication rather than just intelligence.
• has a larger skull
• has a skull with more bone above Exam-style question
the eye sockets Gaps in the fossil record (1) mean there are jumps
• has shorter arms compared with the in the characteristics/cannot show a smooth set of
rest of its body changes in characteristics. (1)
• is less hairy
• walks upright Activity and Assessment Pack
• is taller SB4a.1 Looking at human evolution
5th 4 Lucy had a bigger brain volume OR they 1 a Paranthropus robustus
probably did not walk in the same way/ b Because the line that shows it becoming
different leg structures OR Lucy lacked a a species is lower down (i.e. older) on the
large, sticking out big toe. diagram than the line that shows Homo
habilis becoming a species.
6th 5 Two from:
2 a Homo neanderthalensis
• increasing brain volume
b Homo sapiens
• increasing height
c
• decreasing hair chimpanzee
d
• decreasing arm length : body ratio about 5 million years ago
3 Ardipithecus ramidus
6th 6 a Stone tools were worked more to
produce a greater range of more 4 a Homo erectus
complex shapes that were suitable b They are much younger and so less
for more purposes. For example, likely to have been destroyed by earth/
old tools were mainly hand axes or geological movements/weathering/
scrapers, whereas Homo sapiens’ erosion. OR Homo erectus is a more
tools include arrowheads, spear recent species and had spread further,
tips, harpoons, etc. and so there were more of them that could
form fossils. Do not accept answers that
7th b Over time, the human-like species
suggest that younger species are more
developed finer skills/an increased
likely to form fossils than older ones.
level of learning/intelligence in more
modern species. 5 X – Australopithecus africanus
Y – Australopithecus afarensis
8th 7
The timelines of Homo habilis and Homo Z – Australopithecus anamensis
erectus overlap (between 1.4 and 1.8
million years ago). This weighs against 6 At the split point between Homo sapiens and
both species being direct ancestors Homo neanderthalensis; because it shares
of Homo sapiens, because that would characteristics with both of these species.
imply that H. habilis evolved into H. 7 students’ own answers
erectus first.
However, if after the evolution of H. SB4a.2 Evolution of food technology
erectus from H. habilis, H. erectus lived
in different areas to H. habilis, and H. 1 a Wood is more likely to rot away.
sapiens evolved from H. erectus in one b E 2 million years old; B 1 million years old;
area of its range before all the H. habilis C 200 000 years old; A 12 000 years old;
in other areas had become extinct, D 7000 years old

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2 a The detail of the work gets greater, with 2 Homo erectus skull circled
more work needed to produce the finished
3 Homo sapiens
object. The most recent version also
requires attaching to a wooden handle. 4 a Ardi
b The tools get more and more sophisticated b right at the bottom, below Australopithecus
as the brains of human-like animals became afarensis
larger and more capable of finer skills.
5 a One of: cutting meat, grinding seeds,
3 Stone tools will not rot away, unlike the bodies scraping animal skins, spear/arrow/sharp
of animals (the forms of which will only be shape for killing animals (or other sensible
preserved if they are fossilised). suggestion)
4 deeper layers – because rocks build up in b They became more complex/showed
layers, with each newer layer forming on top of more work had gone into making them/
the older layers developed into a wide range of different
kinds.
5 a D because it includes wood (which was a
c by dating the layer of rock in which it is
living thing)
found
b Dating the rock that the tool is made from
d As the human-like species evolved, their
would produce a date for when that rock
skulls got bigger (in order to have room for
formed. Dating the sediment or rock in
bigger brains).
which the tool is found will produce a date
for when the tool was used.
c Two from:
SB4a.4 Human evolution
Homework 1
• use potassium-40 dating
1 a–c diagram completed with Ardipithecus
• to date the volcanic ash
ramidus labelled at the spot between 4
• assume that the tools were used at
and 5 million years ago, Australopithecus
about the same time as the ash layer
afarensis below Homo habilis, and Homo
formed
erectus overlapping with the top of Homo
d Australopithecus afarensis (‘Lucy’) habilis and extending up towards modern
6 Oldowan – the oldest tools (>1.8 million humans
years), diagram E on the worksheet, probably 2 Homo habilis and Homo erectus
produced by Homo habilis
3 ‘Lucy’ labelled next to Australopithecus
Acheulean – c. 1.65 million to c. 100 000 years
afarensis and ‘Ardi’ labelled next to
ago, diagrams B and C on the worksheet,
Ardipithecus ramidus
generally with Homo erectus remains
Aurignacian – c. 45 000 to c. 35 000 years 4 Homo sapiens
ago, probably Homo sapiens 5 Homo habilis and Homo erectus
Mousterian – c. 300 000 to c. 30 000 years ago,
6 any suitable answer, such as the development
Homo neanderthalensis in Europe and Homo
of a large brain, the development of upright
sapiens in northern Africa and the Near East
walking
Microlithic – from c. 20 000 years ago until
development of metal tools, Homo sapiens 7 gaps in the fossil record
8 Tools became more carefully crafted and
SB4a.3 Evidence for human developed into a wide range of different kinds
evolution – Strengthen of tools. So, humans developed the knowledge
and skills over time to produce increasingly
1 a a gradual change in characteristics over useful tools for collecting food and making
time things.
b any sort of labelling that shows that the
oldest is the lowest skull, and the most SB4a.5 The ‘Hobbit’ human
modern is the one at the top
Homework 2
c The rock forms as layers of sediment
cover over existing layers; so the lower the 1 Two of:
layer, the older the rock. • It could be a species descended from
d one of: flatter face, taller skull, smaller jaw, Homo erectus.
larger skull, higher forehead • It could be a species evolved from Homo
e There are gaps in the fossil record. sapiens.

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• It could be a deformed individual of either
Homo sapiens or Homo erectus. 9th 5 • Some animals by chance had
bigger ears (genetic variation).
• It could be a pygmy type of either species.
2 If the tools belonged to Homo floresiensis, then
• One place in which the common
ancestor lived started getting
the tools and burning show that the species warmer (environmental change).
was skilled with the making and use of tools
and fire. • The animals with bigger ears were
more likely to survive the heat than
3 a Larger brain size is generally considered animals with smaller ears (natural
to be related to higher intelligence in selection).
human-like species, apes and monkeys
(athough there is limited evidence for this).
• More of these individuals survived
and bred, so more animals had
b The complex tools may not have belonged larger ears (inheritance).
to Homo floresiensis and only the primitive
tools did, because the species may not
• Over time, the ears got bigger
and bigger, and eventually a new
have been intelligent enough to make the species formed (evolution).
complex ones.
7th 6 a application of warfarin
4 a It makes this less likely, because all the
individuals would have had to have been 8th b Some rats were naturally resistant
affected by the disease in the same way. to warfarin (genetic variation).
b This helps to support the idea that all the
individuals were of the same type/variety/ 10th 7 Antibiotic resistance (evolution) only
breed of one species or a completely develops when there is a change in
separate species from what was found environment (addition of antibiotics)
before. causing natural selection to occur.
5 Any suitable suggestion, such as finding S1 • environmental change: addition of antibiotic
complex tools that were definitely with a Homo
floresiensis skeleton.
• genetic variation: some bacteria naturally
resistant to antibiotic
6 a Any suitable explanation that indicates the • natural selection: only those resistant to
tools were not made by Homo floresiensis, antibiotic survive
such as they were left by individuals of
another human species that did not leave
• inheritance: the survivors breed and pass
on their variations to their offspring
behind any bones or other artefacts that
can be dated. • evolution: the bacteria are now all resistant

b It is important to be aware of what is E1 • students suggest an environmental

not there as much as what is. So lack change (e.g. all the seed-making plants in
of artefacts does not mean that other an area die)
humans were not there. • students suggest a suitable genetic
c If a more ‘advanced’ human species made variation (e.g. some birds with narrower
the complex tools, then it suggests that beaks can reach into holes and pull out
Homo floresiensis was not as advanced in insects to feed on)
tool-making skills. • students describe natural selection of the
beaks and how it is passed down to the
next generations, leading to evolution
SB4b Darwin’s theory
Exam-style question
Student Book
•
There is genetic/inherited variation in the
5th
1 one of: increase in size of ears, increase male butterflies or the butterflies mutate/
in body size, increase in skull volume have mutations. (1)
•
Therefore some male butterflies are
5th 2 any sensible answer, such as skull resistant/survive infection with
volume, length of trunk, length of tusks, Wolbachia. (1)
size of ears
•
These butterflies pass on the resistance to
their offspring. (1)
5th
3 They can reach food in more different
areas (such as fruit higher up on trees). Do not accept answers that imply that the bacteria
change the butterflies, or that the butterflies ‘get
6th 4 Primelephas used to’ the bacteria, or that the butterflies ‘decide’
to evolve to become resistant to the bacteria.
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 Answers
Activity and Assessment Pack 2 a The sentences are in this order: D = 1,
B = 2, A = 3, C = 4, E = 5.
SB4b.1 Modelling antibiotic b evolution
resistance
3 a Some are naturally resistant to the
1 b normal distribution curve antibiotic; due to genetic variation/
inherited variation/their genes/DNA/
3 a no
genetic material.
b Keep throwing the die until the numbers are
b The resistant bacteria survive better;
high enough to get rid of all the bacteria.
the surviving bacteria reproduce; they
4 If people stop taking an antibiotic too early, it pass their genes/DNA/genetic material to
leaves resistant bacteria still alive; resistant their offspring; so the offspring are also
bacteria reproduce and spread; causing resistant and can grow.
infections that cannot be treated with the
antibiotic, because all the bacteria are now SB4b.4 Interpreting natural selection
resistant.
Homework 2
SB4b.2 Darwin’s theory – Strengthen 1 a genetic variation/inherited variations/
genes/DNA/genetic material/genetic
1 genes/genetic factors/DNA/genetic material factors
2 a They can hear danger/predators coming. b 100
b It is more easily seen by predators (when c 30%
young), OR it is more easily seen by its d 49%
prey and so cannot catch enough food.
e More snails with striped shells are found
3 a, b near the bases of the reed plants.
1 – Organisms have genetic variation. f Snails with stripes are better camouflaged
Some bacteria in a population are more near the bases of the reed plants and so
resistant to an antibiotic than others. are less likely to be eaten by predators. At
2 – The conditions in an area change. the tops of the reeds the striped snails will
Antibiotic is added to the population of tend to stand out more, so fewer are found
bacteria. there.
3–O  rganisms that are better at coping 2 Should mention these points:
with the change survive better.
Organisms naturally vary (some
Some bacteria survive the antibiotic.
Palaeomastodon would have more hair).
4 – The survivors breed and pass on their
variations to their offspring. If an area got cold, those organisms with more
The survivors reproduce – numbers of hair would be better insulated.
more resistant bacteria increase. Organisms best suited to the environment are
5–N  atural selection occurs over and over, more likely to survive and reproduce (natural
and the organisms evolve. selection for hairier animals).
Low levels of antibiotic remain, so The survivors pass on their characteristics
eventually all the bacteria are resistant. to their offspring, meaning that the next
4 Charles Darwin or Alfred Russel Wallace generation has a greater number of animals
with more hair.
SB4b.3 Natural selection and If the area remained cold, there would be
continual natural selection in favour of hairier
evolution – Homework 1
and hairier animals, and eventually the animals
1 a One from: they were eaten; they went would become a new species with lots of hair.
to another area; they died; the scientists
3 The whelks at Cable Bay are smaller and
could not capture all the moths and some
have less surface area. This makes them less
with dots escaped
likely to be swept off the rocks by the pounding
b black waves. (The key idea here is surface area.)
c It was better camouflaged while resting on
4 The farmers were using reasonably effective
the black buildings.
pesticides in the 1940s. However, over time,
d genetic variation/inherited variations/ more pests have evolved to become more
genes/DNA/genetic material/genetic resistant to the pesticides.
factors

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 Answers
SB4c Development of 3 Darwin getting Wallace’s letter (1858)

Darwin’s theory 4 Darwin writing about his idea and

publishing a paper with Wallace (1858)
Student Book 5 Darwin finishing writing his book with
4th 1 Española mockingbird (B) has a longer ideas about the pentadactyl limb (1858)
beak / more curved beak / is greyer / 6 Darwin publishing On the Origin of
darker / has a different pattern of Species (1859)
colouration on the breast compared with
the Santiago mockingbird (A). E1 Malthus’ idea was the struggle for survival
if there were too many children with limited
7th 2 natural selection resources; Darwin and Wallace both took
this idea and thought that it would apply to
8th 3 because it went against the accepted animals too; they wondered what it was that
idea at the time; which was that a ‘god’ made some individuals survive and others not;
had created all the species on Earth; they both hit on the idea that by chance some
and that a species’ characteristics could individuals had variations in their features that
not change made them better able to cope with conditions
than others; this is natural selection
9th 4 beetles that had, by chance, a body
colour that made them less likely to be
Exam-style question
seen; would be more likely to survive;
and reproduce; and so pass on the body A description that includes three of the following
colour; eventually all the tiger beetles in points: pentadactyl limb; all contain joints in similar
the area would have that body colour positions; they all have ‘fingers’/digits; all have one
upper limb bone/humerus; all have two lower limb
8th 5 Darwin was collecting evidence; bones/radius and ulna (3)
because he knew his idea was
controversial and so had to have a well- Activity and Assessment Pack
supported case
SB4c.1 Darwin’s finches
7th 6 any two similarities from: they contain
joints in similar positions; they all have 1 Explanation demonstrating an understanding of:
‘fingers’; they all have one upper limb • beak shape/size is related to food source
bone; they all have two lower limb
bones any two differences: the bones
• when finches first arrive on an island some
by chance will have beaks that allow them
are different shapes; some of the bones to get more food than others
have fused in some animals
• those are more likely to survive
10th 7 Darwin’s idea got scientists thinking • particularly if the food source is in short
about why some organisms by chance supply
had better adaptations for a certain
set of conditions than others. So they
• which will increase competition

went on to look for the reasons why • the surviving birds are more likely to
reproduce and have offspring that also
organisms varied and how this variation
have beaks that allow them to get more
was generated.
food
10th 8 organisms evolve from others, they are • this process repeats and repeats until
not created independently; so organisms all the birds have beaks that are better
with similar structures will have evolved matched to the food source
from the same ancestor a long time
ago; and will share some of the features
• after a period of time, the population may
have changed so much that it has evolved
inherited from that ancestor (although into a different species.
other features will have changed due to
natural selection) 2 Against Cuvier: Here is a set of organisms
that clearly shows a gradual change/variation
S1 time line showing: between different populations of finches.
1 Darwin in the Galapagos (1835) thinking
about mockingbirds
2 Darwin reading Malthus (1838) and
coming up with his theory

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 Answers
Against Lamarck: We could think of birds with SB4c.3 Development of evolution
small beaks using them to crack large nuts
theory – Strengthen
so that the beaks grow and become stronger.
However, this cannot work in reverse – if the 1 Note that the answer below is presented in
birds didn’t use their beaks to feed they would year order.
die – their beaks wouldn’t shrink. Year Event

SB4c.2 The pentadactyl limb 1831 Darwin sets sail on H.M.S.

Beagle.
1 one upper bone (humerus), two bones in the
1835 Darwin notices differences
lower part (radius and ulna), several (usually
between the mockingbirds from
five) ‘fingers’ or carpals
different Galapagos Islands.
2 Students are only expected to make two 1838 Darwin reads an essay that
suggestions for each limb. More than two are talks about a struggle for
suggested for each here. survival if people have too
a Whale, steering and stopping: the digits many children.
form wide paddle-shapes (to increase 1840s Darwin slowly writes On the
water resistance), the limb bones are thick Origin of Species.
to make them strong (and cope with the
force of water against them), some of the 1858 Wallace writes to Darwin with
bones in the digits have reduced (because the same idea.
they are not used independently), the limb 1858 Darwin and Wallace publish a
bones are short (to make the limbs more joint scientific paper.
manoeuverable). 1859 Darwin publishes his book,
b Human, reaching out and grasping: the including evidence from studies
thumb digit is ‘opposable’ (to grab hold of of the pentadactyl limbs of
objects), the digits are long (so that they vertebrates.
can wrap around objects), the arm bones 2 genetic analysis
are long (to allow reaching out), flexible
joints (to allow a full range of movement, 3 a limb that ends in five digits
including reaching out and pulling back in). 4 Thomas Malthus
c Bat, flying: the limb bones and digits are
reduced in width (to reduce their weight for SB4c.4 Evolving ideas
flying), the digits are extended (to allow a
greater amount of wing membrane to be Homework 1
carried), the digits are fused (for strength, 1 a (Charles) Darwin, (Alfred Russel) Wallace
to support the wing membrane), flexible b natural selection
joints (allow the wings to be folded).
c starvation/lack of food/lack of resources
3 If the vertebrates had come to life d
independently you would expect them to each
have differently designed limbs. Order Event
1 Individuals in a population of a species
4 a from top to bottom: E, C, D, A, B
vary slightly in their characteristics.
b
6 Over a period of time the proportion
• The genes of two difference species of individuals with the advantageous
are very similar. characteristics in the population will
• The evolutionary trees constructed increase and increase.
using genetic analysis usually match 5 Surviving organisms pass on the
those constructed from looking at advantageous characteristics to their
differences in characteristics. offspring.
3 There is competition for survival
between the organisms due to limited
resources.
4 Variations that allow greater success
at obtaining resources make some
individuals more likely to survive.
2 Organisms produce more offspring than
will survive.
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 Answers
e The population is stable/constant/is not transfer of genes/alleles/characteristics between
increasing. The birds produce many the two. If conditions are slightly different on
eggs/offspring but some will not survive either side of the barrier, the populations will
and so the population does not grow. slowly evolve characteristics that make them
(Some students may point out that lack of better adapted to those conditions (and so
resources in this one area may also mean develop eventually into different species).
that some offspring move to other areas.
4 Convergent evolution is when two unrelated
This is correct but the question asked
species evolve similar characteristics, due to
them to explain the pattern in terms of
having to cope with similar conditions. Divergent
Malthus’ idea.)
evolution is when two populations of the same
2 If the vertebrates had come to life species evolve into separate species with
independently you would expect them different characteristics, due to being in different
to each have differently designed limbs. conditions (and becoming separated by a natural
barrier of some description). Some students may
3 Any suitable answer that mentions how
have given examples, such as Darwin’s finches
scientists have gone on to work out how
for divergent evolution and the wings of insects,
variation is caused (e.g. genes, genetic
bats and birds (or the spines of echidnas and
analysis).
hedgehogs) for convergent evolution.

SB4c.5 Darwin and Wallace

Homework 2 SB4d Classification
1 a Student Book
• Species all evolved from one another/
5th 1 a animal
from common ancestors.
• One species can evolve into several 6th b Loxodonta
others.
b A straight line should be drawn containing 6th c Loxodonta africana
the letters A to D, indicating that species
arise in a linear fashion one after the 4th 2 Bats and birds both have wings.
other.
5th 3 a It has a cat-shaped body OR other
2 a Two from: comparing characteristics relevant observation.
between existing organisms, comparing 6th b fossil evidence showing a different
characteristics of fossils, comparing evolutionary pathway
the DNA/genes of existing organisms,
comparing DNA/genes extracted from 6th 4 a because they can photosynthesise/
some fossils, comparing biochemistry make their own food OR because they
of existing organisms. (Note: students look similar to plants in some ways
are not expected to mention or know OR because they have cell walls
about either of the last two. They are 6th b They do not have cell walls made
included here for completeness and to of cellulose/they lack roots/xylem/
open up possible discussion or ideas for phloem tissue.
independent research.)
b A. It is has a shape that will cut through 7th 5 Eukarya and Archaea, because on
water. / It does not have a shape that will diagram D the place where Eukarya
allow standing on it. and Archaea split is higher up/closer to
Eukarya/Archaea than the place where
c Three from: all have digits/fingers/
Eukarya and Bacteria split.
phalanges, all have similar bones/radius/
ulna/carpals/bone structure, all have 7th 6 looking at the DNA/genes/genetic
humerus/upper arm bone, pentadactyl material of an organism and seeing how
limb. it is constructed
d common ancestor
9th 7 All animals have cells that contain nuclei
e There is a better fossil record for whale
(a distinguishing feature of Eukarya).
evolution than for hippopotamus evolution.
3 The two populations are less likely to come into 9th 8 It has been found that some of their
contact with one another because they have genes are not like those of other
been separated. Therefore there will not be prokaryotes (and are more like those
of organisms in the Eukarya domain).

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 Answers
Archaea also have genes that contain 3 a They both lack nuclei.
unused pieces of DNA, which is the b They have differences in their genes.
same as is found in Eukarya but not in c Bacteria
bacteria.
S1 • similarities between (observable) SB4d.3 Classification – Extend
characteristics
1 a They both lack nuclei.
• genes/DNA/genetic material
b They have differences in their genes.
E1 Archaea looked like prokaryotes under the c Archaea
microscope (and so no-one could tell that
Archaea were different to other prokaryotes). 2 a chloroplasts
Genetic analysis showed that there were b One or more of: no large permanent
differences between Archaea and Bacteria vacuole; no cell wall (the layer covering
due to differences in DNA/genes. the cell surface membrane is made of
proteins); it is single-celled.
Exam-style question c protists
Microscopes allowed scientists to separate organisms d Eukarya, because the cell has a nucleus
on the basis of what their cells looked like. (1)
e looking at the structure of the genes/ DNA/
Genetic analysis allows scientists to place genetic material of an organism
organisms in groups based on their DNA/their
f Genetic analysis would have revealed
evolution. (1)
greater similarity of genes to those of
other members of the protist kingdom than
Activity and Assessment Pack to members of the plant kingdom.
SB4d.1 Kingdoms and domains
SB4d.4 Classification, kingdoms and
1 A – plants (daffodil), B – fungi (mushroom),
C – protists (Paramecium), D – protists domains – Homework 1
(Spirogyra), E – animals (horse), F – plants 1 a fungi
(dodder, which is a parasitic plant), b animals
G – prokaryotes (Salmonella bacterium),
c prokaryotes
H – prokaryotes (a type of Archaean called
Methanocaldococcus jannaschii – classified as d plants
a prokaryote in the five kingdom system). e animals
I – fungi (yeast) f protists
2 A, B, C, D, E, F and I – Eukarya, G – Bacteria, 2 a two groups: (i) blackbird and robin;
H – Archaea (ii) gorilla, lion and tiger
3 Because genetic analysis has shown that b skin covering (feathers), or number of
some single-celled organisms that look like limbs, or presence of beak, or other
bacteria have genes which are much more sensible suggestion
like those of plants/animals/Eukarya than
c species
other bacteria.
d Panthera
SB4d.2 Classification – Strengthen 3 a They did not have nuclei.
1 genetic analysis, observing characteristics b Genetic analysis means examining
the genes/ DNA/genetic material; the
2 a, b X – plants – cells contain chloroplasts/ structure of the genes was different in the
large permanent vacuole/ cellulose cell organisms.
wall, Y – animals – cells have no cell wall,
c Eukarya
Z – prokaryotes (accept bacteria) – no
nucleus/no mitochondria/no organelles/
plasmids/flexible cell wall/cell wall not SB4d.5 Five kingdoms, three
made of cellulose domains – Homework 2
c Equus 1 a plants, animals
d protists or fungi
b One distinctive feature of members of
e They are divided into smaller and smaller the plant kingdom (e.g. their cells contain
groups; based on characteristics; the chloroplasts, cell walls made of cellulose,
smaller groups contain organisms that are large permanent vacuole) AND one
more closely related/more similar.
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 Answers
distinctive feature of members of the
animal kingdom (e.g. their bodies contain 8th 3 two sensible suggestions for good
nervous systems, cells do not have cell characteristics in wheat (e.g. large
walls). grains, lots of grain, grain stays on the
plant, resistance to diseases)
2 presence of a nucleus, because they can both
be single-celled and have cell walls, and they 10th 4 • Wild cabbage plants with more
overlap in size swollen stems are used to breed.
3 a They grow in the ground/look a bit like • Of the offspring, those that have the
plants/have stem-like structures. most swollen stems are used to breed.
b They cannot photosynthesise/make their • This process is repeated over and
own food. over again.

4 prokaryote – they are too small to be fungi or 7th 5 • Blindness in poorer parts of the
protists world is often caused by vitamin A
deficiency.
5 a because they look so similar
b genetic analysis (or a description of • The body needs beta-carotene to
make vitamin A.
genetic analysis)
c They have evolved similar features • Golden Rice is a good source of
beta-carotene.
to cope with the same environmental
conditions. 10th 6 • sensible suggestion of a useful
6 Organisms that lacked nuclei used to characteristic (e.g. disease
be grouped together as one kingdom resistance, faster growth, high yield,
(prokaryotes); but if some of the organisms novel products)
have different genes/a different gene structure, • explanation of why that would appeal
then they should be in a different group; since to a farmer in terms of money (e.g.
they have characteristics of plants and animals less pesticide is needed, which is
and of bacteria, they need to be placed in a expensive) and/or protection of the
separate group between the two. environment (e.g. less pesticide is
spread onto the surrounding land)
7 a Bacteria
b Archaea 10th 7 (1) by selective breeding
c Eukarya • Cows that naturally have more
d Eukarya lysozyme in their milk are used
to breed.
e Eukarya
f Bacteria • Of the offspring, those that
have the most lysozyme in their
8 They do not contain peptidoglycan but another milk are used to breed.
substance called pseudopeptidoglycan or
pseudomurein.
• This process is repeated over
and over again.

(2) by genetic engineering

SB4e Breeds and varieties • putting human genes for
lysozyme production into the
Student Book cattle genome
8th 1 two sensible suggestions for good
11th 8 Selective breeding is used to select
characteristics in cattle (e.g. fast growth,
certain genomes and make them more
good tasting meat, high milk yield,
common. Genetic engineering changes
resistance to diseases, large size)
the actual genes in an organism.
9th 2 • Goats that naturally produce more S1 • genetically engineer bacteria/farm
milk are used to breed. mammals/plants
• Of the offspring, those that produce
• using the gene for human Factor VIII
the most milk are used to breed.
• extract the Factor VIII from the bacteria/
• This process is repeated over and the milk of the mammals/plants
over again.

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 Answers
E1 Similarities, e.g. they both create new breeds/ 3 a C, A, D, B
varieties, they are both used to increase b They have all been selectively bred; for
profits. Differences, e.g. selective breeding different purposes.
is an ancient technique, selective breeding is
much slower, selective breeding can be carried
out by farmers themselves, selective breeding
SB4e.3 Breeds and varieties
is much cheaper. Homework 1
1 a selective breeding
Exam-style question
b selection for many side buds
The gene for silk was taken from a spider. (1) c selection for large flower heads
The gene was inserted into the genome of d Brassica
a goat. (1)
e Brassica oleracea
f Choose two plants that have swollen
Activity and Assessment Pack
stems and breed them together; select
SB4e.1 Investigating fruit varieties the offspring that have the most swollen
stems; use the offspring with the most
1 students’ own results tables swollen stems to breed with other plants
2 a depends on fruits used – most NaOH with swollen stems; repeat the previous
added steps until the plants have very swollen
stems.
b depends on fruits used – least NaOH
added g increase the amount of useful product
(obtainable from the plant)
3 the sweetest one
2 Two from: larger size, less hairy, smaller teeth,
4 selective breeding: choose sweet oranges; smaller tail, less vicious
breed them together; select the sweetest
offspring; breed them together; repeat these 3 a The plants would produce larger grains.
steps until you have an orange of the required b two sensible suggestions, such as:
sweetness disease resistance, large number of
grains, easy to turn/mill into flour, good
5 any sensible suggestions, e.g. seedless, easy
taste, short/sturdy (to stop wind blowing
to peel, lots of juice, good flavour
the plants over)
6 a sensible suggestion, such as repeating the c genetic engineering/genetic modification
results for each type of fruit
b explanation linked to choice of suggestion SB4e.4 Producing new breeds and
in part a, such as to take account of
random error / be more sure that the varieties – Homework 2
results are correct (some fruits may by 1 (i) Selective breeding: breed very dark red/
chance be a great deal sweeter/less sweet purple roses together; select the darkest;
than average) breed them with other very dark roses;
repeat this process.
SB4e.2 Breeds and varieties (ii) Use genetic engineering; to insert a gene
Strengthen for black flowers into a rose.

1 a genetic engineering 2 a Different chickens are used for different

things (e.g. eggs or meat); and are suited
b They contain the human gene for insulin.
to different conditions (e.g. inside, free
c Two of: cheaper to produce; does not range).
involve killing animals; suitable for vegans;
b If they start laying eggs earlier, they will
suitable for religions who do not eat beef
lay more eggs during the course of their
or pork; does not cause allergies.
lives.
2 a A GMO is a genetically modified organism; c People are more conscious of fat in the
GMOs usually contain genes from other diet.
species; the tomato contains genes from a
bacterium; therefore the tomato is a GMO. 3 increase the amount of useful product
(obtainable from the plant or animal).
b two sensible suggestions, e.g.: red colour,
slow to rot, size, taste, insect resistance

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10
 Answers
4 a Sexual reproduction produces variety (so S1 suitable table layout and content, such as:
the characteristic that is desirable may be
lost); and takes too long. Use Advantage of tissue
culture over traditional
b They do not need GMO on the label
breeding
because they have not had a gene from
another organism added to the genome. produce many Traditional breeding will
identical plants result in variation in the
5 At least one similarity and one difference given. plants produced, not
Similarity: an agent/factor selects certain identical plants.
characteristics, causes ‘evolution’ of produce plants Traditional breeding will
characteristics quickly take longer because
Difference: agent of selection is different, the flowers have to be
artificial selection does not necessarily fertilised, seeds formed
improve a plant’s ability to survive in the wild, and the new plants
artificial selection of characteristics results in grown. In tissue culture
faster ‘evolution’, artificial selection selects a new plants are grown
narrower range of characteristics from small numbers of
6 Gloucestershire Old Spot is a breed that cells, which is quicker.
produces very fatty meat. It used to be produce virus-free Traditional breeding
popular when pig fat (lard) was used a lot for plants might also produce
cooking. Fatty meat was more popular before virus-free plants if
refrigerators became commonplace, because the male and female
fattier meat takes longer to go off. Since the gametes are virus-free,
Second World War, refrigerators have become but this will take longer
more common, people are more likely to cook than using tissue culture.
with vegetable oil, and people are more aware of produce plants Traditional breeding
the health impacts of eating too much animal fat. difficult to grow involves producing
from seed seeds and so is not
suitable for growing
SB4f Tissue culture these plants.
Student Book produce clones of Traditional breeding
GM plants will result in variation
6th 1 a any suitable example, such as to in the plants produced,
produce synthetic organs so some offspring will
not contain the gene
6th b any suitable example, such as to inserted into the parent
produce many identical plants plant.
7th 2 They are formed by mitosis in which produce many There are usually only
each cell receives identical copies of the plants of a few individuals of an
genes of the parent cell. endangered endangered species
species (and some plants have
8th 3 Sexual reproduction would produce separate sexes on
variation in the offspring, which means different individuals), so
some might not receive the gene traditional breeding is
inserted into the cells of the parent plant. likely to be more difficult
than tissue culture, and
7th 4 to kill any microorganisms so they won’t may not produce as
damage the developing plants many individuals.
8th 5 Stem cells from the patient could be
placed on a bladder-shaped structure,
and then encouraged to form epithelial
cells to cover the structure.

9th 6 It is easier to see what’s happening

inside the cells, and how the medicine
is affecting the cells and the disease/
pathogens in them. It also means the
medicine can be tested without risking
the health of people or animals.

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 Answers
S2 Animals: Separate the cells in a small piece of
tissue by mashing or using enzymes.
Use Advantage of using
tissue culture Prepare a solid or liquid growth medium
produce artificial Replaces a damaged containing sugars and nutrients.
organs using a organ. The immune Pour a thin layer of cells onto a sterile solid
patient’s own cells system won’t attack medium, or suspend the cells in a sterile liquid
the organ because it medium.
recognises the cells from
the body. Store the cells in a warm place to encourage
cell division and growth.
studying how cells The thin layer of cells
work makes it easier to see 2 a Sugars are a source of energy for the
what’s happening inside cells/broken down during respiration
the cells. to release energy for processes in cell
growth.
studying how viruses Viruses need to get into
affect cells cells to replicate and b This prevents the growth of contaminating
cause problems for the microorganisms, which would spoil the
cell. culture.
studying how Tissue culture produces c This is to encourage photosynthesis in
cancerous cells work many cells of the same differentiating leaf cells.
kind, including cancerous
cells. 3 P: produces many identical individuals with
desirable characteristics
studying how new Tests how medicine gets
medicines work into and affects cells P: produces individuals from species that do
without risking harm to not grow well from seed (e.g. orchids)
humans or test animals.
A: can be used for testing new medicines
E1 Tissue culture produces culture of cells used without risking harm to live animals or
in test. The cells are infected with the virus people
because viruses only replicate when inside
P/A: makes it easier to study how disease
cells. A vaccine developed using the virus can
affects the way cells work
see how cells respond/attack the virus without
causing harm to the cells. P: can be used to produce many individuals of
endangered species
Exam-style question
A: can be used to produce replacement human
any suitable advantage, such as: plant breeding organs
– produce plants that don’t grow easily from seed,
produce virus-free plants, produce many plants SB4f.3 Tissue culture – Strengthen
of endangered species, produce large numbers
of identical plants quickly (max. 1); medicine – 1 To produce many plants quickly – breeding →
produce synthetic organs to replace damaged takes time for fertilisation, formation of seed
ones, study the effect of possible new medicines, etc., tissue culture → faster as grown from a
study how cells work (max. 1) few cells.
To produce plants that are difficult to grow
Activity and Assessment Pack from seed – breeding → involves fertilisation
and making seed, tissue culture → grows new
SB4f.2 Tissue culture card sort plants without the need for seeds.
1 Plants: Take a tiny piece of plant tissue from a To produce many identical plants with desirable
rapidly growing area. characteristics – breeding → variation in
Prepare a solid medium containing sugars, offspring, tissue culture → no variation.
nutrients and growth hormones. To conserve endangered plant species –
Place the tiny piece of tissue on the sterile breeding → needs at least one male and one
solid medium. female, tissue culture → can produce new
plants from just one individual.
Store in a warm place in bright light to
encourage cell division, growth and To produce clones of genetically modified (GM)
differentiation. plants – breeding → some offspring will not
contain new gene, tissue culture → all offspring
contain new gene.
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12
 Answers
2 (Will depend on which words student is b Any two from: sugars for respiration (as
unsure of.) a source of energy); nutrients needed
for making new cell structures; growth
3 To study how cells work – a thin layer of cells
hormone to encourage cells to differentiate
makes it easier to see what’s happening inside
the cells. c Sterilisation kills microorganisms that will
grow on the growth medium and plant
To help produce an artificial organ using a
tissue and destroy the tissue.
patient’s own cells – replaces a damaged
organ without causing the immune system to d Warmth to encourage rapid cell division,
attack and destroy the new one. and bright light for photosynthesis in
developing leaves to provide further food
To study how viruses affect cells – viruses
for growth.
need to get into cells to replicate and cause
problems for the cell. 2 a It produces many new plants quickly that
are identical and so all contain the new
To study how cancer cells work – produces
gene.
many cells of the same kind, including cancer
cells. b Any suitable example such as: to produce
new plants from species that don’t
To study how new medicines affect cells –
easily produce seed; to produce many
tests how medicine gets into and affects cells
new identical plants that have desirable
without risking harm to humans or animals.
characteristics faster than normal
breeding.
SB4f.4 Tissue culture – Homework 1
c Producing seed involves meiosis and
1 a All microorganisms have been killed. fertilisation, so embryo might not contain
b by placing in a sterilising solution for a few the new gene.
minutes, such as SDICN or bleach 3 a The cells will be identical and so should
c If the microorganisms aren’t killed, they give better results from the tests.
will grow quickly on the medium and b Avoids the risk of harm to people or
destroy the growing plant. animals from testing something unknown
d Any suitable suggestion and reason such on them.
as: sugar/glucose for respiration; nutrients c Any suitable example with explanation,
needed to make new cell structures; such as: studying how healthy or diseased
growth hormone to encourage cell cells work because it is easier to see what
differentiation into leaf and root cells is happening inside the cells.
e warmth and brightness 4 Cell culture produces large numbers of
2 Correct: identical cells. These cells will produce large
amounts of the same kind of antibody.
• produces many new plants faster than
normal breeding
• produces new plants from one parent SB4g Genes in agriculture and
plant in plant conservation
medicine
• produces new plants from species that
don’t easily produce seeds. Student Book
3 a any suitable suggestion, such as for
8th 1 an organism that has had its genes/
testing new medicines, studying how
genome changed artificially (usually
healthy or diseased cells work
by the insertion of gene(s) from other
b explanation matching suggestion in part a, organisms) (Ensure that students do not
such as: easier to see what is happening simply write out what GMO stands for.)
inside the cell, testing on cells avoids
harming people or animals 7th 2 a a different form of a gene

9th b If an allele is lost from a species it

SB4f.5 Tissue culture – Homework 2 may never be used again. The allele
1 a A tiny piece of the cauliflower was cut off may cause a variation that is useful
and then placed in sterilising solution in the future (if conditions change).
(e.g. SDICN or bleach) to sterilise it.

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13
 Answers
ripen at the same time/be the same
9th 3 • All the plants were the same/had height (for mechanised harvesting).
the same alleles.
(z) Risk: a sudden change in conditions
• So the disease affected/killed all the (including diseases) may damage or
plants. kill all the plants/too much of the same
• And people did not have enough to variety planted around the world may
eat. lead to the loss of some varieties/the
variety is too expensive.
9th 4 • to preserve as many alleles/
• Conclusion: a farmer will need to balance
varieties as possible
the benefit(s) with the risk(s) to make a
• because they may be useful in the decision.
future
A marking scheme for this question might run to
6th 5 a It contains beta-carotene needed to 3 marks: 1 mark for making a point in each of
make vitamin A/may help to solve the categories x, y and z. There are no marks for
vitamin A deficiency. outlining the argument or for the conclusion.

10th b • It contains genes that are not E1 • restriction enzymes cut DNA
from rice plants. • and leave jagged/staggered/sticky ends/
• These genes may get into ends consisting of unpaired bases
wild plants (if the rice plants • the same restriction enzyme always
reproduce with wild varieties). leaves the same ends
• We do not know what the • if different restriction enzymes are used,
consequences of these genes the ends on the section of DNA from the
in other organisms will be. chromosome and on the plasmid DNA will
be different
10th 6 • The wild plants may become weeds
• and so they will not pair up
that would not be killed by the
herbicide. Exam-style question
• Farmers would therefore have weeds
A description including two of the following:
in their crop (which would reduce yield).
• Hence they would have to use • cheaper
different, maybe more harmful, • suitable for vegans, strict vegetarians and
weedkillers. people who do not eat pork or beef for
religious reasons
9th 7H a flow chart showing
• not dependent on availability of animals/
• cutting of human insulin gene more availability/consistent supply/
and cutting of plasmid in parallel dependable supply
using restriction enzymes
• animals not killed
• insulin gene section and open
plasmid are mixed together Activity and Assessment Pack
• ligase used to join them
SB4g.1 Recombinant DNA
• plasmid placed into bacteria.
1 Order of cards is: E, D, G, A, C, B, F.
8th b plasmid
2 students’ diagrams
S1 The command word ‘discuss’ requires students 3 students’ own answers
to pick out the situation or argument in the
question, explore all aspects of it, investigate it SB4g.2 Benefits and risks
and come to a conclusion.
The cards can be matched up as below, but note
•
Argument – whether or not to plant a large
that some of the risks can be applied to more than
area with single variety of wheat that will
one context, and students may use the cards in this
do well in that area
manner. Equally, students should be encouraged
•
Exploration and investigation to add their own knowledge to their evaluations.
(x) All the plants will be very similar. The sentences in brackets contain further points
that students may have made in summing up
(y) Benefit: the farmer knows all the plants
their evaluations. Students are expected to have
will grow well/produce a good yield/
presented their work in paragraphs.

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14
 Answers
Golden Rice is a GMO that produces beta- • There is a low proportions of bone and fat.
carotene, which people need to make vitamin A.
• Other varieties/breeds with certain
• Help people in parts of the world where characteristics (caused by alleles) are no
deficiency diseases are a problem. longer used and so may die out.
• Some people worry that GM foods may cause (Beef that has less fat is better for people’s health.
health problems. We need to have more different breeds in use
(There is no evidence of health problems from GM otherwise some alleles that may be useful in the
foods, so we should let people in poorer parts of future may disappear for ever.)
the world farm Golden Rice. GM technology is too Genetic engineering has allowed the creation of
new, and we need to do more testing on whether plants that are resistant to certain herbicides.
GM foods affect health before giving them to
farmers at risk of vitamin A deficiency, otherwise • Makes it easy to kill all the weeds in a field and
not the crop.
their health may deteriorate even further.)
GM bacteria can produce human insulin (which
• Cross-breeding with wild organisms may
produce new varieties/breeds with harmful
people with type 1 diabetes need). results.
• Makes a product that is now cheap and easy (Easy killing of weeds allows a farmer to make
to obtain. more money. Weeds may cross-breed with crop
• Molecule is slightly different from the molecule plants and so become resistant to the herbicides, or
found in humans, causing severe joint pain in the crops themselves may become weeds.)
some people.
(If someone develops joint pain with the GM- SB4g.3 Genes in agriculture and
produced insulin, they can just take another form medicine – Strengthen
of insulin. The bacteria may escape and produce
other bacteria that then cause problems.) 1 B – The variety is easy to harvest (all the
plants will be ripe at the same time).
Almost half the bananas grown for trade are
selectively bred Cavendish bananas. B – The variety will grow well in a certain area.
• They are tasty and easy to grow. R – Not all local animals may survive if only
• Using one variety/breed in an area means that one type of crop is planted.
all the organisms are at risk from the same R – A change in weather conditions may mean
disease. that all the plants die.
(We should concentrate on cultivating bananas
R – The arrival of a disease that affects one
that are easy to grow so that poor farmers can
plant will kill all the others.
make money. We need to plant more different
varieties to stop the spread of disease.) B – The variety produces good, tasty food that
32% of the UK’s beef cattle are a breed called people want to buy.
British Limousin, first imported from France in 1971.

2
Selective breeding Genetic engineering
a Border collie dogs, which have been used for a couple 3
of hundred years to herd sheep, thanks to their energy,
stamina and ability to obey instructions
b Dishley Longhorn cattle, created by Robert Bakewell 3
(1725–1795), famous for their meat
c pigs with trotters (feet) that glow green when ultraviolet 3
light is shone at them
d type of bacterium that produces insulin (used by 3
people with type 1 diabetes)
e variety of apple tree that is resistant to a disease called 3 3
fire blight
f tobacco plant that produces a vaccine against a virus 3
that causes a type of human flu
g variety of wheat grown by the Romans that produced 3
many large wheat grains

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 Answers
3 a short legs, so that it is small enough to fit breast muscle that they cannot stand up or
into animal holes OR long thin body to fit dogs with weak spines/breathing difficulties.
into animal holes c Balanced reply must contain one point in
b long spine is at risk of injury favour (such as we could more carefully
control what characteristics to add to
4 one sensible suggestion as to why people are
an organism, making sure that other
against GMOs, e.g.:
characteristics are not compromised,
• reproduce with wild plants to produce new or we can develop new organisms that
types of plants with unexpected effects can do useful things that they have not
• eating them may cause health problems in been able to do in the past, or genetic
humans/wildlife engineering is much quicker than selective
breeding) and one point against (such as
SB4g.4 Pros and cons of breeds and genetic engineering itself has unknown
consequences when you alter a genome
varieties – Homework 1 or when that GM organism is introduced
1 genetic engineering – altering the genome of into the wild, or genetic engineering is very
an organism by adding genes from another expensive).
species
3 a restriction enzyme
genome – all the DNA in an organism
b HpaI, because it does not produce sticky
artificial selection – when people only choose ends
organisms with certain characteristics to breed
c so that the sticky ends match; so the DNA
yield – the amount of useful product that you can be joined up again
can get from something
d diagram similar to diagram D in the
allele – a different version of a gene Student Book SB4g Genes in agriculture
2 a One of: thick set (to attach equipment); and medicine
strong/muscular (to pull farm equipment); e One of: cheaper; easier; does not rely on
large feet (to stop heavy horse sinking into human donations (so more reliable supply).
wet earth). f May not be exactly the same as the real
b We now use machinery. human molecule, and so can cause side-
c So that their characteristics/alleles effects.
are preserved in case we need those 4 students’ own views, containing points for and
characteristics/alleles in the future. against the idea, with a summary sentence
3 All the pistachio trees were the same variety; stating their view based on the evidence
so huge numbers of trees were affected.
4 One of: SB4h GM and agriculture
• they think that the plants will breed with
Student Book
wild plants and produce new plants with
unknown effects
6th 1 Herbivorous insects eat parts of crop
• they think that the rice from the plants may
plants and reduce the yield that is
cause problems for humans/wildlife
harvested.
• they are against big companies making
profits out of poor farmers. 7th 2 The larva burrows into the stalk where
it grows for several months. Here it is
SB4g.5 GM vs selective breeding protected from any insecticides sprayed
onto the crop.
Homework 2
1 So that their characteristics/alleles 9th 3 The gene for the toxin was cut out from
are preserved in case we need those Bacillus thuringiensis. It was transferred
characteristics/alleles in the future. into the chromosome of a plant cell,
using a vector. The plant cell was then
2 a Comment in support that contains one treated to divide and grow into a plant.
good point, such as: selective breeding has
allowed more people to have more food. 9th 4 The Bt toxin will be made by any cell in
b Sometimes selective breeding for a certain the plant, even those inside the stalk.
characteristic causes problems for an So the stalk borer larva will eat the toxin
animal, such as chickens that have so much when it is eating the plant. Other insects
that don’t eat the plant will be unharmed.

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 Answers
Exam-style question
7th 5 a Only pests that eat the crop plants
The gene for Bt toxin, which is poisonous to insects
will die, other species and their
that eat it, is taken from the bacterium (1) and
predators will not be affected, which
inserted into a vector that inserts the gene into the
means there is a more limited effect
nucleus of the plant cell, so that the cell produces
on the food web.
the toxin. (1) The cell is treated to make it multiply
7th b Spraying with pesticide for one pest and develop into a plant. (1)
often kills others. If the farmer isn’t
spraying insecticide on a GM crop,
then aphid numbers could rise more
Activity and Assessment Pack
rapidly than the numbers of insect SB4h.2 GM papaya production
predators.
1 a Most of the non-GM variety (Sunrise)
7th 6 a Advantages: the yield and profit are plants became infected with the virus over
greater; the amount of pesticide the first six months of 1996. None of the
used is lower; and its cost is less. GM variety (Rainbow) were infected over
Disadvantage: production cost the whole year.
(usually due to higher seed cost) is
b The GM variety contained a gene that
greater.
made them resistant to the virus so they
9th b As the yield is greater, the farmer couldn’t become infected.
will earn more money when he sells
his crop, though profit will be slightly c Both varieties were grown in the same
reduced by the increased cost of fields and so would have grown under the
seed. The profit will also be greater same conditions.
because the farmer uses less 2 a Production decreased from over 25 000 kg
pesticide. in 1992–1994 to around 16 000 kg in 1997
8th c The yield would fall because the and 1998.
insects would damage the crop b The mass of papaya produced increased
more. The farmer would need to to over 22 000 in 2000 and 2001, though
use more pesticide because the decreased to about 19 000 in 2002.
insects would not be killed by eating
the plant, so this would increase c Growing the virus-resistant variety
pesticide cost. This would increase would mean less damage to the crop
the total production cost and reduce by infection, and so more crop/papaya
the farmer’s profit. produced.

S1 a any suitable benefit, such as: less 3 a Some people are concerned that eating
pesticide used; useful insect species GM food may be harmful to health.
not harmed b They can be sold to Japan, which provides
b any suitable harm, such as: increase in income to farmers in Hawaii.
numbers of other pest species; transfer c The non-GM plants are at risk of infection
gene from GM plant to wild plants by the virus.
E1 any suitable tests to show that the variety 4 a The new gene could be transferred in
will produce a greater yield and greater profit pollen from a GM plant to a non-GM plant
without harming the environment, such as: during pollination.
doesn’t harm beneficial insects on the plants;
grows better than non-GM equivalent in the b Growing the non-GM plants far from
presence of aphids (when grown in otherwise the GM plants/at a distance further than
identical conditions); needs less pesticide to pollinators fly would reduce the risk of
produce a greater yield; food quality of GM transfer.
crop is identical to (or better than) food quality 5 The PRSV virus could develop a mutation that
of non-GM equivalent means it is not affected by the GM variety, so it
could then infect plants of that variety.
6 Where there is a high proportion of GM plants
growing, there will be less virus that can reach
non-GM plants and infect them.

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 Answers
SB4h.3 GM and agriculture than once. More non-GM than GM were
sprayed once or more often.
Strengthen
b Not spraying, or spraying less often, will
1–4 This shows possible groupings, though others save money for insecticide as well as time
are acceptable with good argument: and effort to do the spraying.
more food (adv. farmer)
c Not spraying with insecticide won’t kill
fewer caterpillars (adv./disadv. environment) other species of caterpillar that aren’t
no need to spray (adv. farmer) pests. This is better for the environment
more food for other pests (adv. environment, because there is more food for insect-
disadv. farmer) eating birds, etc.
fewer caterpillars for birds (disadv. 5 a Bar chart showing three bars for each
environment) year, one bar for each region.
more crop to sell (adv. farmer) b The non-GM crop gave a greater yield
develop resistance (disadv. farmer) than the GM crop in that region.
expensive seed (disadv. farmer) c Zaragoza seems to be the worst affected
because the difference in yield from GM
only kills pests that eat it (adv. environment)
compared with non-GM is the greatest.
may kill useful insects (disadv. environment
– though the environment will benefit for this 6 There is still concern in Europe about possible
reason if the GM crop is grown instead of using harm to health from eating foods made from
lots of insecticide) GM crops.
7 The benefit to farmers of growing Bt maize in
SB4h.4 GM and agriculture different regions varies. GM maize can only
Homework 1 be sold for animal feed, while non-GM maize
can be sold for human consumption too, which
1 a Bacillus thuringiensis bacterium gives it a larger market. So there are extra
b plasmid disadvantages to growing Bt maize in areas
where corn borer has a limited effect.
2 tissue culture
3 The gene makes Bt toxin in plant cells, which
kills caterpillars when they try to eat the plant. SB4i Fertilisers and biological
4 a They have more crop to sell so they control
should get more money.
b It is a disadvantage, as they will have to
Student Book
pay more before they can grow their crop.
6th 1 a An organism (weaver ant) is
c Less insecticide used on the crop will deliberately used to control the
mean more other insects will survive, damage caused to citrus trees by
providing food for birds. herbivorous insects.
5 They are worried that it might harm their 7th b The ants eat the herbivorous pests,
health. so there is less damage to the trees
and more citrus fruits are produced.
SB4h.5 GM maize in Spain
7th 2 a The beetles ate the plant, which
Homework 2 made grassland safer for grazing
1 The Bt toxin gene from a bacterium can be farm animals.
inserted into the DNA of a plant cell and grown 7th b The tests checked to make sure
so that the whole plant can produce the toxin. the beetles didn’t eat plants that
2 The Bt gene codes for a toxin/poison that kills people wanted to keep (e.g. crops)
caterpillars when they eat it. and would consume a significant
amount of St John’s Wort.
3 a 0 69.7%, 1 28.7%, 2 1.5%, 3 0%, 4 0%
b 0 41.9%, 1 37.0%, 2 15.8%, 3 4.4%, 6th 3 a The area where the plants are
4 1.1% shorter and not growing well was
not fertilised, because the plants
4 a The greatest proportion of GM maize need the nutrients in fertiliser to
crops were not sprayed with insecticide, grow well.
and almost none were sprayed more

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 Answers
pods per plant and yield. So the increase
7th b If the leaves grow better, then in yield is due to the increase in pods
the plant will carry out more produced.
photosynthesis and make more
glucose. Some of this glucose is 2 a Adding nitrogen increases leaf growth,
used to make the parts of the plant and the more nitrogen that is added the
that we harvest. More glucose greater the leaf growth.
means a higher crop yield. b The best time would be between about 4
and 8 weeks after seeding, as this is when
7th 4 Each crop takes nutrients out of the soil the added nitrogen has the greatest effect
as it grows and is harvested. For the on leaf growth.
next crop to grow well, more nutrients
must be added to the soil.
SB4i.3 Fertilisers and biological
7th 5 To make sure only the amount that control – Strengthen
the crop plants will take up is added
1 a Release chickens into the crop so they
to the soil, so that the risk of pollution
can eat the caterpillars.
is reduced. It can also make sure the
farmer doesn’t spend more money on Release parasitic wasps that lay their eggs
fertiliser than is needed. inside caterpillars so the young wasps eat
the caterpillar from the inside.
8th 6 If the crop is sprayed just before rain, b They both use other organisms to control
fertiliser may be washed out of the soil the numbers of pests on a crop.
and into surrounding water before the
plants are able to absorb the nutrients. 2 a If the control organism/chickens/wasps
are free to move away from the cabbages,
S1 The farmer could encourage predators of then they won’t reduce the numbers of
the caterpillars into the crop. However, the caterpillars on the crop.
predators may cause other damage, such
b The control organism might kill useful
as by eating helpful insects that also eat
insects, such as other predators of
caterpillars or even by eating the crop.
caterpillars. This will mean that fewer
E1 Any suitable suggestions that indicate the caterpillars will be killed or eaten.
control organism mainly eats the pest organism
3 She wants the cabbages for her own
and doesn’t harm the crop or environment.
consumption or to sell to other people.
For example:
4 Fertiliser provides nutrients that the cabbages
•
control organism stays mainly within the
need, to grow well, so they will grow larger with
crop
fertiliser.
•
control organism selectively chooses to
eat pests of the crop
SB4i.4 Fertilisers and biological
•
control organism does not eat beneficial
control – Homework 1
organisms, or crop plants.
1 a It increased steadily from less than
Exam-style question 3 billion to about 6.5 billion.
Any one suitable advantage, such as: increases b It increased from less than 5 million tonnes
yield of crop grown. (1) Any suitable disadvantage, to around 150 million tonnes.
such as: may cause pollution of surrounding water, c They help crops to grow better/produce
harming other organisms. (1) more food for us.
d There are more people who need more
Activity and Assessment Pack food, so more fertiliser is used to produce
SB4i.2 Effect of fertiliser on crop more food.
growth 2 a an animal that hunts and eats other
animals
1 a Using 45 kg nitrogen approximately
doubles yield compared with no nitrogen, b an animal that causes problems, e.g.
Using 90 kg nitrogen increases yield by damages crop plants
almost three times. c They would eat the aphids, which would
b Increasing nitrogen has little effect on reduce the damage to crop plants caused
number of seeds per pod, but there is by aphids.
a clear correlation between number of

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 Answers
d If there is less damage to the crops by 4 There are likely to be more natural predators
aphids, then the plants will grow better (or competitors) of whitefly out in the open
and produce more crop. fields, which would keep their numbers lower.
e The ladybirds eat many kinds of insect, 5 The pests feed on the tomato plant sap, taking
so they could eat some that are useful sugars from the plant which it would use as a
instead of eating the aphids. source of energy for building new plant tissue.
6 It is an organism that is used to control the
SB4i.5 Growing tomato crops numbers of pests on a crop.
Homework 2
7 Any suitable advantage with supporting
1 a a large area of crop of one type reason, such as:
b All the plants need the same conditions to – the Encarsia can’t spread out so they will
grow well and it is easy to control them in be limited to feeding on the whiteflies in the
a glasshouse. glasshouse
2 a nutrients/mineral salts – predators of Encarsia can’t get into the
b They are used to change sugars from glasshouse and reduce their numbers which
photosynthesis into other substances such would reduce their effect on the whitefly.
as proteins and oils that make up plant 8 Specialist feeders should reduce the number of
tissues, including the part that we harvest. the pest species more rapidly than a generalist
3 a As potassium concentration increases up feeder, because that is all they eat.
to about 120 mg/dm3 the yield increases Generalist feeders might eat other predators
from about 0.5 kg per plant to nearly of the whiteflies, which would mean whitefly
4.5 kg per plant. numbers could increase more rapidly.
b It is not worth adding more than
120 mg/dm3 because it won’t produce
more tomatoes and so will be a waste
of money.

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 Answers
SB5a Health and disease such as heart disease, are caused by problems in
the body, and cannot be passed to people near you.
Student Book
Activity and Assessment Pack
4th 1 any suitable answer that includes
physical, social and mental well-being SB5a.1 Patterns of disease
4th 2 a Exercise can improve physical fitness. 1 A line graph should be drawn for each table
showing year on the x-axis against number of
4th b Answer similar to: exercising as cases on the y-axis. Axes should be correctly
part of a group can improve contact labelled and points plotted correctly. A trend
with other people because you are line may be added to each graph.
sharing the activity.
2 a The cancer graph shows a relatively
4th c Answer similar to: exercising for fun smooth line that has risen a little between
can make you feel happier. 1995 and 2013. The measles graph shows
a line that varies greatly from year to year.
6th 3 When two factors are correlated, as b The cancer graph is a smooth line, while
one factor changes in value so does the measles graph shows many sharp
the other in a similar way. peaks followed by sharp troughs (pointy).
5th 4 a As income increases, life 3 Infection by measles pathogens is passed
expectancy also increases (though from an uninfected person to others, causing
the increase is greatest at lower clusters of infection. When there are few
incomes than at higher values). people with measles, few other people
can be infected.
7th b Any suitable suggestion that relates 4 Non-communicable diseases are caused by
increase in income to improved changes in the body. These changes are not
health, such as increase in numbers affected by the presence of others with the
of doctors and hospitals, improved disease, so the number of people with the
diet, etc. disease is unlikely to change rapidly.
6th 5 a People with periodontal disease 5 A bar chart should be drawn for each table
are more likely to suffer from heart showing age group on the x-axis against
disease than people who do not number of cases on the y-axis. Axes should be
have periodontal disease. correctly labelled and bars drawn correctly with
no spaces between bars (because the values
7th b Pathogens in the mouth are more able are continuous).
to get into the blood system, through
6 The cancer chart shows that the number of
bleeding gums. These pathogens
people with the disease increases as age
could then cause heart disease.
increases. The measles chart shows variation
S1 The HIV virus is a pathogen. It can damage in number of people with the disease in
the immune system, so the body is not so different age groups, although measles
well protected against infections by other mainly occurs in children.
pathogens. So people with HIV are more
7 The risk of a cell becoming cancerous
likely to get other infections.
increases with time, so the older people are,
E1 Where you live will affect factors such as the more likely they are to have cancer. With
availability of food for a healthy diet, access a communicable disease such as measles,
to good and affordable health care, whether infection depends on contact with someone
there is a risk of natural disasters or disasters else who is infected. Also, people who have
caused by people, such as war. All of these had measles cannot have it a second time, so
factors are linked to poor health, which can the greatest infection rates are in the young.
affect how long you live for.

Exam-style question
SB5a.2 Health and disease
Difference described, e.g. by definition of terms with
Strengthen
suitable examples, between communicable disease 1 a communicable
(1) and non-communicable disease (1), such as: b It is caused by a pathogen/virus that is
Communicable diseases, such as flu, are caused spread by passing it from an infected
by pathogens that can be passed from an infected person to others.
individual to others. Non-communicable diseases,

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 Answers
2 a without HIV: 8.4/7201.2 = 0.0012 = 0.12% autoimmune diseases such as diabetes,
b with HIV: 1.2/36.9 = 0.033 = 3.3% genetic diseases such as sickle cell anaemia.)
c Yes, there is a correlation, because a 3 a A correlation is when two variables change
greater percentage of people with HIV in a similar pattern. (A positive correlation is
than without HIV have TB. when two variables show the same pattern
3 The immune system protects against infection. of increases and decreases. A negative
If it is damaged, it is easier to become infected. correlation is when, as one variable increases,
the other decreases, and vice versa.)
4 being physically well and fit, being mentally b
well and feeling good about yourself, and being
socially well by getting on with others and
being happy with your surroundings

SB5a.3 Diseases and health

Homework 1
1 physical – not being ill, sleeping well,
exercising regularly, not smoking
mental – good self-esteem
social – having lots of friends, being
comfortable about where you live and work
2 a A disease is when part of the body does
not work properly (but not as the result of
an accident).
c A (positive) correlation should be obvious,
b It cannot be passed from a person who has where life expectancy increases with
the disease to someone who does not have increasing income.
it.
d Any two reasons that show how income
c The number varies greatly from year could improve health, such as greater
to year, because flu is passed from an income could mean access to better diet,
infected person to others. better healthcare or better education about
3 a They show the same pattern of change. living healthily.
For example, as one increases, so does 4 predicted value about 78.5 years
the other.
b HIV damages the immune system, making 5 a The actual value is almost two years less
infection by other communicable diseases than the predicted value.
(such as tuberculosis) more likely. b Any suitable answer that takes into
account factors other than income that
SB5a.4 Regional life expectancy might affect health, such as: cultural, e.g.
maybe people in Scotland have a different
Homework 2 average diet than people in England; or
1 a Any example similar or equal to: free from environmental, e.g. it is colder in winter in
illness, eating a healthy diet, sleeping well, Scotland, which might increase the risk of
getting regular activity, limiting intake of death for older people.
harmful substances.
b Any example similar or equal to: how you SB5b Non-communicable
feel about yourself. diseases
c Any example similar or equal to: how well
you get on with other people, how your Student Book
surroundings affect you.
6th 1 Sickle cell disease cannot be passed from
2 A communicable disease is caused by a a person with the disease to anyone else
pathogen and can be passed from an infected by normal day-to-day contact/can only be
person to an uninfected person. (Suitable passed to offspring through genes.
examples include: flu, HIV, malaria.)
6th 2 Scurvy should be treated using vitamin C,
A non-communicable disease cannot be because it is caused by a lack of the
passed from the person who has it to those vitamin in the diet.
around him or her. (Suitable examples include:
deficiency diseases such as anaemia/scurvy,

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 Answers
Activity and Assessment Pack
7th 3 Kwashiorkor is caused by a lack of
protein in the diet, which comes from SB5b.1 Alcohol data analysis
meat, fish, eggs and other sources. Only
very poor people are usually at risk of 1 a about 3 per 100 000
not getting enough protein in their diet. b about 11.5 per 100 000

6th 4 Deficiency diseases are caused by a 2 to make it a proportion to enable a fair

poor diet. comparison
3 a The graph increases gradually from 1970
6th 5 Liver disease is usually caused by a
to 1993 then more steeply to 2006.
lifestyle factor/drinking too much alcohol,
not by an infection so cannot be passed b For three years the value remained about
on to another person. the same, then it started to decrease.

6th 6 Reducing the amount of alcohol drunk 4 a suitable scatter diagram with alcohol
should decrease the number of people consumed on x-axis and deaths on y-axis,
who develop liver disease and other and points for each year correctly plotted
problems caused by too much alcohol. (points do not need year identified)
This should reduce the impact on b Trend line drawn so that the average
people’s lives and their families, as well distance of points above the line is
as reduce the costs to the national health about the same as the average distance
system of treatment for these problems. of points below the line. (The trend
line should show a positive gradient/
5th 7 a i Russia, Brazil, UK, USA, Australia correlation.)
5th ii Russia and UK, USA and Brazil, c As the amount of alcohol consumed
Australia increases, the number of deaths from liver
disease also increases.
7th b The correlation is not strong
d about 6.5 deaths per 100 000
because countries in the same
consumption group do not show
similar death rates. SB5b.2 Non-communicable diseases
S1 Person more likely to suffer from liver disease Strengthen
or other alcohol-related problems. Family have 1 A: is a problem for the person (because they
to support person suffering from liver disease, are ill); may be a problem for the person’s
and may have to cope with his or her death. family in caring for the person. B: is a problem
Society has to pay for cost of treating people for the person (as they may lose income); a
with liver disease and their care after treatment. problem for family (due to loss of income); a
E1 Possible advantages: young children in UK problem to society in terms of who the person
most at risk from vitamin D deficiency and works for, because the person’s work is not
vitamin drops reduce risk of young children done. C: is a problem for society, as that
developing rickets, which will cause problems money could be used for other things, e.g. for
for the children and their families as well as a other operations or better care for others.
cost to society of treatment and support. 2 Any suitable endings such as:
Possible disadvantages: cost of giving vitamin a It is usually caused by drinking too much
D to all children, some parents may not be able alcohol, not by being infected with a
to afford this, some parents may not want to pathogen.
give their children supplements.
b Too little or too much of certain nutrients.
Exam-style question c It is caused by a lack of vitamin C in the
Iron is taken from foods such as red meat and diet.
dark green vegetables (1). If the diet is lacking in
3 The more alcohol consumed each day, the
iron, then the body won't absorb enough to make
greater the risk of developing liver cirrhosis.
healthy blood (1).

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 Answers
SB5b.3 Non-communicable diseases 4 If the liver is damaged by disease, it is unable
to store vitamins. Vitamins are needed for
Homework 1
health. So if there are not enough vitamins in
1 liver cirrhosis, scurvy the body, deficiency diseases may develop.
(Alcohol can also damage absorption by the
2 a scurvy
small intestine, so deficiency may result from
b If the body gets too little or too much of a poor absorption even if there is enough of a
nutrient, then processes in the body may vitamin in the diet.)
not work properly or may go wrong.
5 The chart shows that controlling the amount of
3 a any suitable answer such as cancer, lung alcohol drunk can not only decrease the risk
damage from smoking tobacco, heart of diseases such as cirrhosis and cancers, but
disease also emotional effects such as those leading
b answer should clearly indicate that the to suicide. Drinking with friends may increase
disease cannot be passed from someone social well-being, but for long-term physical
who has it to someone who does not and emotional well-being it is better to drink
sensibly.
4 a men, about 4; women, about 10
b The more alcohol that is drunk each day,
the greater the risk of developing liver SB5c Cardiovascular disease
cirrhosis (although the effect is much
greater on women than men above Student Book
30 g/day).
3rd 1 being overweight due to too much fat in
c any suitable answer that shows the impact
the body
nationally, e.g. number of work days
lost, cost to health service, cost to police 7th 2 A BMI of 30 or more is considered
dealing with disruptive behaviour obese and suggests a lot of fat around
the organs, which correlates with an
SB5b.4 Liver disease – Homework 2 increased risk of cardiovascular disease.
1 a Any alcohol increases the relative risk of 7th 3 Weightlifters may have a high BMI
cirrhosis, although it rises rapidly from because they have developed large
about 1.3 at 1 drink/day to over 3.5 at 2 muscles. This means they have a
drinks/day. smaller amount of body fat than other
b Below 1 drink/day, alcohol slightly reduces people with the same BMI.
the relative risk of cancers to about –0.1.
Beyond about 1.5 drinks/day, alcohol has 8th 4 Chart B shows that the correlation
an increasing effect on the relative risk of between deaths from heart disease and
cancer, rising to about 1.5 at 6+ drinks/ waist : hip ratio is good because deaths
day. from heart disease increase as waist : hip
ratio increases. The correlation with BMI
c Alcohol reduces the risk of coronary heart is not as good because deaths from
disease to a maximum of about –0.3 at 4 heart disease decrease from the <20 to
drinks/day. This effect decreases as the the 20–24.9 group, but do increase with
amount of alcohol increases beyond 4 each group after that. So measuring your
drinks/day. waist : hip ratio gives a better indicator of
2 The liver is most likely to be damaged by the risk of death from heart disease than BMI.
toxic effect of alcohol, because alcohol will
pass to that organ first to be broken down. 7th 5 Flowchart showing: tobacco smoke
Other organs of the body are less likely to enters lungs > substances in smoke
come into contact with such large amounts diffuse out of lungs/alveoli into blood >
of alcohol. substances travel around body in blood
> harmful substances damage heart and
3 Liver disease is often not spotted before it blood vessels causing cardiovascular
is too late. However, it is related to alcohol disease.
consumption. So, checking how much a
person drinks each day and advising him or 8th 6 Heart muscle needs oxygen and
her to control how much they drink could help nutrients to keep working. Narrowed or
to prevent liver disease developing in many blocked coronary arteries will reduce or
people. stop oxygen and nutrients reaching the
heart muscle cells, so the cells may die.

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 Answers
If the cells die, the heart will stop working is almost twice as much as the risk from
properly and the person may die. each single factor added together. The
Bypassing the damaged arteries allows increase in risk of cardiovascular disease
blood containing oxygen and nutrients to for a person who is also obese is 21,
reach the heart muscle cells so they can which is about 2.5 times the total from
continue working properly. each single factor.
S1 Both changes will reduce the risk of heart c Any suitable list of three points that focus
disease. Stopping smoking will stop harmful on reducing each of the four risk factors
substances from tobacco smoke getting into shown, especially if the patient is obese,
the blood and increasing the risk of damage such as:
to the heart and blood vessels. Exercise will • Encourage obese patients to
help to reduce body mass (fat), which will also reduce weight by improving diet and
reduce the risk of cardiovascular disease. increasing exercise. This should also
help reduce high blood pressure.
E1 Prevention of cardiovascular disease can be
done by changing some of our behaviour, • Encourage patients to give up
such as not smoking and controlling body smoking completely.
mass/fat by a good diet and exercise. Curing • Make sure diabetes is properly
cardiovascular disease involves operations controlled in the patient.
and medicines, which are costly and affect how
we live. Preventing cardiovascular disease is
more likely to keep you healthier than curing it. SB5c.2 Cardiovascular disease
Strengthen
Exam-style question
1 height and mass
Any two suitable examples with appropriate
explanations (1 mark for each), such as: 2 either of the other sets could be used, though
most commonly waist circumference and hip
• A heart bypass operation inserts new arteries circumference
in the heart, to carry blood to damaged areas
of the heart so that the cells contract properly. 3 disease of the cardiovascular system, including
the heart and blood vessels
• Narrowed blood vessels can be widened with
a stent, to allow blood to flow through more 4 ≥29 – Jan is obese, which is the highest
easily. category of BMI.
5 It would reduce the risk of cardiovascular
Activity and Assessment Pack disease.
SB5c.1 Risk factors for 6 She could eat less/change her diet, so that
cardiovascular disease she reduces the amount of energy taken into
her body. She could exercise more so that she
1 a non-smokers, 80%; 1–14 cigarettes/day, uses more energy than she eats.
c. 75%; 15–24 cigarettes/day, c. 60%;
>24 cigarettes/day, c.50% 7 Smoking tobacco increases the risk of
b non-smokers, c.82;1–14 cigarettes/day, developing cardiovascular disease.
c.76; 15–24 cigarettes/day, c.72; 8 Any two suitable suggestions, such as: surgery
>24 cigarettes/day, c.70 to insert bypass into heart or stent into arteries,
c 82 – 70 = 12 years (or equivalent using medicines to reduce risk of blood clots.
values given in part b)
d As the number of cigarettes smoked per SB5c.3 Heart failure risks
day increases, the risk of death increases,
so that men who smoke more than 24 Homework 1
cigarettes a day are on average likely to 1 a either BMI (height and mass) or waist and
die 12 (or equivalent from c) years earlier hip circumference to calculate waist : hip
than those who do not. ratio
2 a Smoking, because it caused an increase b Women who are obese have a greater
in risk of cardiovascular disease of 2.87, risk of heart failure than women who are
which is larger than the others. normal weight.
b A combination of smoking, diabetes and The risk of heart failure after 15 years from
high blood pressure increase the risk of the start of the study is about three times
cardiovascular disease by 13 times, which as large for obese women as for women of
normal weight.
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 Answers
2 Any one from: • stent surgery to widen a narrowed artery,
• heart bypass surgery to carry blood past a so that blood can carry oxygen and
nutrients to cells and tissues beyond the
blocked artery in the heart
narrowed area.
• stent surgery to widen a narrowed artery
• medication to reduce the risk of blood 8 a Blood clots that get trapped in narrowed
arteries cause blockages. So reducing the
clots forming.
chance of clots could reduce the risk of
3 Any suitable answers such as: another blockage.
• Change diet, because this could reduce b If the medication is stopped, the risk of
their weight, which should reduce their risk clotting returns.
of heart failure.
9 The value for possible reduction should
• Increase exercise, because this could also
increase, because visceral fat is better
help to reduce weight and so reduce their
correlated than BMI with cardiovascular
risk of heart failure.
disease.
• Stop smoking, because smoking increases
the risk of cardiovascular disease.
SB5d Pathogens
SB5c.4 Reducing the risk
Homework 2 Student Book
1 BMI is calculated using height (m) and 5th 1 pathogen
mass
mass (kg) = ​​ ______2 ​​. Waist : hip ratio is the 6th 2 The pathogen can pass from an infected
height
person to other people, causing disease
circumference of the waist divided by the in them also.
circumference of the hips.
5th 3 blood in mucus after coughing and fever
2 Their BMI would be the same, but the apple-
and weight loss
shaped person would have a much larger
waist : hip ratio than the pear-shaped person. 5th 4 a highest percentage: 755 000 ÷
3 a As the amount of visceral fat increases, 124 000 000 × 100% = 6.1%
the percentage of the group who develop lowest percentage: 755 000 ÷
cardiovascular disease increases. 283 000 000 × 100% = 2.7%
b There is little difference in the percentage
of the first three quartiles who develop 5th b fever, weakness and sickness
cardiovascular disease, but those with
the largest amount of subcutaneous fat 7th 5
Calculation will depend on dimensions
are less likely to develop cardiovascular measured. Vibrio bacterium cell body is
disease. about 1.5 µm long, total length including
flagellum up to 5 µm long, cell width
4 The position of fat has a significant effect about 0.5 µm. Ebola virus particle about
on the chance of developing cardiovascular 1000 nm = 1 µm long, and about 50 nm
disease, and BMI does not distinguish where wide. By length, Vibrio about five times
the fat is. So the correlation of BMI with longer; by width, Vibrio is 500 nm/50 nm
cardiovascular disease is not as good as that = 10 times wider.
of waist : hip ratio. people with TB and HIV
____________________
6th 6 a    ​​      ​​ × 100%
5 Reducing high blood pressure would save people with TB
more lives than any of the other factors. 326
= ​​ ____ ​​× 100% = 4.04%
8070
6 The doctor would encourage the patient to
give up smoking, increase the level of physical 8th 6 b People with HIV are less able to
activity and change the diet to reduce BMI. fight off infections, and so more
likely to suffer from other diseases,
7 Either: e.g. TB.
• heart bypass surgery to carry blood past a
6th 7 Some people develop stomach ulcers,
blocked artery in the heart, so that oxygen
where the bacteria attack the stomach
and nutrients can get to heart muscle cells
lining.
beyond the blockage

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 Answers
S1 Table with the following headings, content
similar to below.
Name of disease Name of pathogen Type of pathogen Host organism Symptoms of disease
cholera Vibrio cholerae bacterium human diarrhoea
tuberculosis Mycobacterium bacterium human blood in mucus from
tuberculosis lungs, fever, weight
loss
chalara dieback Hymenoscyphus fungus ash trees lesions on branches
fraxineus and trunk, dying
leaves, crown dieback
malaria Plasmodium protist human fever, weakness and
sickness
haemorrhagic fever Ebola virus virus human internal bleeding and
fever
HIV/AIDS HIV (human virus human destruction of white
immunodeficiency blood cells leading
virus) to other/secondary
infections by other
pathogens
stomach ulcers Helicobacter pylori bacterium human sore ulcers in stomach
lining

E1 Pacini showed that there were Vibrio bacteria What is a pathogen? an organism that causes
in people with cholera. This only shows that disease
Vibrio might be the cause. Koch also showed Name the pathogen that leads to AIDS. HIV
that people who had diarrhoea caused by other
Name a communicable disease that causes lung
infections did not have Vibrio in their bodies.
damage. tuberculosis
This is more convincing, because it excludes
other causes. Name the pathogen that causes ash
dieback. chalara fungus
Exam-style question Name an infectious disease that damages red
Any appropriate pathogens with signs of the blood cells and liver cells. malaria
disease they cause, such as: Which type of pathogen is HIV? virus
(a) chalara dieback of ash trees, causes lesions in How does HIV damage the body? destroys white
trunk and branches, death of leaves and dieback of blood cells
crown of tree (1)
What is the group name for diseases that attack
(b) malaria causes fever, weakness and sickness (1). the body after infection with HIV? secondary
infections
Activity and Assessment Pack Which type of pathogen causes tuberculosis?
bacterium
SB5d.2 Infectious diseases
Which term describes an effect of a disease, such
Cards should link as follows.
as a fever or headache? symptom
Name a disease that causes diarrhoea. cholera
What do the diseases cholera, tuberculosis,
Which type of pathogen causes malaria? protist malaria, chalara and HIV have in common? All
Which disease of ash trees causes leaf loss and are caused by pathogens.
bark lesions? chalara dieback

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 Answers
SB5d.3 Pathogens – Strengthen
1–6 Arrangement should look like this.
Name of disease Name of Type of Host organism Symptoms of disease
pathogen pathogen
cholera Vibrio cholerae bacterium human diarrhoea (watery faeces)
tuberculosis Mycobacterium bacterium human lung damage, fever, weight
tuberculosis loss
chalara dieback Hymenoscyphus fungus ash trees lesions on branches, dead
fraxineus leaves and twigs at top
malaria Plasmodium protist human damage to blood and liver
species
AIDS HIV virus human destroys white blood cells

7 Tuberculosis, because it causes fever and lung 5 a red blood cells, liver cells
damage.
b When the protists break out of the cell,
they destroy it. This means that the body
SB5d.4 Types of pathogens has fewer red blood cells and liver cells to
Homework 1 carry out their functions properly.
1 malaria, P; tuberculosis, B; chalara dieback, F; 6 a A correlation is when two factors change
AIDS, V in a similar way.
2 a a microorganism that causes disease b Causation is when a change in one factor
makes another factor change.
b The pathogen can be passed from a
person who is infected with it to other c He showed that both humans and sheep
people. that had died of anthrax had the same
species of bacterium in their bodies.
3 chalara dieback – loss of leaves, lesions in bark
d He showed that bacteria from a sheep that
malaria – damaged blood and liver cells had died from anthrax and put into mice
tuberculosis – lung damage, blood in mucus caused the mice to die from anthrax.
after coughing, weight loss
7 Students should have come up with one or
cholera – diarrhoea (watery faeces) more similar ideas from the following.
4 HIV damages the immune system which Koch’s original postulates are as follows.
normally protects the body from infection.
• The pathogen is found in/on organisms
5 correlated with, caused by with the disease.
• The pathogen should be able to be taken
SB5d.5 Infectious diseases from the diseased organisms and grown
on its own.
Homework 2
1 a pathogen
• The disease must be caused if the isolated
pathogen is put into/onto a healthy
b a microorganism that causes disease organism/host.
2 a any one from: lung damage, fever, weight • The same pathogen must be able to be re-
loss isolated from the newly infected host.
b large amounts of watery faeces/diarrhoea
3 a ash trees SB5e Spreading pathogens
b any one from: bark lesions, loss of leaves,
crown dieback
Student Book
7th 1 a TB bacteria are spread in the droplets
4 a AIDS
from coughs and sneezes. If the
b The HIV virus infects and destroys white droplets are caught in a tissue and
blood cells, which are part of the immune binned, they are less likely to reach
system that attacks pathogens. other people nearby and infect them.

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 Answers
Exam-style question
7th b keeping the environment clean
Any two suitable ways that clearly show prevention
by removing all dust, because the
of transmission from infected people/faecal material
bacteria can survive in dust for
to uninfected people by water (1 mark for each
months and so could infect more
way), such as:
people for a long time
• Provide clean, boiled or sterilised water for
7th 2 Spores can be carried long distances drinking and washing.
by the wind. To prevent the disease in
the UK, it would be necessary to clear
• Make sure people wash their hands properly
after going to the toilet.
the disease in countries near enough for
spores to reach the UK.
Activity and Assessment Pack
6th 3 a Damaged water pipes meant there
was no clean drinking water. Other SB5e.2 Spreading pathogens
sources of water were polluted Strengthen
and contained cholera bacteria, so
2 The underlined words are ways in which
people were infected when they
pathogens can be transmitted.
drank the dirty water.
7th b any suitable answer with an 3 The non-underlined words are names
explanation of how it would prevent of pathogens.
cholera bacteria being ingested, 4 water (as drink)
such as only drink bottled water,
boil water for drinking and cooking 5,6 Most of the pathogens on the sheet have more
before use to kill the bacteria, treat than one way of spreading.
water chemically to kill the bacteria airborne – chalara dieback, tuberculosis, flu
before drinking or cooking
animal vector – malaria
7th 4 Any two suitable suggestions with
an explanation that shows how each touch – tuberculosis, flu
suggestion would prevent Helicobacter water – cholera
being ingested, such as washing hands
properly after going to the toilet, keeping 7 Suggestions should be along the lines of the
flies off food. following:

7th 5 Ebola virus is extremely infectious, so airborne: e.g. ‘catch it, kill it, bin it’
you only need a tiny amount of body animal vector: e.g. kill the vectors or prevent
fluid from a live or dead infected person them biting humans
to become infected. This could easily
happen if an infected person sneezed touch: wash hands after contact with anything
or coughed, or by a single touch. Only that could have high numbers of pathogens,
full body protection would stop this e.g. when preparing meat for eating, after
happening. going to the toilet

7th 6 Mosquitoes are the vectors for the water: treat water to kill pathogens, e.g. by
malarial protist Plasmodium. If there are boiling
no mosquitoes, then there is no vector to
carry the Plasmodium from an infected
person to other people, so this stops
SB5e.3 Spreading disease
malaria spreading. Homework 1
S1 Faeces contain many infectious pathogens. 1 completed labels similar to the following:
Washing hands thoroughly after going to the Droplets containing tuberculosis bacteria
toilet removes pathogens from the hands and spread through the air.
so reduces the chance of them being passed Uninfected person breathes in droplets.
to food or to the mouth and infecting others.
2 chalara dieback
E1 Isolating people stopped the pathogens being
passed from an infected person to others. Full- 3 a in body fluids, by direct contact or
body protective clothing used by people looking through air
after those with the disease or clearing the b Keeping infected people away from
bodies of those who had died from the disease everyone else reduces the possibility
helped protect those people from being infected. of spread of the pathogen.

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 Answers
4 a in water, such as when they drink it pathogens, e.g. in preparing meat for eating,
b Boiling kills the cholera bacteria, so that after going to the toilet
the water is then safe to drink or use in water: treat water to kill pathogens, e.g. by
food. boiling.
5 a A disease vector is something that carries 10 Spraying an area with insecticide will kill all
a pathogen from an infected person to mosquitoes except those with a mutation that
other people. protects them. The mutation will be passed
b If the mosquitoes were killed, then the on to their offspring, so in the next generation
malaria pathogens could not spread from many more mosquitoes in the population will
infected people to others. have the mutation that makes them resistant.

SB5e.4 Controlling malaria SB5f Virus life cycles

Homework 2
1 vector (of disease)
Student Book
2 Sketch should show that: female mosquito 5th 1 a strand of genetic material surrounded
feeds on blood of human; female mosquito by a protein coat/capsid
lays eggs in water; eggs hatch and young grow
7th 2 They need to use the processes inside a
in water for a few weeks; young develop into
cell to make new viruses.
flying adults; adult females then search for
humans to feed on. 3 a
The width of one virus in the image
7th

3 any suitable answer such as: protected from is about 5.5 mm (or 0.0055 m, or
environment by being inside mosquito; carried 5.5 × 10–3 m) and the magnification
directly from one host to the next, reducing risk is ×55 000.
of not finding a host image size

actual size of virus =
4 It is difficult to control the pathogen when magnification
0.0055
inside people, because medicines that harm = = 0.000 000 1 m,
55 000
protist cells can harm human cells.
1 × 10–7 m, 0.1 µm or 100 nm
5 Controlling the numbers of mosquitoes would
break the cycle of transmission of malaria from 7th b The width of the white blood cell
infected people to others. in the image is about 53 mm (or
0.053 m, or 5.3 × 10–2 m) and the
6 If genetically engineered male mosquitoes magnification is ×4500.
mate with females, the eggs that are laid
contain a gene that kills the developing
actual size of blood cell
mosquito. This reduces the number of adult image size 0.053
= =
mosquitoes in an area and the number of magnification 4500
females that feed on humans.
= 0.000 012 m, 1.2 × 10–5 m
7 Malaria kills more people than any other or 12 µm
disease. No one approach will quickly reduce
actual size of blood cell
the number of deaths, so many different
image size 0.053
approaches are needed. = =
magnification 47500
8 Any three suitable answers, such as:
= 0.000 0011 m, 1.1 × 10–6 m
airborne – chalara dieback, tuberculosis, flu or 1.1 µm (using incorrect
food – cholera magnification)
touch – tuberculosis, flu
The width of one virus in the image
water – cholera. is about 0.5 mm (or 0.0005 m, or
5 × 10–4 m) and the magnification is
9 Suitable methods for each answer in question
×4500.
8, such as:

actual size of HIV virus
airborne: e.g. ‘catch it, bin it’
image size 0.0005
food: prepare food in clean/hygienic conditions = =
including washing hands before preparation magnification 4500
touch: wash hands after contact with anything = 0.000 00 01 m, 1 × 10–7 m,
where there could be high numbers of 0.1 µm or 100 nm

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 Answers

actual size of HIV virus Activity and Assessment Pack
image size 0.0005
= =
magnification 47500
SB5f.1 Viral plaques
= 0.000 000 01 m, 1 × 10–8 m, 1 where bacteria have been killed by viruses
0.01 µm or 10 nm (using incorrect 2 a and b
magnification)
Plate number Diameter of Radius of
7th c The white blood cell is the largest, one white one white
as it is about ten times larger than circle (mm) circle (mm)
the bacterial cell, and about 100
1 4.0 2.0
times larger than the viruses.
2 2.0 1.0
7th 4 Viruses cause damage to cells as they 3 5.0 2.5
take over the cell’s processes and when
they break out of the cell. This stops the 3 plate 1 12.57 mm2; plate 2 3.14 mm2;
cells functioning normally, which causes plate 3 19.63 mm2
disease. 4 a plate 3
7 th
5 In the lytic cycle, the viruses replicate b Viruses kill bacteria when they burst out
by taking over the cell’s processes of them at the end of the lytic pathway,
and causing them to make many new and plate 3 has the largest areas of dead
viruses. In the lysogenic cycle, the bacteria.
genetic material of the virus is inserted
into the cell’s genetic material and is SB5f.2 Virus life cycles – Strengthen
replicated every time the cell divides.
1–3 Correct order: images in same order as in
7th 6 a cross-sectional area of diagram C topic SB5f in the Student Book,
A = π(1.2)2 = 4.52 mm2 with appropriate labels.
cross-sectional area of 4 a lysogenic pathway
B = π(1.4)2 = 6.16 mm2
b Two suitable differences such as:
7th b Area B contained the viruses that In the lysogenic pathway, the virus’ genetic
replicated faster because a greater material is inserted into the cell’s genetic
cross-sectional area of bacteria material and copied at the same time,
were killed. but in the lytic pathway many copies
S1 A virus, or just its genetic material, enters a of the virus’ genetic material are made
cell. The virus’s genetic material takes over separately from the cell’s genetic material.
the cell’s processes, causing the cell to make In the lysogenic pathway, no new viruses
new viral genetic material and proteins. New are made, but in the lytic pathway many
viruses form inside the cell, and then leave new viruses are made.
the cell. 5 5.31 mm2
E1 Bacterial cells are killed only in the lytic cycle.
So, while the virus is in the lysogenic stage of SB5f.3 Pathways in a virus life cycle
its life cycle no bacteria are killed. This means Homework 1
that there will be no clear areas on a bacterial
lawn plate during the lysogenic cycle. 1 a genetic material
b cell membrane
Exam-style question
2 a They are where proteins are made.
The lytic cycle is where the virus enters a cell and
b It doesn’t have ribosomes/any way to
causes the cell to make lots of new viruses, which
make proteins.
then leave the cell. (1) In the lysogenic cycle, the
virus’s genetic material is inserted into the cell’s It needs to make proteins for the capsid.
genetic material so that it is replicated every time 3 a lytic
the cell divides. Each new cell contains the virus’s
b lysogenic
genetic material. (1)
c lytic
4 a The circles are where bacteria have been
killed by viruses.
b 7.09 mm2 (or 7.1 mm2)

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 Answers
SB5f.4 HIV life cycle – Homework 2
7th 3 The pathogens can get past the cuticle
1 a infection of a bacterial lawn plate more easily and straight into cells
b Viral plaques form where bacteria have through the wound.
been killed. The area of a plaque is
calculated, after a given time, to show 7th 4 Aphids are pests of plants and can
how quickly the virus kills the bacteria. damage them by feeding off plant sap.
Aphids can also carry viruses that are
2 genetic material, capsid pathogens of plants.
3 either in body fluids, or (for a baby) across the 7th 5 a The wild potato plant produces an
placenta/in breast milk alarm chemical when it is attacked
4 DNA, because that is what the host cell genetic by aphids that the aphids respond
material is made of to by flying away. This stops the
aphids harming the plant.
5 The provirus is copied, along with the host
cell’s DNA, each time the cell divides, so all 6th b Making substances requires energy,
daughter cells contain the provirus. so making a substance only when it
is needed saves energy.
6 lysogenic
6th 6 Any reasonable answer that is related
7 The provirus causes no damage to the cell, so
to the plants being at risk of being eaten
there will be no symptoms of illness.
by large herbivores. For example, large
8 Any suitable answer that indicates that there is herbivores may need a lot of poison to
no way for the body to distinguish the provirus deter them, which can’t be made quickly.
from cell genetic material and so attack it.
6th 7 To treat symptoms such as pain or fever,
9 capsid proteins or additional protein layer or and to treat disease by attacking the
clumps of proteins pathogen.
10 a New virus particles are formed from the
6th 8 a Any two examples that reduce
virus genetic material and proteins.
the risk of infecting the culture
They then break out of the cell and
with microorganisms, such as
go on to infect other cells.
autoclaving equipment and media
b lytic pathway to high temperature, flaming an
c Cells are damaged as the viruses are inoculating loop.
released. 7th b They help to keep unwanted
11 Viruses must have infected cells in one of our microorganisms out of cultures
ancestors and formed proviruses. The cells so that they don’t affect results.
must have been gametes, so that the virus S1 Chalara ash dieback is spread by fungal
genetic material was inherited by the next spores in the air. To infect a new tree, the
generation of our ancestors. All cells of the body fungus needs to get through the cuticle and
in the new generation would contain proviruses, cell walls into the cells inside. Thinner cuticles
which were then passed down to us. and cell walls are easier to get through than
12 a The RNA strand must be duplicated to thicker ones on older trees.
form a double-strand of DNA, so that it E1 Plants that lack water or nutrients don’t grow
can insert into the nuclear DNA of the cell. well, so they might make thinner cuticles and
b It is produced in the nucleus of the cell cell walls than normal. This would make it
when the DNA is transcribed. easier for pathogens to get through the cuticle
and cell walls to the inside of the cells. If the
plant was really unhealthy, it might develop
SB5g Plant defences cracks (lesions) in the cuticles, making it even
easier for the pathogens to get inside the plant.
Student Book
Exam-style question
6th 1 It is a thick cell-free layer that is difficult
for pathogens to get through. There are many kinds of microorganism in the air.
If cultures of bacteria in Petri dishes and culture
7th 2 They get past the cuticle by entering vials aren’t covered properly, microorganisms in the
through stomata in the leaf’s surface, air might get in and kill the bacteria and affect the
then soften the cell walls by releasing experiment.
enzymes.

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 Answers
Activity and Assessment Pack is attacked by a herbivore, as this saves
energy compared with producing the
SB5g.2 Plant defences – Strengthen substance all the time.
1 a cuticle 2 Resistance means the parasites are no longer
b cell wall affected, so something new is needed to
control them.
c It is easier for pathogens to get through
thinner cuticles and cell walls than thicker 3 a autoclaving at high temperature and
ones. pressure
2 To protect themselves from damage caused by b A spreading loop could be used and
animals that eat them. should be sterilised before each use, such
as flaming to glowing in a Bunsen flame.
3 S tea tree oil, D artemisinin
c These preparations kill any unwanted
4 a They stop other microorganisms affecting microorganisms on the equipment or in
the results, by killing them or keeping the media, and prevent any more getting
them out of sterile equipment. in from the air, as they might affect the
b heating in an autoclave results.
4 a Sage because it did not affect any
SB5g.3 Plant defences against microorganisms.
attack – Homework 1 b Clove and rosemary both had an effect
on antibiotic-susceptible microorganisms,
1 a P leaf cuticle, cell wall
though clove killed a greater proportion
b C poison, insect repellent than rosemary. Only clove affected
c (Both examples) makes it more difficult for antibiotic-resistant microorganisms;
a pathogen to get inside cells and cause rosemary had no effect.
damage. c Clove would be best because it has the
d Either: Poison kills the pest that eats part greatest effect on antibiotic-resistant
of the plant, so that it doesn’t cause more microorganisms.
damage.
5 The active ingredient must be identified and
or: Insect repellent means the pest moves
purified from the plant extract, so that it can
away from the plant and so cannot cause
be tested fairly by making sure each dose
damage.
contains the same amount of active ingredient.
2 a Animals don’t like the taste and so will
stop eating the plant.
b i reduce body temperature SB5h Plant diseases H
ii kill the malarial protists
Student Book
3 a sage
7th 1 They won’t grow as well as when they
b Clove, because it killed most bacteria and,
are healthy, so they won’t produce as
in an experiment using paper discs, this
much of the part that we harvest.
would cause the largest clear zone
c heating in an autoclave 6th 2 a They have yellowy-brown blotches
d It kills any microorganisms that might on the leaves.
affect the results of the experiment, or 7th b The symptoms could have been
stops them getting into sterile equipment. caused by different things, such as
disease or spray damage.
SB5g.4 New treatments from plants
7th 3 a There would most likely be small
Homework 2 areas of affected plants, only where
1 a high body temperature/fever the nematodes were.
b It kills the malarial protist. 7th b If the potato grower dug up a plant,
c It kills herbivores that eat the plant, and so he/she would see the nematodes
prevents them doing more damage. and their cysts on infected plants.
d Any suitable answer with a good reason 6th 4 a Tests that are done in the lab to help
such as: Yes, it is produced all the time identify the cause of the problem.
because herbivores, might try to eat the
plant at any time. No, only when the plant

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Activity and Assessment Pack
7th b Aseptic technique would help to
keep other microorganisms out of SB5h.1 Distribution analysis
the culture, so that they wouldn’t
Distribution 1: first observation
interfere with the fungus and
confuse the results. 1 2 3 4 5 6 7 8 9 10
1
8th 5 Using all the information from soil
2
samples and field observations can
help to exclude some possible causes 3
that are not related to disease. This 4 1 1
increases the chance of making the right
diagnosis of what caused the symptoms. 5 1 1

S1 Any suitable test on the plant, such as trying 6

to grow the pathogen from it or analysis of the 7
plant using a microscope to closely inspect
8
the pattern of damage or to look for very small
pests. Any suitable test on soil, such as a test 9
for lack of a nutrient or testing for a toxin. 10
E1 The farmer should check against photos or
other information to see what could cause Distribution 1: second observation
black spots. If it includes problems with the 1 2 3 4 5 6 7 8 9 10
soil, he should take soil samples for analysis.
1
He could also check how widespread the
plants with back spots are, and if there is a 2
pattern to the infection. He should then send 3
all this information and a sample of a plant with
black spots to a lab. The lab will carry out tests 4 2 2
and compare all the results to decide the most 5 2 2
likely cause of the spots.
6
Exam-style question 7
They may be identified from: 8
• visible symptoms, which is what the 9
plant looks like, e.g. spots or change
in colour (1) 10

• distribution analysis, which is how the

problem is spread out in the plants in Distribution 2: first observation
the field (1)
1 2 3 4 5 6 7 8 9 10
• diagnostic testing in the lab, such as
1 1
identifying genetic material, growing the
pathogen from the diseased plant or using 2
a microscope to look for signs that clearly
3
indicate a particular pathogen. (1)
4 1
5
6 1
7
8 1
9
10

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Distribution 2: second observation Distribution 3 shows an airborne pest or
1 2 3 4 5 6 7 8 9 10 pathogen carried by wind from the edge
1 1 2 of the field at the top of the grid. Reason:
the problem is spreading across the field to
2 2 2 non-neighbouring plants, which suggests it is
3 2 2 airborne, and all newly damaged plants are
‘south’ of the initial infections.
4 2 1 2
2 Further tests:
5 2 2 2
6 1 Flooding – may not be possible as the flooding
may have cleared, but the position of the
7 2 2 2 damage in the field should give a hint as it is
8 2 1 likely to be the lowest-lying part (where water
drains to) or a flat area (where water cannot
9 2 drain away).
10
Nutrient deficiency – soil test for suspect
nutrient should confirm cause.
Distribution 3: first observation
Soil pathogen/pest – analyse samples of plant
1 2 3 4 5 6 7 8 9 10
tissue or soil (e.g. in lab analysis) to identify
1 1 1 pest or pathogen.
2 1 Airborne pathogen/pest – analyse samples of
3 plant tissue (e.g. in lab analysis) for pathogen,
or set up traps near plants to catch some
4
pests.
5
3 Treatment:
6
Flooding – improve drainage for another year
7 (can’t do anything about this year).
8 Nutrient deficiency – add appropriate nutrient
9 in fertiliser spray.
10 Soil pathogen/pest – apply recommended
chemical or physical treatment to soil to kill
pathogen or pest.
Distribution 3: second observation
1 2 3 4 5 6 7 8 9 10 Airborne pathogen/pest – apply recommended
1 1 1 pesticide to kill pest, fungicide to kill fungal
pathogens.
2 1 2
4 Spray drift would affect plants nearest to the
3 2 2 2
field that was being sprayed, as in the first
4 2 2 observation of Distribution 3. However, the
5 2 2 problem spreads further in Distribution 3 over
time, so this suggests infection.
6
7 SB5h.2 Plant diseases – Strengthen
8 1–3 suitable arrangement of cards with links
9 between appropriate terms

10 4 a anything suitable such as: genetic

analysis, culture on agar
1 Distribution 1 is the result of flooding in
b They would clearly identify the pathogen
early stages of growth or nutrient deficiency.
that is causing the disease.
Reason: the distribution doesn’t change,
because the cause doesn’t change position. c nutrient analysis
d It would show whether or not a nutrient
Distribution 2 is the result of a soil-borne pest
deficiency might be causing the
or pathogen. Reason: the problem is spreading
symptoms.
but only to neighbouring plants, which
suggests transmission from root to root. 5 Any two suitable examples such as: yellowing
of leaves, weak growth, spots on leaves.
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 Answers
6 The same symptoms may be caused by
different factors, including pathogens and 6th 3 a physical barrier, as the pathogens have
environmental causes. difficulty getting past it to the cells

6th 4 Cilia are extensions to the cell surfaces

SB5h.3 Identifying plant disease that can move dust and pathogens out
Homework 1 of the lungs and so reduce the risk of
infection.
1 a underlined text: yellow leaves
b Healthy leaves are green. 7th 5 Many pathogens get into the stomach
in food and drink. Most are destroyed
2 a boxed text: lack of mineral ions
by the hydrochloric acid/low pH in the
b There are enough nutrients to keep the stomach, which is a chemical defence
plants healthy/make green leaves. against infection.
3 a Any arrangement that shows the same
7th 6 Screening identifies people who are
positions as in the first visit plus some
infected with the STI. They can then be
neighbouring plants – there should be
treated for the disease, and they will
no diseased plants that are not next to
also know that they should not have
diseased plants on the first visit.
unprotected sex until they are clear of
b Soil-borne disease will spread from root to the infection, so that they do not spread
root, so only to neighbouring plants. the STI to other people. Sexual partners
4 Any test that will clearly identify the pathogen, can also be called for screening.
e.g. culture the pathogen on nutrient medium S1 The pathogens are trapped in mucus in the
for identification under a microscope, genetic nose, which either leaves the nose to the
analysis of the pathogen. outside of the body or drips down the back
of the throat and into the oesophagus/gullet.
SB5h.4 Finding the cause Pathogens that get past the nose and into the
Homework 2 tubes at the top of the lungs may be trapped
in mucus and carried back out of the lungs by
1 yellow leaves the action of ciliated cells. Pathogens in the
2 a To check that the yellow leaves are not mouth may be killed by lysozyme in saliva. Any
caused by a lack of nitrogen in the soil. pathogens in the mouth and throat that pass
into the stomach may be killed by hydrochloric
b Any check that would identify if the plants
acid.
had not been given enough water, e.g.
check how dry the soil is, check the E1 Chlamydia is spread by sexual activity without
automatic watering system, blockage protection against the exchange of sexual
in pipes. fluids (semen and vaginal fluids). Younger
people are more likely to have unprotected
3 The disease is most likely to be caused
sex and so to become infected by someone
by something in the soil as it spreads to
who is already infected. They are also more
neighbouring plants. So it is most likely
likely to have more than one sexual partner, so
to be the mould.
increasing the chance of coming into contact
4 Any two tests that would confirm the identity with someone who is infected.
of the pathogen, e.g. culture the pathogen
on nutrient medium for identification under a Exam-style question
microscope, genetic analysis of the pathogen. Answer should contain one physical barrier (1) and
one chemical defence (1), with explanation of how
it protects against pathogens entering the body,
SB5i Physical and chemical such as:
barriers physical: skin is thick, so pathogens can't get
through it; mucus traps pathogens entering through
Student Book nose and breathing tubes; cilia move mucus
containing pathogens out of tubes
6th 1 Plasmodium, which causes malaria, chemical: lysozyme in tears, mucus and saliva kills
gets through the skin barrier when it is bacteria or makes them inactive; hydrochloric acid
injected directly into the blood by the destroys pathogens that enter the stomach in food,
mosquito vector. drink or mucus from throat.
6th 2 Lysozyme reacts with bacterial cell walls
and causes their breakdown.
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 Answers
Activity and Assessment Pack 5 Cilia damaged by smoking cannot remove
mucus with trapped pathogens from the lungs,
SB5i.2 Smoking and cilia so the pathogens can cause infections.
1–3 Correct order is : 6, 3, 2, 1, 4, 5; healthy cell
diagram links with statement 6 and damaged SB5i.5 Chlamydia infection
cell diagram links with statement 4. Homework 2
1 a communicable
SB5i.3 Physical and chemical
b any two from: exchange of sexual fluids,
barriers – Strengthen such as semen or vaginal fluid; from
1 (1) lysozymes, (2) hairs, (3) mucus, a mother to her unborn baby via the
(4) hydrochloric acid, (5) cilia placenta; from a mother to her baby in
breast milk
2 a It is very thick and tough.
c any other sexually transmitted infection,
b Blood clots to block the wound. such as HIV
3 a sexual activity, or from mother to baby via 2 any two from: skin, too thick for most
placenta or breastfeeding pathogens to get through; mucus, traps
b any one from: preventing the exchange pathogens before they infect cells; cilia, move
of body fluids during sexual activity mucus containing trapped pathogens away
(e.g. using a condom); infected mother from cells
bottle-feeding her baby
3 men 20–24, women 15–19 and 20–24

SB5i.4 Barriers and defences 4 any two suitable answers that indicate
increased risk of infection, such as: these age
Homework 1
groups are more likely to have unprotected
1,2 sex; these age groups are more likely to have
multiple sex partners
Protection Where found How this protects
in body the body 5 Many people who are infected show no signs
hydrochloric stomach destroys pathogens of the disease.
acid C in food and drink 6 Long-term infection can cause major problems,
mucus P nose, traps pathogens such as becoming sterile.
throat, that are breathed in 7 to prevent reinfection after the treatment has
breathing finished
tubes
lysozymes C tears, saliva kills pathogens that 8 a The percentage of the age group tested
enter the eyes or for infection was about 15% for males and
mouth nearly 35% for females.
cilia P breathing moves mucus b The percentage of infections for men is
tubes containing trapped around half that for women in the graph,
dirt and pathogens but a far lower percentage of men were
out of the lungs tested. This suggests that far more 15- to
to the back of the 24-year-old males could be infected. So
throat, where it can the conclusion could be not valid.
be swallowed
3 The skin is a thick barrier that is difficult for SB5j The immune system
pathogens to get through.
Student Book
4 a bacterium
b the developing fetus of a pregnant woman 5th 1 A molecule on the outside of a cell or
who has the disease virus particle that triggers a response of
any person who has unprotected sex with the immune system.
an infected person
6th 2 The immune system can distinguish
c answer similar to: using a barrier that between the antigens on the outside of
prevents the exchange of sexual fluids, cells or viruses from outside the body
such as a condom, or infected mother and the antigens on cells in the body.
bottle-feeding her baby instead of
breastfeeding so that the baby does not 8th 3 Different lymphocytes have different
take in the pathogen in milk
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 Answers
antibodies. Only lymphocytes with the with the pathogen.
antibodies that match the antigen on the
pathogen are activated. Exam-style question
Vaccination causes the body to make memory
6th 4 a The secondary response is
lymphocytes to the antigens of the measles pathogen
faster and produces many more
in the vaccine (1). The memory lymphocytes will
antibodies than the primary
recognise the measles antigens if you are infected
response.
by the measles virus and cause a rapid secondary
7th b The more rapid production of response that will stop you being ill (1).
larger amounts of antibody in the
secondary response will kill or stop Activity and Assessment Pack
the pathogens before there are
enough of them to make you feel ill. SB5j.1 Measles vaccination and
infection rates
6th 5 Something that contains antigens of a
pathogen that can trigger an immune 1 The number of cases varies widely from year
response without you having the to year, from about 150 000 at the lowest to
disease. about 770 000 at the highest.
2 The disease is communicable, so in some
8th 6 Different pathogens have different
years it could spread to many people and in
antigens. Vaccination against a
others it will be limited to smaller areas.
particular pathogen will only result
in memory cells in the blood for the 3 The line decreases rapidly and the variations
antigens of that pathogen, not for others. from year to year get smaller.

7
Advantages: protects you against
7th 4 Vaccination protects against infection, so the
catching measles and prevents the high more children who are vaccinated the fewer
risk of suffering severe reactions from can catch the disease.
having the disease. 5 The percentage of two-year-old children
Disadvantages: may cause a bad vaccinated fell after 1998 from over 90% to
reaction in some children, which could about 80% in 2003/04, after which it increased
give them a fever or cause fits. again to over 90% in 2011/12.

8th 8 If most of the people in a group 6 The number of cases of measles would most
are immunised then there is a very likely have increased as the percentage of
small chance that anyone can come vaccinated children decreased, as there would
into contact with someone who has have been fewer immune children, making it
the disease. So those who are not easier for the disease to spread.
immunised have a very low risk of 7 95% will provide herd immunity for the small
catching the disease. proportion of the population that would react
S1 The immune system attacks the pathogen badly to having the vaccination.
by producing antibodies to the antigens 8 After a year when many children had measles,
on the pathogen. The antibodies either kill many will be immune. Only children who did
the pathogens or stop them growing or not catch measles and any babies born since
reproducing. the last infection are likely to be infected if
E1 The body’s natural immune response requires they come into contact with the disease. The
infection with the pathogen. Antigens on the likelihood is that there will be relatively few
pathogen trigger the release of antibodies by susceptible children in a year following a major
the immune system that attack and destroy infection, so it will be difficult for the disease to
the pathogen. Memory cells left after the first spread easily in the following year.
infection will trigger a more rapid and larger
secondary response if you are infected again. SB5j.2 Immune response
Immunisation using a vaccine containing Diagrams should clearly represent captions, using
antigens of the pathogen can trigger the the key appropriately.
primary response without you being infected
with the pathogen and being ill. This leaves
memory cells in the blood that will produce the SB5j.3 The immune system
secondary response if you are then infected

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 Answers
Strengthen Homework 1
1–3 The correct order is: 1 lymphocytes
(1) A pathogen gets past the body’s natural 2 Lymphocytes activated by the pathogen start
defences, e.g. through a wound in skin. to divide and to release more antibodies.
(2) In the blood, the pathogen comes 3 between days 18 and 21, when the antibody
into contact with white blood cells called numbers fall from the infection level to the level
lymphocytes. at which they remain without further infection
(3) Any lymphocyte that has antibodies on its
4 Memory lymphocytes remain in the blood and
surface that match the antigens on the surface
produce some antibodies.
of the pathogen becomes activated.
(4) An activated lymphocyte will divide rapidly 5 Response is much larger/much more antibody
to produce many identical copies of itself. produced; response is faster.

(5) Some of the lymphocyte copies start to 6 a primary response

release large amounts of antibody into the b A different pathogen would have different
blood. antigens, and the memory lymphocytes
(6) The large amount of antibodies in the blood would not recognise and respond to them.
destroys the pathogens. Other lymphocytes that did match the
different pathogen would respond with a
(7) After all the pathogens are destroyed, some primary response.
lymphocytes remain in the blood as memory
lymphocytes. 7 The vaccine contains antigens that cause
a primary response and leave memory
(8) If you are infected again with the same
lymphocytes in the blood. If you are infected
pathogen, the memory lymphocytes will
by the pathogen, the immune system responds
produce a much more rapid and larger immune
with a secondary response which stops you
response.
being ill, so you are immune.
4 explanation should cover the following points:
8 If most people are immunised, then the few
• Immunisation uses vaccine containing who are not immunised have a very low risk of
weak or inactivated pathogen with its coming into contact with an infected person.
antigens. So they are protected by herd immunity.
• The antigens produce an immune
response, as they would to infection but SB5j.5 Immune response challenges
without making you ill.
Homework 2
• Memory lymphocytes remain in the blood
1 a Antigens on the bacteria activate
after the response has gone.
lymphocytes that match the shape of the
• Memory lymphocytes respond to an
antigens. The lymphocytes reproduce and
infection by the same pathogen, producing
produce lots of antibodies that attack the
a secondary response that stops you getting
pathogens and destroy them.
ill/so you are immune to the pathogen.
b Some memory lymphocytes that match
5 Any one advantage such as: stops the person the pathogen remain in the blood after
falling ill with that disease; prevents long-term all the pathogens have been destroyed.
harm caused by illness. These create a secondary response if TB
Any one disadvantage: very rarely the bacteria infect the body again, which will
vaccine causes harm; immunisation against destroy the bacteria more rapidly so that
one pathogen doesn’t protect against other you do not become ill.
pathogens. c Different pathogens have different
antigens. You are only immune to
6 When a large proportion on the population is
pathogens that you have matching
immunised, the few who are not immunised
memory lymphocytes for, as they will
are less likely to become infected because
produce a secondary response.
their probability of coming into contact with an
infected person is very small. d Vaccination introduces antigens into
the body that cause a primary response
without you becoming ill. After the
SB5j.4 Developing immunity
response, memory lymphocytes remain
in the blood and will trigger a secondary
response if you are then infected by live

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 Answers
pathogens.
7th 5 b Testing on cells, tissues or organs
e If most people are immune, the probability
makes sure that the medicine
of the pathogen coming into contact with a
affects the disease but does little
non-immune person is very low, so spread
harm to the cells.
is limited.
Testing on animals makes sure the
f Any suitable advantages, such as:
medicine works in a complete body,
reduces cost of immunising everyone,
without harming the organism.
reduces risk of harm to the few people
who react to the vaccine. Testing on a few healthy people
checks that the medicine is safe in
Any suitable disadvantages, such as: if
humans and looks for side effects.
the pathogen is reintroduced to an area
where there hasn’t been immunisation for Testing on a large number of people
a while, it could infect many people. with the disease makes sure the
medicine helps them get better,
2 a If the pathogen has a mutation that identifies the right dose and looks
changes the shape of the antigen, then for a wider range of side effects in
the memory lymphocytes will not match different people.
the shape.
S1 tested on cells, tissue or organs in the lab;
b Memory lymphocytes left after one infection
tested on animals; tested on a few healthy
of a cold or flu will not recognise viruses
people; tested on a large number of people
with the mutated antigens and so will not
with the disease
cause a secondary response. You will have
another primary response and so feel ill. E1 Advantages include: only medicines that are
effective and safe are developed; medicines that
3 a HIV viruses kill the cells that trigger the full are dangerous to cells are less likely to reach
immune response, so the immune system clinical trials where they could harm people.
cannot work properly.
Disadvantages include: takes a long time
b If the lymphocytes are killed, there will be to develop a new medicine from when it is
little response to any pathogen that infects discovered to when a doctor can prescribe it;
the body, so the person is more likely to be every stage costs, so this makes the whole
ill from any infection. process more expensive (so the medicine may
be more expensive for doctors to prescribe).
SB5k Antibiotics Exam-style question
Student Book First stage on cells, tissues or organs in the lab,
to make sure that the antibiotic gets into the
7th 1 There is a clear area around the mould cells properly and does what is expected/kills the
where bacteria had been growing but pathogen or stops it working (1). Second stage on
have died. animals to test that the antibiotic works well in a
whole body and is safe in other animals (1).
7th 2 Pathogens, including bacteria, can
easily enter the body through wounds.
Once they are in the body they can
cause disease and even death. Penicillin
SB5k Core practical –
can kill the bacteria, preventing disease Antibiotics
and death.
Student Book
6th 3 Flu and HIV/AIDS are caused by
viruses. Antibiotics kill bacteria, so they 1 Suitable suggestions (which will depend on how
will not affect viral diseases. this has been done in class) include: wrapping
the forceps and control filter disc in foil and
6th 4 It damages the cell wall so the bacterium placing in an autoclave/pressure cooker;
breaks open, releasing the cytoplasm dipping the forceps in a 70% ethanol solution
and killing the cell. and the flaming them; leaving the forceps in
6th 5 a Discovery > pre-clinical stages disinfectant solution for a set length of time. (1)
of testing on cells, tissues and/or
2 Sterilising the forceps at each stage reduces
organs, then sometimes on animals
the risk of infection of the culture with other
> small-scale clinical trial on healthy
microorganisms (1), which could affect
people > large-scale trial on many
results. (1)
people with the disease

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 Answers
3 The disc contains no antibiotic (1) and so will 4 Students should add any other useful details,
show that any clear area around other discs is such as why large sample sizes are needed in
the effect of the antibiotic and not something large clinical trials.
else in the disc. (1)
4 Bacteria grow faster in warm conditions. (1) SB5k.3 Antibiotics – Strengthen
5 Antibiotic diffuses out from the paper disc into 1 A medicine that kills or inhibits growth of
the surrounding medium. (1) If the bacteria are bacteria.
affected by the antibiotic, they die and leave a 2 Antibiotics harm cell processes in bacteria that
clear space. (1) human cells do not have.
6 With a ruler that has millimetre divisions/ 3 any suitable captions with explanation, such as:
calipers measured against a ruler with
millimetre divisions. (1) • antibiotic tested on cells to see whether
it gets into cells properly and kills the
7 a All of their results are lower than those of infection
the other groups. (1)
• antibiotic tested on animal to make sure
b Any suitable suggestion that accounts for the antibiotic is safe in living systems
all results being lower, such as: without risking humans
• didn’t measure the radius of the • antibiotic tested on a few healthy people to
spaces correctly make sure it is safe
• used the wrong equation to calculate • antibiotic tested on many people with
the cross-sectional area. (1) the disease to get the right dose and to
c Any suitable justification which indicates check for side effects in different groups of
that all of the values calculated by group people
3 are much lower, so this suggests a
general failing in the method not just in SB5k.4 Antibiotics and their
one particular calculation. (1) development – Homework 1
8 As the concentration of the antibiotic increases, 1 a any suitable sentence that shows
(1) the cross-sectional area of bacteria that are antibiotics kill or stop growth processes
killed also increases. (1) of bacterial cells, e.g. ‘Antibiotics cause
9 benzylpenicillin 6.15 cm2 (1); meticillin bacteria to grow more slowly.’
0.008 cm2 (1); streptomycin 10.17 cm2 (1) b any suitable sentence that makes clear that
antibiotics do not harm human cells, e.g.
10 Streptomycin is more effective than
‘Antibiotics are safe to use because they do
benzylpenicillin at killing Micrococcus luteus
not inhibit processes in human cells.’
bacteria (1) and meticillin has hardly any effect
on the bacteria. (1) 2 Viruses do not have the same cell processes
that bacteria have, so antibiotics will have no
Activity and Assessment Pack effect.
3 a any suitable answer such as: so you know
SB5k.2 Stages of development that only the antibiotic causes any effect/
1–3 so that the amount of antibiotic used in
The pre-clinical stage of testing is done on tests can be controlled
cells or tissues in the lab to find out … whether b to see whether the antibiotic kills the
the medicine gets into diseased cells and has tuberculosis bacteria
the desired effect. c to make sure the antibiotic is safe and
Testing may be carried out on animals to find works well in living systems
out … how the medicine affects body systems, d i healthy people
without risking human health.
ii to make sure the antibiotic is safe for
A small clinical trial is carried out on a few humans to use and has no harmful side
healthy people to find out … whether the effects
medicine is safe for humans to take and iii the amount of antibiotic given at one
whether harmful side effects are limited. time
A large clinical trial is carried out on many iv to check the antibiotic is safe in different
people with the disease to find out … the right groups of people, e.g. adults/children,
amount of medicine (dose) to use, and whether men/women
different people have different side effects.

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 Answers
SB5k.5 Developing a new antibiotic that match the hormone are taken from
the mouse and fused with cancer cells.
Homework 2
The hybridoma cells that are formed
1 Antibiotics are medicines that kill or inhibit cell continue dividing and making lots of
processes in bacteria. antibodies that match the hormone.
2 It can only grow in soil. 8th 4 Monoclonal antibodies are produced
3 Teixobactin weakens the cell wall. Water that match the patient’s platelets. The
absorbed into the cell by osmosis will cause it antibodies are made radioactive and
to get larger and stretch the cell membrane. If injected into the patient’s blood. The
the cell membrane is stretched too far, the cell antibodies attach to platelets. A scan
will burst. of the patient’s brain will show where
the radioactive platelets have clumped
4 Human cells do not have cell walls, so
together to form a clot.
teixobactin is unlikely to affect them.
5 The next stage will probably be on animals, 8th 5 Antigens from the cancer cells are
to make sure the antibiotic is safe in working injected into a mouse. Lymphocytes
systems without risking humans. If that is that make antibodies to the cancer cell
successful, then it will be tested on a few antigens are taken from the mouse
healthy people to make sure it has no major and fused with a cancer cell to make
harmful side effects. After that it will be tested hybridoma cells. The hybridoma cells
on a large number of people with diseases produce monoclonal antibodies to
such as tuberculosis to check the dose and to the cancer cell antigens. Drugs that
make sure it is effective without harmful side kill cancer cells are attached to the
effects in different groups of people. antibodies.
6 a If we do not have antibiotics, then many 8th 6 Both chemotherapy and radiotherapy
more people are likely to die each year can harm healthy parts of the body.
from bacterial diseases. Using monoclonal antibodies means that
b Developing a new antibiotic takes many there is very little of the harmful drug
years and is expensive. If using the in the patient’s body. They only attach
antibiotic causes resistance to develop to cancer cells so that healthy cells are
rapidly, it will no longer be used and the less likely to be damaged.
drug company will not get money from it.
S1 Monoclonal antibodies can be made
If the drug will not earn much money, then
radioactive. If the antibodies have been made
it may not be worth spending the money
to attach to cancer cells or platelets, then a
needed to develop it.
scan will show where the antibodies are and so
7 Teixobactin released into the soil could kill show where the cancer or blood clot is.
other bacteria, leaving more resources/water If drugs are attached to the antibodies, these
and nutrients for Eleftheria bacteria. (This is an will be delivered to the cancer or platelet cells
example of a response to competition.) and so treat the disease.
E1 The human enzyme could be injected into
a mouse so that the mouse’s body makes
SB5l Monoclonal antibodies H antibodies to it. The lymphocytes that make
Student Book those antibodies could be extracted from the
mouse and used to make hybridoma cells
6th 1 large amounts of antibodies that are by fusing them with cancer cells. Monoclonal
identical antibodies from the cells could then be tested
on human blood cell cultures to make sure
7th 2 Lymphocyte cells stop dividing when they prevent the enzyme causing blood clots to
they produce antibodies. Hybridoma form. It would then need to be tested in clinical
cells (made by fusing a lymphocyte trials on people to make sure
with a cancer cell) continue to divide it is safe.
to produce identical cells and produce
antibodies. Exam-style question
8th 3 Antigens from the human pregnancy Monoclonal antibodies are made that attach to
hormone are injected into a mouse. cancer cells. The antibodies are made radioactive
Lymphocytes that make the antibodies and injected into the patient’s body. A scan is made
of the patient to identify where the radioactive
antibodies have attached to cells.

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 Answers
Activity and Assessment Pack c They react with a substance always found
in urine and show that the test has been
SB5l.1 Making monoclonal carried out properly.
antibodies 3 a The antibodies are injected into the
Layout should look like diagram B in SB5l in the patient. A scanner is used to detect where
Student Book, with suitable labelling to explain the radioactivity is, which will be where the
clearly what is happening and why monoclonal antibodies have attached to the cancer
antibodies are made this way. cells.
b There will be large numbers of platelets
SB5l.2 Monoclonal antibodies where there is a blood clot. Radioactive
Strengthen monoclonal antibodies will attach to the
platelets and so show where the clot is.
1 a suggesting the cause of a disease
4 The drugs on monoclonal antibodies are only
b Cancer cells divide uncontrollably,
delivered to cancer cells, so much smaller
damaging nearby cells and causing
amounts are needed. Healthy cells are much
disease.
less likely to be damaged than in traditional
2 Monoclonal antibodies are made that will treatments that affect the whole body.
attach to cancer cells/antigens on cancer cells.
The antibodies have a marker added to them, SB5l.4 Antibodies and blood clotting
which makes them slightly radioactive. Homework 2
The antibodies are then injected into the 1 a It will reduce the chance of another
patient. dangerous blood clot forming and causing
Where the antibodies have attached in the another heart attack or stroke.
body is detected using a PET scanner/scanner b The clot blocks the blood vessel, limiting
that detects radioactivity. blood loss and preventing pathogens from
3 a cancer cell-killing drugs getting into the body.
b They don’t attach to healthy cells, so those c Blood will flow from a wound for much
cells don’t get any of the drugs that might longer, causing greater blood loss, which
harm them. could be dangerous.

4 Radiotherapy and chemotherapy damage 2 a Some human factor XII is injected into a
healthy cells as well as cancer cells. mouse. The mouse produces lymphocytes
that form antibodies against factor XII.
5 Antigens from activated platelets were injected The lymphocytes are extracted from
into a mouse. The mouse produced many mouse blood and fused with cancer
lymphocytes that could produce the antibodies cells to make hybridoma cells. The
to this/these antigen(s). The lymphocytes were hybridoma cells are cultured to produce
fused with cancer cells to make hybridoma large amounts of identical/monoclonal
cells. The hybridoma cells were cultured antibodies that are specific to human
to produce large numbers of monoclonal factor XII.
antibodies specific for these activated platelets.
b Lymphocytes cannot divide once they start
producing antibodies. So it is difficult to get
SB5l.3 Using monoclonal antibodies large amounts of antibodies from them.
Homework 1 Cancer cells divide continuously but don’t
produce antibodies. Fusing a lymphocyte
1 cancer cell – a cell that continues to divide
with a cancer cell to form a hybridoma cell
uncontrollably
makes it possible to produce millions of
lymphocyte – a cell that can produce
identical cells that continue to divide and
antibodies
produce identical antibodies.
hybridoma cell – a cell that produces
antibodies as well as dividing continually 3 a about 30 s
monoclonal antibody – one of many identical b A combination of both antibodies produces
proteins that attach to a particular antigen the longest clotting time (c. 90 s), which
2 a urine would greatly reduce the risk of forming
new blood clots.
b A hormone produced by the body soon
after fertilisation of the egg/in early c Any suitable argument that implies a
pregnancy, because this line only shows if lesser impact on the body than traditional
the woman is pregnant. treatments, such as: The monoclonal

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 Answers
antibodies are targeted to respond to
factor XII, when it is formed, so much
less of the antibodies is needed than the
traditional drug.
4 Monoclonal antibodies are made to antigens
on activated platelets/proteins produced by
platelets during clotting. Radioactive markers
are attached to the antibodies. The antibodies
are injected into the patient and where they
have collected (at blood clots) is detected
with a radio-sensitive scanner such as a PET
scanner.
5 a Each test was done several times and the
results for each test were very close. The
difference between results for different
tests was much larger than the difference
between repeats for the same test.
This suggests the results are strongly
reproducible.
b Any suitable suggestion for the next stage
of medicine development, such as testing
on a small number of healthy people
to check that it is safe in a complete
system. (Testing on an animal will not
be appropriate in this case as different
animals have slightly different forms of
factor XII.)

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 Answers
SB6a Photosynthesis Exam-style question
They are packed with chloroplasts/chlorophyll (1).
Student Book Chloroplasts/chlorophyll trap energy transferred
by light (1).
5th 1 Animals need to eat biomass/food (they
cannot make it). Plants and algae can
produce their own biomass/food. Activity and Assessment Pack
7th 2 They make glucose using SB6a.3 Photosynthesis – Strengthen
photosynthesis. They use glucose to 1 a carbon dioxide/water + carbon dioxide/
make all other substances they need. water → oxygen/glucose + oxygen/glucose
6th 3 carbon dioxide, water b light
c chlorophyll
9th 4 Energy has entered from the
d starch
surroundings/photosynthesis is an
endothermic process. e oxygen
2 a stoma
7th 5 glucose
b C
9th 6 Towards evening, because the plant will
3 a algae
have been making starch all day, and
it only gets broken down (into sucrose) b all of them (algae, clam, green sunfish, bass)
when photosynthesis stops. 4 The products contain more energy than the
reactants.
7 th
7 When it is light, water enters the guard
cells, making them expand and so
opening the gap between them. The SB6a.4 Leaf structure and
opposite happens when it is dark. photosynthesis – Homework 1
8th 8 They have stomata on the tops of their 1 carbon dioxide/water + carbon dioxide/water →
leaves, since stomata on the bottom oxygen/glucose + oxygen/glucose
would be covered by water meaning 2 a B
much less gas exchange.
b B
S1 An explanation is needed to cover the majority c E
of these points:
3 a glucose
•
plants need carbon dioxide to
b one of cellulose, lipids, proteins,
photosynthesise
chlorophyll or any other substance
•
this produces oxygen
produced by plants
•
this produces glucose
c storage (of energy)
•
we need oxygen for aerobic respiration
4 (aerobic) respiration
•
we need the biomass produced from
glucose for food. 5 a the materials in an organism
S2 List three from: b Animals cannot produce their own food
and so need to eat plants (or other
•stomata to allow gas exchange
animals that have eaten plants).
•chloroplasts/chlorophyll to trap energy
c the Sun
transferred by light
6
•large surface area to trap more light
Feature How this helps photosynthesis
energy transferred by light
large provides big surface for light
•thin, so that gases do not have to travel far
surface area to hit/be transferred
into/out of the leaf
chlorophyll traps energy (transferred
•contain xylem tissue to bring water to the
by light)
leaf (although this is not mentioned in this
topic). stomata allows gas exchange/carbon
dioxide to get to the cells that
E1 Energy transferred by light is trapped in the need it
glucose produced by photosynthesis. Plants
can release this energy by respiration whether 7 endothermic
it is light or dark.

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SB6a.5 van Helmont’s willow • At each step, some biomass is lost (‘used
up’ for respiration or lost as waste or not
tree – Homework 2
eaten).
1 a The mass of the tree came from water.
b Carbon dioxide is also needed to produce
• So not all the biomass is able to be
transferred from one set of organisms to
the biomass of a tree. the next set.
2 One of:
• He measured the dry weight of soil in both SB6b Factors affecting
cases, to get a comparable measure at
the start and end of the experiment. photosynthesis
• He made sure nothing could get into the Student Book
pot except the water that he was adding.
5th 1 carbon dioxide
3 Plants take in nutrients/mineral salts/minerals/
mineral ions from the soil. The missing amount 7th 2 a the speed at which it happens
probably represents the amount of nutrients
taken in over five years. 6th b Two of: temperature, carbon dioxide
4 Any two sensible suggestions, e.g.: (concentration), water (availability −
more likely to be frozen for more of
• He could have collected the leaves to the year).
measure the total mass of growth during
the time. 9th 3 a Enzymes control the rate of
• He could have kept the plant enclosed in a photosynthesis. These enzymes
work more slowly if it is too cold.
large container and measured the change
in amounts of gases taken in and released
over that time. 9th b Photosynthesis uses up carbon
dioxide. If the amount of carbon
• He could have just used distilled water.
dioxide in a certain volume of air is
• He could have repeated the experiment less, then less photosynthesis will
with more than one tree. take place.
5 A good letter should contain some of the
9th c Photosynthesis requires energy
following points.
transferred by light. The greater
• word equation for photosynthesis the light intensity, the more
• need for energy transferred by light energy it transfers (and the faster
• need for chlorophyll (which makes plants photosynthesis occurs).
green)
9th 4 Increase the temperature. Look for an
• glucose stores energy increase in the rate of photosynthesis.
• photosynthesis is a series of enzyme-
5 H Original graph sketched, with another
controlled reactions 10th
line added to show rate increasing past
• photosynthesis is endothermic, and
the existing horizontal line.
glucose stores energy
The new line also levelling off (because
• use of glucose to make all other plant
only a set amount of additional carbon
biomass
dioxide is added).
• including starch, used for storage
• glucose used for respiration 9th 6 H Stage A: temperature is limiting because
when the experiment is repeated at a
• large flat leaves to provide a large surface
higher temperature (as shown by
area to trap energy
stage B) the rate increases.
• thin leaves so that carbon dioxide from
Stage B: light intensity is limiting at this
the air does not have to travel far to reach
cells that need it stage, because as the light intensity
increases so does the rate.
• stomata to allow gas exchange
Stage C: carbon dioxide is probably
6 • The organisms in each step on the limiting now, since the temperature is
pyramid rely on biomass from the step high and the light intensity is no longer
below. making a difference (although the
temperature could potentially still be
lower than optimum).

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 Answers
6 Control (1) that ensures that the change in pH
10th 7 a H It will increase by 3 times, because is due to differences in light intensity and not
(without limiting factors) the rate something else (1).
of photosynthesis is directly
proportional to the light intensity. 7 a oxygen (1)
b correctly plotted points (1), line graph with
8th b H If you divide the distance from a suitable axes and labels (1)
light source by √3, light intensity is
c The further the distance from the lamp,
1 1
= = 3 times the original. the fewer the bubbles (1) because
(1/√3)2 1/3 photosynthesis is powered by energy
S1 increased levels of chlorophyll/chloroplasts transferred by light (1), and so the greater
(dark green leaves) and large surface area of the light intensity the faster the rate of
leaves to collect as much energy transferred photosynthesis (1).
by light as possible to stop that becoming a d Repeated readings (1), so you can be
limiting factor more sure that the results/trend/pattern is
2000 × 132 correct (1).
E1H Inew = = 845 lux 1
202 e Correct calculations for (see below) (1),
d 2
Exam-style question points correctly plotted on a scatter graph
(1), with suitable axes and labels (1) and a
Artificial lighting: so that photosynthesis can happen
line of best fit (1).
for longer/24 hours every day/so that lower light
levels at the end of the day do not limit the rate of Distance 1 Rate of photosynthesis
photosynthesis (1). (cm) d2 (bubbles per minute)
Artificial heating: so that low temperatures do not 10 0.01 100
limit the rate of photosynthesis (1). 15 0.0044 60
20 0.0025 30
30 30 10
SB6b Core practical – Light
40 40   6
intensity and photosynthesis 50 50   4
1 Loss of carbon dioxide (for photosynthesis) (1)
makes the solution less acidic/more alkaline 1
f Light intensity is proportional to 2 (1);
(1). since photosynthesis is directly d
2 the rate of photosynthesis (1) proportional to light intensity, it will
1
3 a the change in pH (1) also be proportional to 2 (1).
d
b light intensity/distance of lamp (1)
Activity and Assessment Pack
c Increasing temperatures increase
photosynthesis (1), which would cause SB6b.1 How light intensity affects
readings to be higher than they would if
photosynthesis
only light intensity were increasing (1).
d Yes, because a tank of water is used to 5 The part of an experiment in which the
absorb the heat from the lamp (1). independent variable is not applied is called
the control. A control is used to check that the
e Two sensible suggestions, such as:
independent variable has an effect (and that
amount of hydrogen carbonate indicator,
the effect is not due to another variable). In this
number of algal balls, lamp, bottles (2).
experiment, the independent variable is the
4 So that carbon dioxide does not become a light intensity. The control is the tube covered
limiting factor (1). in foil. We know that the independent variable
has a direct effect on the final pH of the
5 a Put algal balls in different water
indicator because when light could not get to
temperatures (1); keep light intensity/
the algae, the indicator colour did not change
distance from lamp the same (1).
(or words to that effect).
b Lowest value 1–5 °C (1) because below
0 °C, the solution may freeze (1).
SB6b.2 The rate of photosynthesis
Highest value 50–60°C (1) because these
are values well in excess of what algae 1 a at about 2 minutes – after this time oxygen
would normally experience/this is the point concentration rises, as it is produced by
at which enzymes start to denature (1). photosynthesis when it is light

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 Answers
b at about 13 minutes – after this SB6b.4 Limiting factors and
time oxygen concentration falls, as
photosynthesis – Homework 1
photosynthesis stops producing it and
respiration uses it up 1 a energy, transfers, faster/higher
c working shown to work out the gradient of b carbon, low, high
the line of best fit, e.g.: c enzymes, faster, higher
5.96 – 5.3 0.66 2 a bubbles/minute
12 – 2.5 = 9.5 = 0.07 mg/dm /min
3

b oxygen
d y = 0.07 × 4.2 + 5.1 = 5.4 mg dm3
c light
e Photosynthesis needs light, and the
d line drawn so that the horizontal part is
greater the light intensity, the faster the
above that in the original, possibly also
rate of photosynthesis.
showing a steeper line leading up to this
f The light intensity is not the limiting factor/
something else is a limiting factor. 3 • tube B
g Either increase carbon dioxide • Carbon dioxide is acidic.
concentration or increase temperature. • Carbon dioxide is removed as the algae
photosynthesise.
2 a bubbles per minute
b scatter diagram correctly plotted • So the pH increases (the higher the pH
the higher the rate of photosynthesis).
c smooth curve of best fit drawn
d As the distance from the lamp is
• The closer to the lamp, the greater the
light intensity.
increased, the rate of photosynthesis
decreases. • The greater the light intensity, the higher
the rate of photosynthesis.
e As the lamp is moved further away, the
light intensity decreases and so the rate of
photosynthesis decreases.
f H scatter diagram of bubbles per minute
plotted against 1/distance2 and a line of
best fit drawn through the origin

Number of bubbles in one minute 150 65 38 17 9 6

1
0.01 0.0044 0.0025 0.0011 0.0006 0.0004
distance2

SB6b.3 Factors that affect SB6b.5 Investigating photosynthesis

photosynthesis – Strengthen Homework 2
1 a the speed of photosynthesis 1 • tube B
b something that stops rate increasing • Carbon dioxide is acidic.
2 y-axis (a), sloping line (e)(c), horizontal line • Carbon dioxide is removed as the algae
(d)(b) photosynthesise.

3 broad, surface, palisade, chloroplasts, • So the pH increases (the higher the pH

the higher the rate of photosynthesis).
adaptations
4 a increase
• The closer to the lamp the greater the light
intensity.
b decrease
• The greater the light intensity, the higher
c increase the rate of photosynthesis.
d decrease 2 a The two variables have a linear
5 a g/dm3 relationship and are directly proportional.
b something that stops the rate of a reaction
b • P hotosynthesis uses carbon dioxide increasing
as a raw material.
c light
• If carbon dioxide is a limiting factor,
increasing the concentration will d Photosynthesis is powered by (the energy
increase the rate of photosynthesis. transferred by) light.

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 Answers
e temperature
f • Photosynthesis relies on enzymes.
• Enzymes work faster at higher
temperatures (up to a point).
g carbon dioxide concentration
3 a Working is not needed.
Distance from Relative light Volume of gas collected Rate of photosynthesis
lamp (cm) intensity after 40 minutes (mm3) (mm3/hour)

30 10 20 30

= 10 × 12
60   2 5 7.5
= 2.5

= 10 × 12
90   3 2 3
= 1.1

= 10 × 12
120      4 1 1.5
= 0.625 (or 0.63)

= 10 × 12
150      5 0.8 1.2
= 0.4
b graph drawn with a straight line of best fit 7th 4 a from the soil (higher concentration)
between the points into the root (lower concentration)
c It is a straight line and goes through the
origin. 8th b Water is constantly being removed
from the root (into the xylem, and
4 transported up the stem).
lorig × dorig 2
dnew = 8th 5 a osmosis (through the cell
lnew
membrane)

4000 × 52 9th b diffusion (There are cytoplasmic

so, dnew = connections between the cells.)
750
= 11.5 cm 10th 6 Osmosis, through cell membrane into
cells next to the xylem, osmosis from
those cells into the xylem.
SB6c Absorbing water and 7th 7 Because they cannot diffuse against
mineral ions their concentration gradient.
Student Book S1 A good answer will include some or all
of these points:
5th 1 by evaporation through their leaves
•
higher concentration of solutes inside the
6th 2 photosynthesis (which should be cell (fewer water molecules)
correctly spelt) •
lower concentration of solutes in the soil
water (more water molecules)
7th 3 They extend over a large distance (to
get water from many different parts of •
molecules are randomly moving
the soil). •
so there is a net movement from a region
where there are more of them to a region
They have a large surface area (to where there are fewer
speed up water absorption).
•
when this happens to solute molecules
across a semi-permeable membrane, it is
osmosis.

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 Answers
E1 A good answer will include some or all of these 8 any suitable experiment that uses identical
points: apparatus and the application of a poison to
• root hair cells increase the surface area of the plant root to kill the cells
the roots
• so allow more water to be taken up by the SB6c.3 Absorbing water and
plant mineral ions – Strengthen
• in a shorter space of time 1 a particles, fewer
• water is needed for photosynthesis b random
• and to support parts of the plant (including c semi
leaves)
d solvent, partially
• so adequate water is needed before
e osmosis, right, left
photosynthesis starts
2 a
• extra water is needed to fill up the cells in root hair cells
the new leaves (and help them unfurl) b drawing of a root hair cell, labelled to
• water carries mineral ions show: nucleus, cell (surface) membrane,
cell wall, cytoplasm, vacuole, root hair,
• these are needed to help make
mitochondria
substances in parts of the plant that will
start actively growing. c mineral ions
d It lets them absorb substances/water and
Exam-style question mineral ions into the cell more quickly.
A good answer will include at least two of these points:
SB6c.4 In the roots – Homework 1
• osmosis
• concentration of solvent/water molecules is 1 a labels to show: nucleus, cell (surface)
membrane, cell wall, cytoplasm, vacuole,
higher in soil than in root hair cell (or vice
versa, or an explanation in terms of solute root hair, mitochondrion
concentration) b cell (surface) membrane
• water/solvent flows down this concentration c osmosis
gradient d It has a large surface area, to speed up
• through a semi-permeable/partially permeable the absorption of water.
membrane (2). e Two of: carrying dissolved mineral ions,
keeping cells rigid/preventing wilting,
Activity and Assessment Pack photosynthesis, cooling the leaves
SB6c.2 Active transport in roots 2 xylem
1 It should go up. 3 a nitrate
2 from the water in the soil b nitrate ions are in greater concentration
inside the cell than in the soil; so nitrate
3 osmosis ions need to be moved against the
4 higher concentration of water in the soil than concentration gradient; this requires active
in the root hair cells, so that water molecules transport
diffuse into the plant cells down their 4 a 13 g/100 cm3
concentration gradient b This is the concentration at which there
5 The concentration of mineral ions inside was no overall change in mass. If there is
the cells is higher than in the soil water no overall flow of water by osmosis there
surrounding the cells, so the mineral ions will be no overall change in mass.
cannot move into the cells by diffusion.
6 Passive means it happens without the use of
energy. Active means that energy is needed for
the process to happen.
7 Taking in minerals increases the concentration
of minerals in root hair cells and decreases
the concentration of water in the cells. This will
draw more water into the cells by osmosis.

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 Answers
SB6c.5 Root cells – Homework 2 4 • The greater the surface area : volume
ratio, the faster a cell can fill up with the
1 a substances it needs.
Potato core A B C D E • Cell B has a surface area : volume ratio of
initial mass of 2(15 × 15) + 2(15 × 20) + 2(15 × 20)
13.5 21.0 16.1 16.0 14.2
potato core (g) 15 × 15 × 20
final mass of 450 + 600 + 600
16.5 23.5 16.4 14.9 12.5 =
potato core (g) 4500
concentration of 1650
0 50 100 150 200 = = 0.37.
sucrose (g/dm3) 4500
percentage gain/
22% 12% 2% −7% −12% •
Cell A has a surface area : volume ratio of
loss in mass 4000
= 0.5.
8000
b Students should produce a correctly drawn
graph, with the line extending above and •
The higher surface area : volume ratio of
below the x-axis. The axes should be cell A means that it can more quickly fill
labelled, with ‘Sucrose concentration with the substances it needs/more quickly
(g/dm3)’ on the x-axis and ‘Percentage increase the solvent in the cytoplasm/the
gain/loss in mass (%)’ on the y-axis. Better concentration of the mineral ions in the
graphs will include an appropriate title, cytoplasm.
such as ‘How the percentage change in
mass of a potato core depends on sucrose
concentration’. SB6d Transpiration and
c Answer in the region of 110 g/dm3. This translocation
is the concentration at which there was
no overall change in mass. If there is no Student Book
overall flow of water by osmosis, there will 5th 1 stomata
be no overall change in mass.
2 Stomata are closed at night.
2 a • The cell (surface) membrane is 6th

partially permeable.
8th 3 If enzymes get too hot, they don’t work
• Solvent/water molecules pass through so efficiently/so photosynthesis would
it, but large solute molecules do not. slow down.
• overall/net diffusion of water
5th 4 Two from:
molecules only
• from outside (where there are more • carrying dissolved mineral ions
solvent molecules/weaker solute • keeping cells rigid
concentration) to inside (where there
are fewer solvent molecules/stronger
• cooling leaves

solute concentration) • photosynthesis.

b It has a root hair, giving it a large surface 9th 5 a The stomata are open (during the
area in order to absorb water quickly. day). There is a concentration
c diffusion gradient from inside the leaf to the
outside. The concentration gradient
3 a • The root hair cell gives it a large is maintained because wind blows
surface area to increase the speed of water molecules away from the
transport. stomata.
• lots of mitochondria to release energy
b There is a concentration gradient
to power the transport 9th
from inside the xylem to the air
b •  There is greater concentration of
spaces in the leaf. The concentration
mineral ions inside the cell than in the
soil. gradient is maintained because water
molecules are diffusing out of the leaf.
• So mineral ions need to be moved
against the concentration gradient. 9th 6 It is hotter at midday than at the end of
• This requires energy to pump the the day and so water molecules move
faster/diffuse faster. Light levels are
ions, since diffusion will move the ions
in the opposite direction. higher at midday and so the stomata
are open wider/allow more space for
diffusion to occur.
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 Answers
E1 Sucrose in the sieve tubes creates a more
6th 7 no cytoplasm (so water flows through concentrated solution than is outside of them.
the ‘cells’ easily)/no cell walls (so water Water flows from a more dilute solution to
flows from ‘cell’ to ‘cell’ easily) a more concentrated solution, by a process
called osmosis.
6th 8 so there is more space for sugar solution
to flow/so that sugar solution can flow
Exam-style question
more easily
At least two of these points are needed:
9 Mitochondria release energy, for active
9th
transport of sucrose into sieve tubes,
• the faster the wind speed, the more quickly
water molecules are removed from around the
against the concentration gradient. stomata
S1 A good table will contain points such as these: • the steeper the concentration gradient/the
Translocation Transpiration greater the difference in concentration between
the inside and outside the leaf
substance sucrose/solutes water
transported • the faster diffusion occurs (2).
method of in phloem in xylem
transport
transport cells – living dead
living or dead
direction of flow up and down up
mainly uses yes no
active transport?

Activity and Assessment Pack

SB6d.2 Plant cell adaptations
Cell type Functions Adaptations for functions
root hair cell absorbs water large surface area increases the rate
of absorption
absorbs mineral ions large surface area increases the rate
of absorption
many mitochondria to release energy for
active transport
xylem cell carries water up the plant to tissues no cell walls at the ends, so liquids pass
easily from cell to cell
dead cells with no cytoplasm join to form
hollow tubes
carries dissolved mineral ions up the tiny pores in side walls allow water and
plant to tissues dissolved ions to exit
supports the plant thick side walls and rings of lignin for strength
phloem sieve cell carries sucrose around the plant holes in the end cell walls allow liquids to
pass from cell to cell
large central channel due to lack of nucleus
and much cytoplasm
guard cell pairs open and close stomata difference in cell wall thickness causes
shape change
phloem supplies sugars to sieve cells many mitochondria to release energy to
companion cell pump sucrose

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 Answers
SB6d.3 Transpiration and 4 a weak forces of attraction (between
the water molecules)
translocation – Strengthen
b Water evaporates from the leaves and so
1 a mineral ions/salts
from the xylem in the leaves; the loss of
b sucrose water pulls the water up the xylem.
c companion
d living SB6d.4 Transport in plants
e active transport Homework 1
2 cellulose, lignin 1 • increasing light intensity – increases – the
stomata open wider
3 a
Distance travelled Rate of transpiration • increasing temperature – increases –
evaporation and diffusion are faster
by bubble (mm/min)
4–1=3 3/20 = 0.15 • increasing wind speed – increases –
water vapour outside stomata is reduced,
8–3=5 5/20 = 0.25 maintaining the concentration gradient
11 – 3 = 8 8/20 = 0.40
• increasing humidity – decreases –
16 – 1 = 15 15/20 = 0.75 additional water vapour decreases the
concentration gradient
b The higher the wind speed, the faster the
rate of transpiration. 2 a 12.9 + 13.4 + 13.2
= 13.2 mm3
c The faster the water molecules are 3
removed, the less time there is for the (to 1 decimal place)
concentration gradient to be reduced. b 13.2/3 = 4.4 mm3/min
Accept other explanations in terms of
c xylem (vessels/cells)
maintaining the concentration gradient.
d The molecules are held together by weak
d When humidity increases, the rate of
forces of attraction.
transpiration slows.
3 companion, sieve, active, mitochondria,
translocation
SB6d.5 Transport of water and
sucrose – Homework 2
1 a&b

Distance moved by bubble

Fan power in five minutes (mm)
setting (W)
Trial 1 Trial 2 Trial 3 Mean (mm) Mean rate (mm/min)
10 22 27 26 25 5
15 35 36 34 35 7
20 42 44 49 45 9
25 55 57 56 55 11

c correctly drawn graph with a line of best fit • The higher the concentration gradient,
d Gradient should be in the region of 0.4. the faster the water vapour diffuses
through the stomata.
e 1
f y = mx + c, so y = (0.4 × 12) + 1 = 5.8 2 a • Water vapour diffuses through the
stomata.
g • The higher the power, the faster the fan.
• And the faster the water molecules • Water vapour evaporates from the
cells and xylem in the leaf.
will be moved away from the stomata.
• So making the concentration gradient • This pulls more water up through the
xylem tubes.
higher and higher.
• The water molecules are held
together by weak forces of attraction.

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b xylem (vessels/cells) very thick cuticle to prevent water
c One of: escaping/evaporating through the cells.

• They are dead and have no 7th 9 The stomata only open when it is cooler;
cytoplasm, so can carry a lot of water. so that less water vapour is lost; as
• They have thick walls and so withstand diffusion is slower at lower temperatures.
the pressure of the water inside them.
7th 10 Water vapour can be trapped between
• They have no cell walls at their ends,
the plants (slowing the rate of diffusion
so water can flow freely between the
out of the plants).
cells.
d Two from: xylem cells are dead, xylem S1 Table, such as:
cells have no cytoplasm/mitochondria, Adaptation Explanation
xylem cells have thick walls/rings of
thickening, xylem cell walls contain lignin, stomata in valleys Water vapour is trapped
xylem cells have completely open ends. (between ribs of in the valleys, slowing
stem) diffusion from the stomata.
e sucrose
hairs Water vapour is trapped by
3 V = πr 2h so, V/min = πr 2 × mean rate the hairs, slowing diffusion
(from table above) from the stomata.
V/min = π0.652 × 5 = 6.6 mm3/min spines instead of Reduces the surface area
leaves of the plant from which
V/mn = π0.652 × 7 = 9.3 mm3/min
water can be lost.
V/min = π0.652 × 9 = 11.9 mm3/min stomata only open Stomata are not open at
V/min = π0.652 × 11 = 14.6 mm3/min at night the hottest times, when
water vapour diffusion
would be greatest.
SB6e Plant adaptations thick cuticle Prevents uncontrolled
evaporation
Student Book stem stores water Keeps water available for
6th
1 Move upwards/towards the light/Sun; photosynthesis.
to get more light for photosynthesis.
E1 Water vapour collects in pits around the
7th 2 Starch is produced from the glucose sunken stomata, and is trapped in the pits
that is made in photosynthesis. by the hairs, and can be further trapped by
Photosynthesis occurs in chloroplasts. curling of the leaves; each of these features
reduces the effect of air movements blowing
7th 3 In the palisade layer/cells; because the water vapour away/reduces diffusion
these cells have the most chloroplasts. of water vapour away from the leaves; this
reduces the rate of diffusion of water vapour
7th 4 They don’t fit together very well/there
from the leaves into the air; and so the plant
are air spaces between them; to allow
does not lose so much water.
diffusion of gases inside the leaf.

7th 5 They allow light to reach the palisade Exam-style question

cells (where most photosynthesis An explanation that includes any three of the
occurs). following points: dry conditions in the desert mean
that the plant has to avoid water loss; small leaves
7th 6 So that dirt does not reduce the amount to reduce surface area; smaller surface area, less
of light reaching the palisade cells area for water loss; thick cuticle reduces water loss
(where most photosynthesis occurs). from cells (3).
6th 7 The trees above them cause shade/less
light; they need bigger leaves to be able Activity and Assessment Pack
to get enough light.
SB6e.1 Investigating leaf structure
8 th
8 Reduced surface area and so less 2 a the second/palisade layer and the third/
surface for water to escape/evaporate spongy layer
from the leaf; sunken stomata in pits so
that water vapour collects around the b These layers are green/contain
stomata and reduces further diffusion; chloroplasts.

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 Answers
3 a on the bottom surface 3 a Leaves are thin.
b They allow the entry of carbon dioxide, b carbon dioxide or water vapour
which is a raw material for photosynthesis. c The stomata are opened or closed.
4 It means that the cells have a lot of surface 4 The reduction of the surface area means
area exposed to air containing carbon dioxide, that they lose less water than an equivalent
and/or it allows the easy diffusion of gases/ leaf with a flat shape. (If unit SB8 has been
carbon dioxide inside the leaf. covered, some students may answer in terms
5 It means that carbon dioxide does not have of SA : V ratio.)
to diffuse very far in order to reach cells that
need it. SB6e.4 Adaptations of leaves
Homework 1
SB6e.2 Leaf surface area 1 a oxygen, carbon dioxide, water vapour
4 Well-lit leaves are exposed to more direct b to cut down water loss through
sunlight and so heat up more, which will evaporation of water from cells near the
increase the rate of evaporation from the cells leaf surface
near the tops of their leaves. A thicker layer of
c Palisade cells are packed with
cuticle stops this evaporated water escaping.
chloroplasts – to trap a lot of the energy
5 The greater amount of light hitting leaves transferred by light.
from the Sun means that some of the light will Stomata open during the day – to allow
pass through a single palisade layer and may carbon dioxide to enter when there is light
pass through the leaf without being used. The for photosynthesis.
additional palisade layers ensure that more
The leaf is very thin – so that carbon
energy from the light is trapped and is not
dioxide does not have far to diffuse before
wasted.
reaching a cell that needs it.
6 Steps should include taking a sample of Spongy cells create air spaces inside the
leaves and measuring their surface area, using leaf – so that cells have a lot of surface
squared paper. A mean/‘average’ leaf surface area exposed to air containing carbon
area is then worked out, and this result is dioxide and/or it allows the easy diffusion
multiplied by two (because each leaf has two of gases/carbon dioxide inside the leaf.
surfaces). Then work out the number of leaves
on the tree (e.g. by counting the leaves on a 2 a A 1 × 1 × 50 = 50 mm3
sample branch and then estimating the number B 0.1 × 10 × 50 = 50 mm3
of branches). Then the number of leaves is b A 2(1 × 1) + 4(1 × 50) = 202 mm2
multiplied by the total surface area of one
B 2(10 × 0.1) + 2(0.1 × 50) + 2(10 × 50)
average leaf.
= 1012 mm2
c Tree A. For the same volume, it has less
SB6e.3 Plant adaptations surface area and so will lose less water. (If
Strengthen unit SB8 has been covered, some students
1 No leaves – water loss is reduced, because may answer in terms of SA : V ratio.)
the plant has less surface area.
Stomata only open at night – less water loss
SB6e.5 Leaves and stomata
occurs during the heat of the day. Homework 2
Stem stores water – it provides a raw material 1 a active transport
for photosynthesis when there is no rain. b diffusion
Thick cuticle – cuts down the evaporation of c osmosis
water from cells on the plant’s stem. 2 Because it does not absorb very much green
Stomata are hidden in dips in the stem – water light – it reflects it instead.
vapour is trapped and the rate of diffusion of 3 Violet, because this colour is best absorbed
water out of the plant is reduced. by chlorophyll.
2 a chloroplasts 4 a So that the stomata are only open (for
b creating air spaces carbon dioxide to enter) when there is
c xylem tissue enough light for photosynthesis (and not
open when photosynthesis is not occurring,
which would result in water loss).
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 Answers
b So that the stomata are not open during
the heat of the day, which would cause the 7th 4 It makes them grow away from light (into
plants to lose too much water. the soil/ground).
c As water vapour escapes from the 7th 5 It is a movement (of a whole organism)
stomata, it is trapped in the grooves. This and not growth.
reduces the concentration gradient and
so slows the rate of diffusion of water 6th 6 a elongation
molecules out of the plant.
d The hairs trap water vapour by stopping 7th b The plant shoot grows towards the
air currents moving water away from the light (to increase exposure to light
plant. (This reduces the rate of diffusion of for photosynthesis).
water vapour out of the plant.)
9th 7 a Auxins move away from the light
5 a Volume of A: 1 × 1 × 50 = 50 mm3 and are distributed unequally in the
Volume of B: 0.1 × 10 × 50 = 50 mm3 shoot, causing unequal elongation.
Surface area of A: 2(1 × 1) + 4(1 × 50) b Light cannot pass through the
= 202 mm2 black paper, and so no light hits the
Surface area of B: shoot tip, which causes no unequal
distribution of auxins and so no
2(10 × 0.1) + 2(0.1 × 50) + 2(10 × 50) unequal elongation.
= 1012 mm2
c Light can pass through the
b Tree A. For the same volume it has less transparent cap, and so auxins
surface area and so will lose less water. are distributed unequally, causing
(If unit SB8 has been covered, some unequal elongation.
students may answer in terms of surface
d The shoot tip where auxins are
area : volume ratio.)
produced has been removed, so
6 a The leaves are side-on to the Sun’s rays there are no auxins to cause an
and so have less surface area available effect.
to absorb energy/become warmed by e The impermeable block prevents
the Sun. This stops the plants from auxins moving down the shoot to
overheating. cause an effect.
b The stomata are found within the tight
f Auxins can pass through the agar
ball, which traps water vapour and stops
block and so move down the shoot
air currents and so slows down water loss
where they cause their effect and so
from the stomata.
there is bending/unequal elongation.
c The small leaves provide less surface
area for water loss. Small and fat leaves 9th 8 Auxins in the root move away from light;
give a lower surface area : volume ratio in roots, more auxins in a cell cause less
and so reduce the rate of water loss. The elongation; less elongation of the cells
layer of resins coats the leaves to reduce that are closest to the ground results in a
water loss from epidermal cells. The nasty bend in the root downwards.
taste puts off herbivores.
9th 9 Gibberellins cause the apple seed to
germinate, to start the growth of the
SB6f Plant hormones plant; auxins in the seedling shoot cause
the shoot to bend towards the light
Student Book (positive phototropism) to increase light
exposure for photosynthesis; auxins in
6th 1 To get more light for photosynthesis or to the root cause the root to bend towards
avoid the stem rotting. gravity (positive gravitropism) and so
anchor the plant and get water from
6th 2 Stimulus is gravity and/or light; response
the soil; ethene helps apples to ripen to
is growth towards light or growth in the
spread the seeds.
opposite direction to the force of gravity.

7th 3 positive (phototropism)

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S1 Table, such as: b Students’ responses should include a
comment on whether they think their
Stimulus Part of plant Explanation of response results are good enough to draw a
light shoot Auxins move away from conclusion, and should be preceded by
the light, causing cells in a discussion on good points about their
the shaded side of the sample data and points that could be
shoot to become more improved.
elongated, resulting in the
shoot bending towards 4 a the use of a clear filter (white light)
the light. b So that you can tell that the independent
variable (the colour of light) is having the
light root Auxins move away from
effect, and not some other uncontrolled
the light, causing cells
variable.
in the shaded side of
the root to become less (Page 2)
elongated than others, 2 a positive phototropism
resulting in the root
bending downwards away b See expected results section in the
from the light. Teacher and Technician Planning Pack.
gravity shoot Auxins move in the c To ensure that the plant’s leaves are at
direction of the force of right angles to the direction of the light
gravity, causing cells rays, so that they can trap as much energy
nearer the ground to as possible.
become more elongated, 4 Students’ responses should include a comment
resulting in the shoot on whether they think their results are good
bending upwards and enough to draw a conclusion, and contain
away from the direction of good points about their sample data and points
the force of gravity. that could be improved.
gravity root Auxins move in the 5 a It reduces the time needed to get results.
direction of the force of
gravity, causing cells b It is more likely to introduce error.
nearer the ground to
become less elongated SB6f.2 Interpreting experiments
than others, resulting with auxins
in the root bending
The conclusion cards are already matched with the
downwards towards the
correct diagram cards on the sheet.
direction of the force of
gravity.
SB6f.3 Plant hormones – Strengthen
E1 a Roots grow in a random pattern because 1 a light
there is not gravity or light to redistribute
b growth
the auxin.
b Roots will grow away from the light 2 Light – shoot – grows towards the stimulus –
because auxins will move to the shaded auxins move away from the stimulus, causing
part of the root. In roots auxins inhibit cell elongation on one side of the plant part.
elongation, causing the root to bend away Light – root – grows away from the stimulus –
from the light. auxins move away from the stimulus, reducing
cell elongation on one side of the plant part.
Exam-style question
Gravity – shoot – grows away from the
An explanation that includes the following points: stimulus – auxins move in direction of the
auxins are moved away from the light source; stimulus, causing cell elongation on one side of
auxins cause elongation of cells (2). the plant part.

Activity and Assessment Pack Gravity – root – grows towards the stimulus
– auxins move in direction of the stimulus,
SB6f.1 Tropic responses reducing cell elongation on one side of the
plant part.
(Page 1)
3 a positive phototropism
3 a Small sample sizes are more likely to
cause (random) error. Large sample b positive gravitropism
sizes – take too long to collect the data. c negative phototropism
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 Answers
4 a auxins 3 a Auxins move towards moisture.
b gibberellins b Auxins slow the elongation of the cells in
the part of the root nearest the moisture
5 ethene
and cause the root tip to bend towards the
6 growth in response to a stimulus moisture.
c positive
SB6f.4 Tropisms – Homework 1 4 a It made them grow faster.
1 a It makes sure that the roots are in the b It made each cells more elongated/bigger/
best place to obtain water/mineral ions; taller.
it anchors the plant in the ground.
5 Auxins will diffuse from the shaded (right) side
b positive gravitropism
of the tip down into the left-hand side of the
c The shoot is more likely to grow towards shoot. The right-hand side of the shoot will not
light (needed for photosynthesis). receive any auxins from the tip – these cells
d negative gravitropism are cut off from communication with the cells
where the auxins accumulate. The auxins on
2 a In A: shoot grows towards the light; in B:
the left-hand side will speed up elongation of
shoot grows upwards; in C: shoot does not
cells on the left-hand side, and so the shoot
grow.
will bend to the right, away from the light.
b showing auxins (as grains or blobs) in the
part of the shoot tip furthest away from the
light source SB6g Uses of plant hormones H
c They speed up the elongation of the cells/
cause growth. Student Book
d The shoot can grow towards the light and 6th 1 They only kill broadleaf plant(s).
get enough light for photosynthesis.
e Only in the tip, since in experiment C the 6th 2 To kill (broadleaved) weeds and not the
shoot does not grow without the tip. grass.
f opposite 6th 3 It speeds up the growth of roots on
cuttings.
SB6f.5 Tropism experiments
6th 4 a 0 mg/dm3
Homework 2
1 a Experiment A: shoot grows towards the 6th b To be sure that it is the gibberellins
light; Experiment B: shoot grows upwards; that are causing the effect (and not
Experiment C: shoot does not grow. some other variable).
b Drawings show auxins moving to the 6th c Use more than one seed in each
darker side of the shoot. See Student concentration to avoid random
Book SB6f diagram B. error/increase sample size.
c It speeds up the elongation of the cells. 8th d Gibberellins start germination;
d The shoot can grow towards the light and more gibberellin will enter the seed
get enough light for photosynthesis. in the shortest time in the most
e Only in the tip. In experiment C, the shoot concentrated solution.
does not grow without the tip.
8th 5 Growing the plants (in a greenhouse)
2 a negative geotropism and spraying them with gibberellins to
b opposite force the flowers to be produced.
c Auxins have been pulled by gravity to 8th 6 All the plants will be ready for sale at the
the bottom side of the root, slowing same time.
growth here and causing the root to bend
downwards. 9th 7 Modern refrigeration and ripening
d It makes sure that the roots are in the best techniques mean that fruit can be picked
place to obtain water/mineral salts and to in an unripe state and transported
anchor the plant. thousands of miles before being
ripened with hormones, making it more
c Auxins have been pulled by gravity to economical to import the fruit.
the bottom side of the shoot, speeding
up growth here and causing the shoot to
bend upwards.
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 Answers
6 a Kills plants with broad leaves.
9th 8 Apples are harvested early and unripe;
b They make certain plants grow
the unripe apples are stored (in cold
uncontrollably.
storage); when they need to be sold
they are ripened using ethene. c Easier to apply (you can spray it all over
a field rather than having to pinpoint
S1 Auxins: rooting powders, selective weedkillers; individual weeds).
gibberellins: to cause germination, to cause
flowering, bigger fruit growth, seedless fruits; 7 One of:
ethene: fruit ripening. • Flowers open when the correct pollinators
are active.
E1 Uses auxins on cuttings to promote root growth
of cuttings; sprays with gibberellins to increase • Flowers open when it is warm enough (for
size of peaches; uses ethene to ripen the seeds to develop).
peaches when needed. • Flowers open when certain herbivores are
not active.
Exam-style question
An explanation that includes the following points: SB6g.4 Using plant hormones
selective weedkiller contains auxins (1); auxins Homework 1
cause uncontrolled growth/elongation of cells (1);
only affect broadleaved plants and not those with 1 a Plant hormones are used in selective
narrow leaves (such as grass) (1). weedkillers … so that only plants with
broad leaves are killed (not those with
narrow leaves).
Activity and Assessment Pack
b Plant hormones are used in rooting powder
SB6g.2 Investigating … so that cuttings grow roots quickly.
photoperiodicity c Plant hormones in gas form are used to
ripen unripe fruits … so that unripe fruits
6 Summer, because flowering is triggered by
can be picked and stored until needed
long days, which we only get in summer.
without rotting.
7 a gibberellin(s) d Plant hormones in sprays for fruit trees
b Spray the plants with gibberellin(s). speed up ripening … so that all the fruit
ripen together and can be picked at the
SB6g.3 Uses of plant hormones same time.
Strengthen e Plant hormones are used in sprays for
plants that produce pretty flowers … so
1 A – rooting powder that the flowers are available for sale at
E – fruit ripening any time of year.

G – seedless fruits 2 a auxin(s)

b auxins(s)
G – causing germination
c ethene
G – causing flowering
d gibberellin(s)
A – selective weedkillers e gibberellin(s)
2 Makes roots grow more quickly on cuttings. 3 Spray a selective weedkiller, which only
3 a EITHER unripe fruit is less likely to be causes broad-leaved plants to die. Narrow-
damaged, OR unripe fruit can be kept for leaved plants, such as grasses, are unaffected.
longer in cold storage without going off. 4 a EITHER bigger fruits can be sold for more
b The fruit can be ripened as and when money, OR if the fruits are made bigger on
needed, without the risk of fruit going off. the tree they can be harvested earlier/at a
c EITHER it’s expensive, OR the fruits may time convenient for the farmer
not develop the same flavours as when b It is expensive.
allowed to ripen naturally on the plant.
5 a light
4 Bigger fruits can be sold for more money. b Starts germination (even without light).
5 the response of organisms to the number of c They can make all the seeds germinate at
hours of daylight in 24 hours the same time.

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SB6g.4 Plant hormones and their 3 Spray a selective weedkiller, which only
causes broad-leaved plants to die. Narrow-
uses – Homework 2
leaved plants, such as grasses, are unaffected.
1 a light
4 a Ethene gas causes ripening.
b So that the seedlings only start to
b Students are likely to come up with various
grow when there is sufficient light for
ingenious methods of achieving this. Most
photosynthesis.
will involve collecting the gas produced
c Starts germination (even without light). by the ripe tomatoes when in season and
d They can make all the seeds germinate at using this to ripen the unripe tomatoes
the same time. later in the year.
e gibberellin(s) 5 Factors could include: financial cost of
2 a the response of organisms to the number spraying, ecological cost of spraying,
of hours of daylight in 24 hours acceptance of sprayed fruit by the consumer
(in terms of taste and/or not being allowed to
b This plant needs short days and long
ripen naturally), increase in profits, allowing
nights to stimulate flowering.
harvest to occur at a more suitable time (e.g. to
c So that the flowers can be sold all year avoid frosts, or when there is less to do on the
round, to increase profits. farm/a greater supply of labour).
d • Spray the plants with gibberellin(s).
6 The two expected plant hormones are abscisic
• Grow the plants in artificially lit acid and cytokinin(s).
conditions, such that they are only
exposed to short days and long
nights.

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SB7a Hormones S1 Any suitable answer, such as:

Student Book
• oestrogen/progesterone produced in
ovaries – target organ pituitary gland
7th 1 a Electrical impulses from the eyes • testosterone produced in testes – target
to the brain have identified the organ pituitary gland
threat. The brain has responded by • growth hormone produced in pituitary –
sending impulses to muscles that target organ digestive system or muscles
moved the dog away from the cat. and bones.

6th b The dog's eyes have dilated, and its E1 Any suitable answers that are similar to the
heart is probably beating faster than following:
normal. • hormone: a substance released from one
part of the body into the blood, and carried
7th c The nervous system responds round the body to affect other organs (a
faster than the hormonal system. chemical messenger)

6th 2 Any suitable answer that includes: • endocrine gland: an organ that secretes a
hormone
hormones are chemicals that are carried
in the blood and affect target organs by • target organ: an organ that is affected by a
changing how they work. hormone, by changing its activities.

6th 3 a either oestrogen or progesterone Exam-style question

The endocrine glands release chemicals called
6th b either insulin or glucagon
hormones (1) into the blood which carries them
6th 4 a pituitary gland round the body to target organs (1).

6th b Any two from: bones, muscles, Activity and Assessment Pack
digestive system.
SB7a.1 Changes in testosterone
6th c It is carried in the blood. 1 Chart(s) or graph(s) that correctly display the
maximum and minimum values as two lines on
7th d Kösen's body produced more
the same axes.
growth hormone than normal, and
Dangi's body produced much less 2 a The minimum line remains very low until
growth hormone than normal. age 15, rising to a peak at age 17, then
decreases a little.
7th e Kösen’s body produced more b The maximum line is at 4000 at birth but
growth hormone, which resulted falls to a low level until age 9 when it starts
in more muscle and bone cells to increase. It peaks at 12 000 from age
dividing. Dangi’s lack of growth 14 to 17 then falls a little.
hormone resulted in less division of
muscle and bone cells. 3 Answer should refer to testosterone being the
hormone that controls puberty development,
8th 5 Description similar to the following: at and to both maximum and minimum lines and
puberty the amount of testosterone where they increase, such as:
(from the endocrine glands – testes) in Puberty is linked to an increase in
boys, or oestrogen (from the endocrine testosterone. So, in some boys it starts at
glands – ovaries) in girls, secreted about age 10, as the maximum line starts to
into the blood increases. The sex increase at that age. In other boys it doesn’t
hormones circulate in the blood. At begin until about age 15 as that is the point
the pituitary gland (a target organ for when the minimum value starts to increase.
the sex hormones/endocrine gland for
growth hormone) the sex hormones 4 a testis/testes
cause the release of greater amounts of b muscle cells (these are the ones given
growth hormone into the blood. Growth in the text, though other cells are also
hormone acts on target organs such as affected)
bones and muscles to increase rate of 5 Testosterone is released from the testes and
growth. circulates the body in the blood to reach its
target cells.

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 Answers
6 Testosterone increases muscle mass which
could be helpful in sports that depend on
muscle strength or speed.
7 The apparatus used to measure testosterone
concentration in blood cannot measure more
accurately than 70 ng in 1 dm3.
8 H 9500 × 10–9 g = 9.5 × 10–6 g

SB7a.2 Hormone links

Hormone Endocrine gland that Target cells Effect

produces it
testosterone testes cells in many organs secondary sexual characteristic
development in boys
thyroxine thyroid gland heart muscle cells, other increases rate of cellular
cells respiration
growth hormone pituitary gland bone cells, other cells increases rate of growth of many
tissues
adrenalin adrenal glands heart muscle cells, other prepares body for action
cells
insulin pancreas liver cells, muscle cells increases uptake of glucose from
blood
oestrogen ovaries cells in many organs secondary sexual characteristic
development in girls
FSH pituitary gland egg follicles in ovaries stimulates growth and maturation
LH pituitary gland mature egg follicles triggers ovulation
glucagon pancreas liver cells cells break down glycogen to
glucose and release it into the
blood

SB7a.3 Hormones – Strengthen 3 Any hormone from the crossword with target
cells/organ, such as:
1/2 Any suitable clues involving learning on insulin, cells in liver and muscles
hormones, such as: thyroxine, all cells in the body
(1) Organs that produce oestrogen. oestrogen, organs that change in a girl’s body
during puberty such as breasts or ovaries
(2) Hormone produced in testes/that testosterone, organs that change in a boy’s
controls development of secondary sexual body during puberty such as testes, muscles
characteristics in boys. adrenalin, heart muscle/breathing muscles.
(3) Hormone that reduces blood glucose 4 transported in blood
concentration/made in pancreas.
(4) Organ affected by a hormone. SB7a.4 Hormone effects
(5) Hormone produced in thyroid gland. Homework 1
(6) Gland at base of brain that produces 1 chemical, endocrine, blood, target
growth hormone. 2 insulin – pancreas
(7) Hormone produced in ovaries/that testosterone – testes
controls development of secondary sexual
characteristics in girls. adrenalin – adrenal glands

(8) Hormone produced in adrenal glands/when oestrogen – ovaries

the body is shocked/that prepares body for thyroxine – thyroid gland
action.
3 a Any suitable answer, such as bone or
(9) Organs that produce testosterone. muscle.
(10) An organ that produces a hormone.
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 Answers
b It increases growth of the tissues, and needed to make muscles contract/
therefore organs, so that the body allow reactions to take place inside
increases in size. cells.
4 either oestrogen or testosterone 7th 2 Energy is transferred from the body
to cooler surroundings, which would
SB7a.5 Comparing systems require a higher metabolic rate to
Homework 2 maintain body temperature.

1 endocrine glands 7th 3 One of: a slower/weaker heart beat,

a slower rate of protein/carbohydrate
2 (Other hormones not mentioned in the course
breakdown in cells.
may be correct.)
a adrenalin 7th 4 a Where an increase in what the
b testosterone system produces causes the rate of
production to fall, or a decrease in
c thyroxine
what the system produces causes
3 a ovaries the rate of production to rise.
b pancreas
8th b Negative feedback prevents the
c pituitary gland concentration of thyroxine in the
4 It increases their rate of division so the muscle blood from rising above a particular
or bone grows faster. level.

5 Table displaying the following: 7th 5 a Any three suitable, such as: heart,
nervous system: receptor cells in sense liver, blood vessel (others are
organ, electrical impulse in neurones, rapid possible such as eye (pupil dilation),
transmission, very short-term effect, specific increasing cell metabolism).
response sites
8th b Parts of the brain detect stress
hormonal system: receptor cells in endocrine
factors, and stimulate the
gland, hormone in blood, relatively slow
hypothalamus. As the rate of nerve
transmission, longer-term effect, widespread
impulses from the hypothalamus to
response sites
the adrenal glands increases, more
6 The nervous system is a rapid response adrenalin is released into the blood.
system that produces a very targeted response The adrenalin causes responses in
in an effector. The hormonal system responds many parts of the body that prepare
more slowly, often coordinating changes in it for action.
many parts of the body at the same time.
S1 Thyroxine: endocrine gland = thyroid gland,
7 One of the main effectors in the nervous target organs = many cells including heart cells.
system is a gland, and endocrine glands TRH: endocrine gland = hypothalamus, target
release hormones. organ = pituitary gland.
8 Neurotransmitters are not released into the TSH: endocrine gland = pituitary gland, target
blood. Neurotransmitters have their effects organ = thyroid gland.
extremely close to where they are produced. Adrenalin: endocrine gland = adrenal glands/
Neurotransmitters are released from neurones. cells in the adrenal medulla; target organs
= many organs including heart, muscles of
breathing system, blood vessels, liver.
SB7b Hormonal control of
E1 Blood thyroxine concentration is controlled by
metabolic rate H other hormones (TRH and TSH), while blood
Student Book adrenalin concentration involves the nervous
system. Both mechanisms normally keep the
5th 1 a Any two processes that are blood concentration of the hormone within
continuous and essential for life, certain limits.
e.g. heart beating, breathing,
conduction of impulses by neurones. Exam-style question
If hormone concentration in the blood rises too
6th b Answers that identify need for much, a change is caused that reduces the amount
energy appropriate to named of hormone released into the blood (1). If hormone
processes in 1a, e.g. energy is

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 Answers
concentration in the blood falls too low, a change SB7b.3 Hormonal control of
is caused that increases the amount of hormone
metabolic rate – Strengthen
released into the blood (1).
1 a endocrine gland
Activity and Assessment Pack b TRH: hypothalamus, TSH: pituitary gland,
thyroxine: thyroid gland
SB7b.1 Stress test
c target organ
Answers to questions on page 1:
d TRH: pituitary gland, TSH: thyroid gland
6 Answer should refer to time over which
response takes place (slower than for nervous 2 a Any suitable organ such as the heart.
system) and effect on organs in many different b e.g. change in heart rate
parts of the body (not just one or two specific 3 Any suitable effect, such as: increased heart
organs as in nervous system). rate, increased breathing rate, increased
7 Any suitable suggestion that identifies a release of glucose from liver cells due to
weakness in the method or results, and breakdown of glycogen.
explains how the effect of that could be 4 more, less, falls
reduced to give better results.
5 Changes in blood sugar, heart rate and
Answers to questions on page 2:
breathing rate provide muscle cells with more
4 Any suitable answer using all the required oxygen and glucose for increased respiration
words, such as: Stress causes release of the during rapid activity.
hormone adrenalin from the adrenal glands
into the blood, so that all target organs receive SB7b.4 Hormonal control
the instruction to change how they work at the
same time.
Homework 1
1 a adrenal gland
5 as for 7, above
b Adrenalin causes liver cells to break down
glycogen to glucose and release it into the
SB7b.2 Negative feedback and blood.
thyroxine c Increases blood pressure, increases heart
1 Layout should make the following links: rate, increases blood flow to muscles.
blood thyroxine concentration higher d They deliver more oxygen and glucose to
than normal or normal > hypothalamus > muscle cells for respiration so they can
TRH release reduces > pituitary gland > contract more quickly.
TSH release reduces > thyroid gland >
2 a It is the rate at which all the basic life
thyroxine release reduces > blood thyroxine
processes, including respiration, happen.
concentration returns to or remains normal
b top box hypothalamus; middle box
blood thyroxine concentration lower than pituitary; bottom box thyroid gland
normal > hypothalamus > TRH release
increases > pituitary gland > TSH release c negative feedback
increases > thyroid gland > thyroxine release d It keeps conditions in the body within safe
increases > blood thyroxine concentration levels.
returns to normal
2 Negative feedback is when a change in a SB7b.5 Controlling stress
system causes the opposite change to happen, Homework 2
bringing conditions back to a ‘normal’ level. 1 a adrenal gland
When thyroxine increases in concentration
in the blood, it causes changes that lead to b liver
less thyroxine being released, so that blood 2 Cortisol concentration is very low overnight,
concentration falls again. and rises rapidly in the hours before waking.
3 Notes that might be added include: Soon after waking it starts to decrease again
until the evening, though other smaller peaks
• Too high thyroxine causes rapid heart beat, occur in the afternoon and evening.
loss of weight, weakness, nervousness.
3 a Low cortisol concentration before 4 am
• Too low thyroxine causes tiredness,
reduces inhibition of the hypothalamus.
weight gain, feeling cold, dry skin and hair.
So the hypothalamus releases more
• Negative feedback prevents these effects CRH, which triggers the pituitary gland to
and keeps the body healthy.
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 Answers
release more ACTH, which triggers the
adrenal gland to release more cortisol. 5th 4 It means that about 2 in 100 cases of
sexual intercourse will lead to pregnancy
b High concentration of cortisol inhibits
while using that form of contraception.
release of CRH from the hypothalamus,
so less CRH is released, which causes 7th 5 The hormonal methods are the most
the pituitary to release less ACTH, which effective as they prevent the greatest
causes the adrenal gland to release less percentage of pregnancies.
cortisol.
c A change in the system causes the 8th 6 Hormones in the contraceptive method
opposite change to occur, bringing the prevent ovulation, so there is no egg
concentration back to within ‘normal’ available to be fertilised, or prevent
levels. sperm reaching the egg, so fertilisation
cannot take place.
4 a diagram similar to diagram C in SB7b in
the Student Book S1 They prevent sperm placed in the woman's
body during sexual intercourse from reaching
b Negative feedback keeps metabolic rate
an egg and fertilising it, either by blocking the
within a limited range, which helps to keep
movement of sperm or by preventing ovulation.
the body healthy.
E1 The values given in the table depend on the
5 a Any suitable answer such as shock,
correct use of the method. If the method isn't
excitement, exercise, loud noise.
used correctly, then there is a much greater
b Two of: probability that fertilisation and pregnancy will
heart: increases heart rate/blood happen.
vessels: increases blood pressure/liver:
causes breakdown of glycogen to glucose Exam-style question
which is released into blood.
The cap acts as a physical barrier to sperm so
c They deliver more oxygen and glucose to they cannot enter the uterus (1). This prevents the
muscle cells for respiration so they can sperm reaching an egg to fertilise it (1).
contract more quickly.
6 The diameter of blood vessels leading to Activity and Assessment Pack
muscles increases, so blood flow to muscles
increases. The diameter of blood vessels to SB7c.1 Menstrual cycle diagram
other organs narrows, which reduces blood Finished diagram should look similar to diagram B
flow through them and increases blood in SB7c in the Student Book.
pressure.
7 Any suitable answer that includes a good SB7c.2 Menstrual cycle – Strengthen
reason, such as: 1 ovulation – when an egg is released from an
Adrenalin has a large effect on its target ovary
organs so it is important to reduce these fertilisation – when a sperm cell fuses with an
effects as quickly as possible when the egg cell
response isn’t needed. menstruation – when the unfertilised egg and
part of the uterus lining are shed from the body
contraception – prevention of pregnancy
SB7c The menstrual cycle
2 a physical barriers: male condom,
Student Book diaphragm (cap)
b hormonal: the ‘pill’, contraceptive patch
5th 1 about day 14
3 They prevent sperm from reaching the egg.
5th 2 between 4 and 7 days
4 oestrogen, progesterone
6th 3 a The concentration of oestrogen falls.
5 a It makes it difficult for the sperm to move
6th b Oestrogen causes thickening of the from the vagina into the uterus and on to
uterus wall. where they can fertilise the egg.
b If no egg is released, then there is no egg
6th c A fall in concentration of oestrogen available to be fertilised even if sperm reach
and progesterone leads to a the oviduct. If a barrier method fails, then
breakdown of the thickened uterus sperm can reach the egg and fertilise it.
wall, which results in menstruation.

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 Answers
6 woman’s/female, 28, 1, uterus lining, 14, 7 a Theoretical effectiveness is when
prepare for pregnancy (or similar) the method is used correctly. Actual
effectiveness takes into account mistakes
SB7c.3 Menstrual cycle and in use.
contraception – Homework 1 b The effectiveness of hormonal methods is
greater than for barrier methods.
1 a Answers similar to the following:
days 1–5: menstruation/when the extra 8 Any suitable answer, such as:
lining of the uterus and the unfertilised egg • Need to ‘plan ahead’ with hormonal
are lost from the body methods because body needs time to
about day 14: ovulation/when an egg is respond to hormones.
released from an ovary
days 15–28: thickening of the uterus lining.
• Some women don’t react well to higher
hormone concentrations.
b days 13–15
• Barrier methods that prevent contact with
2 a hormone 1: oestrogen, hormone body fluids, such as the condom, also
2: progesterone protect against transmission of sexually
transmitted pathogens.
b menstruation/period/bleed
c If there is no menstruation, the cycle stops
so no more eggs are released from the SB7d Hormones and the
ovaries and pregnancy can’t occur.
menstrual cycle H
3 a Any suitable barrier such as: condom,
cap/stops the sperm reaching the egg so Student Book
fertilisation can’t happen.
6th 1 a Oestrogen is secreted by the
b If a barrier method fails, sperm can reach
ovaries, target organs include
an egg in the oviduct. Hormonal methods
pituitary gland and uterus.
can either prevent sperm getting into the
uterus and/or prevent an egg being in the b Progesterone is secreted by the
oviduct so fertilisation cannot take place. corpus luteum in the ovary, target
organs include pituitary gland and
uterus.
SB7c.4 Evaluating contraception
Homework 2 c FSH is secreted by the pituitary
gland, target organ is the ovary.
1 Graph should show a rapid drop at about day 14,
d LH is secreted by the pituitary
with a slight recovery during days 16–27 followed
gland, target organ is the ovary.
by a fall to the level on day 1 (similar to graph
C in the Student Book). The pattern should be 8th 2 a Low levels of progesterone allow
repeated for days 29 on, for a repeat of the cycle. the concentration of FSH to
2 a fall in concentration of progesterone and increase, which causes growth and
oestrogen maturation of an egg. This causes
oestrogen concentration to rise,
3 a Mark should indicate day 14. stimulating LH release from the
b Mark should indicate day 1. pituitary which triggers ovulation.
4 a Line should show continuation of b Progesterone concentration
8th
progesterone at the highest concentration. increases due to secretion from
b This maintains the thickened wall of the the corpus luteum. This results in
uterus, into which the fertilised egg cell will the reduction of FSH and LH blood
burrow in the earliest stage of pregnancy. concentrations. The uterus wall
thickness is maintained until late in
5 a something that prevents pregnancy
the cycle when the concentration
b They may prevent an egg from being of progesterone and oestrogen fall,
released from an ovary, and also reduce resulting in menstruation.
the chance of sperm reaching the egg by
thickening cervical mucus. 8th 3 If an egg is not released from the ovary
into the oviduct, it cannot be fertilised.
6 Using any suitable example (e.g. condom,
So pregnancy as a result of sexual
cap), prevents sperm from entering the uterus
intercourse cannot happen.
so they can’t reach the egg to fertilise it.

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 Answers
4 Release of the egg from its follicle leaves a
8th 4 Increasing the concentration of FSH corpus luteum which releases progesterone
increases the probability that one or causing an increase in the hormone’s
more eggs will grow and mature in the concentration.
ovaries. Increasing the concentration
of LH increases the probability that 5 a
The peak value during the menstrual
ovulation will occur, to release one or cycle is about 14 ng/100 cm3, which is
more eggs into the oviduct. 2
1.4 ng/dm3. This is about the value after
3
7th 5 a The hormones cause the release of the first month of pregnancy.
eggs from the ovaries, so that they b It maintains the thickness of the uterus
can be collected for use in IVF. lining, preventing menstruation and further
8th b Using FSH and LH will increase the ovulation.
number of eggs in the ovaries that
grow and mature, and are released SB7d.2 Hormones in IVF
from the ovaries.
Correct order, from top to bottom of diagram:
S1 The corpus luteum will continue to A/F, D/H, B/G, C/E.
secrete progesterone, which will keep the
progesterone concentration too high for the SB7d.3 Hormones and the menstrual
thickened uterus wall to break down. There will
be no menstruation.
cycle – Strengthen
1 Correct order, clockwise: A, H, G, D, E, C, B, F.
E1 Oestrogen has a negative feedback effect on
FSH because when oestrogen concentration 2 a to release progesterone
is high, less FSH is secreted by the pituitary b menstruation
gland. As oestrogen concentration falls,
more FSH is secreted. Clomifene blocks the 3 a day 14
negative effect of oestrogen on FSH secretion, b about day 15–27
so increasing the secretion of FSH, which will c day 1
increase the probability of eggs in the ovaries
growing and maturing. 4 Increased FSH will increase the chance of
one or more eggs growing and maturing in the
Exam-style question ovaries. Increased LH increases the chance
that a mature egg will be released from an
High levels of progesterone prevent the release
ovary.
of FSH (1), which stimulates the growth and
maturation of an egg. This prevents ovulation 5 This causes lots of eggs to grow and mature
(1). Progesterone also thickens cervical mucus, and to be released, for collection in the next
preventing sperm from reaching the oviduct to stage of IVF treatment.
fertilise an egg (1).
SB7d.4 Oestrogen, progesterone,
Activity and Assessment Pack FSH and LH – Homework 1
SB7d.1 Four hormones in the 1 a FSH and LH
menstrual cycle b progesterone
1 a Mark should indicate around day 14. c FSH
b Mark should indicate day 1. d LH
2 a Mark should be on FSH curve on the peak e oestrogen and progesterone
between days 2 and 8. 2 a To increase the chance that a woman
b Mark should be on LH curve at peak becomes pregnant.
around day 14. b i FSH and LH
c The peak in oestrogen triggers the surge
ii FSH causes eggs to grow and mature,
in LH release, which leads to ovulation.
and LH causes a mature egg to be
260 − 50 released from an ovary.
3 a × 100 = 420%
50 3 a High concentration of FSH causes
b Progesterone, because it has a value of many eggs to grow and mature. High
about 12 ng/cm3 at 20 days and oestrogen concentration of LH causes the mature
has a value of about 170 pg/cm3 eggs to be released from both ovaries.
(170 pg = 0.17 ng).
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 Answers
b Progesterone causes the uterus lining to SB7e Control of blood glucose
thicken, which prepares it for the embryo
that will be placed in her uterus. Student Book
1 a It is broken down, using oxygen,
SB7d.5 ART recommendations 6th
into carbon dioxide and water,
Homework 2 which releases energy.
1 a … the concentration of progesterone is
low, and progesterone inhibits the release 6th b The energy released from glucose
of FSH. is necessary for all the chemical
reactions in the body.
b … more oestrogen is released as follicles
mature in the ovary. 6th 2 a It will increase.
c … increasing oestrogen stimulates the
release of increasing amounts of LH. 7th b This is because glucose is
absorbed from the small intestine
d … progesterone is released from the
after digestion of carbohydrates.
corpus luteum that is formed when an egg
is released from an egg follicle. 6th 3 Insulin is released from pancreas cells
2 To help a woman get pregnant when it has not into the blood. Insulin causes liver cells
been possible to do so naturally. to absorb glucose from the blood [and
store it as glycogen].
3 a Clomifene therapy increases the release
of FSH and LH from the pituitary gland 7th 4 H Insulin is released from the pancreas
into the blood. when blood glucose concentration rises
b Increased FSH increases the chance of too high, and causes liver cells to take
an egg growing and maturing, Increase up glucose from the blood and convert it
LH increases the chance of a mature egg to glycogen. Glucagon is released from
being released from an ovary. the pancreas when the blood glucose
concentration falls too low, and causes
4 It is given early in the cycle, as menstruation is liver cells to break down glycogen to
ending and until ovulation should occur. This glucose and release it into the blood.
matches the normal stage in the menstrual
cycle when FSH and LH would increase in 9th 5 H As blood glucose concentration
concentration, and so is more likely to result in increases, the triggering of insulin
ovulation. secretion into the blood causes blood
glucose concentration to fall. If blood
5 a FSH causes many egg follicles to grow
glucose concentration falls too low, this
and mature.
triggers the secretion of glucagon into
b LH causes all mature eggs to be released the blood, which causes blood glucose
from the ovaries (ovulation). concentration to rise. A change in the
c Progesterone causes thickening of the system is causing the opposite change
uterus lining, to prepare it for receiving an to happen, which is negative feedback.
embryo.
8th 6 Keeping blood glucose concentration
6 a The cost of treatment is very high. from getting too high or too low protects
b The chance of a successful IVF cycle organs from being damaged.
(leading to a live birth) decreases with age
and is less than 10% by the age of 43. 7th 7 a Blood glucose concentration usually
rises rapidly after a meal and then
c The rate of success decreases with
falls as glucose is removed by cells
number of cycles. So, if a couple haven’t
for respiration or for storage. The
been successful by their third try, they
concentration will change with time
are even less likely to be successful if
since the last meal, which affects
they try again (as well as it will cost them
how much insulin is needed to keep
thousands of pounds to try again).
the concentration at a safe level.

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c That is when glucose is being taken from
7th b Meals that contain a lot of the blood so its concentration is falling.
carbohydrates will release more
glucose than meals with a higher 4 Person B is diabetic, because their starting
proportion of fat or protein. More concentration is higher than for person A, and
insulin will be needed after a it rises much higher and falls more slowly. This
carbohydrate-rich meal to keep the suggests that their blood glucose concentration
blood glucose concentration at a is not properly controlled by insulin.
safe level. 5 It can damage many organs, and cause coma
or even death.
8th c Exercise uses more glucose than
resting, as muscle cells need to 6 After an hour, the concentration of insulin
break down more glucose to release released from the pancreas has risen in the
energy. Blood glucose concentration blood, and stimulates liver and muscle cells to
will fall more rapidly with more take up glucose from the blood, causing blood
exercise, so less insulin will be glucose concentration to fall.
needed to keep blood glucose
concentration at a safe level. SB7e.3 Control of blood glucose
S1 Homeostasis means keeping changes inside Strengthen
the body within safe levels. Blood glucose 1 a Times should be marked at lowest point
concentration is an example, because it before concentration starts to rise to each
changes after meals and with exercise. If the of the peaks: breakfast around 7:30, lunch
concentration rises too high or falls too low, it around 12:45, dinner around 18:00.
damages the body. Control of blood glucose
concentration by hormones usually helps to b Blood glucose concentration is rising due
keep it within safe limits. to absorption of glucose from digesting
food in a meal.
E1H Insulin stops blood glucose concentration
from becoming too high, by causing liver and 2 Insulin causes muscle/liver cells to absorb
muscle cells to absorb glucose from the blood. glucose from the blood, so the blood glucose
Although insulin secretion may stop as blood concentration falls.
glucose concentration falls to a certain level, 3 a highest c. 76 mg/100 cm3; lowest
it cannot stop the processes that take glucose c. 112 mg/100 cm3
from the blood. So the concentration could fall b organ damage
too low. The response of glucagon to low blood
glucose concentration prevents it falling to a 4 a Line should increase higher than the
dangerously low level. maximum value for normal range and only
start to decrease slowly a long time after.
Exam-style question b As the person produces no insulin, liver
People with type 1 diabetes do not produce insulin and muscle cells won’t take blood glucose
from their pancreas (1), so they must inject the right in, so the blood glucose concentration will
amount of insulin at the right times to keep their get higher than normal and not reduce for
blood glucose concentration within safe limits (1). a long time.
5 They must inject insulin in the right dose to
Activity and Assessment Pack keep their blood glucose concentration within
safe limits.
SB7e.2 Glucose tolerance tests
1 Two line graphs on same axes of blood SB7e.4 Blood glucose control
glucose concentration against time, with axes
correctly labelled and points correctly plotted,
Homework 1
and lines labelled to identify person A and 1 a hormone
person B. b pancreas
2 Glucose was absorbed from the small intestine c liver/muscle
into the blood. d glycogen
3 a Insulin causes muscle and liver cells to 2 a Jacob ate lunch.
take in glucose from the blood.
b 125 mg/100 cm3
b Point should be marked on curve A just as
c 1 hour
it starts to fall from its highest point.

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 Answers
d Blood glucose concentration falls because level because someone with type 1 diabetes
insulin is secreted from the pancreas, does not produce insulin, so glucose would not
causing muscle and liver cells to take in be taken up from the blood by cells.
glucose from the blood.
6 Someone with type 1 diabetes needs to
3 To stop damage to organs, becoming inject insulin to control their blood glucose
unconscious, or death. concentration. So they would need to
inject more insulin to keep blood glucose
4 a Their insulin-producing cells have been
concentration controlled when eating a high-GI
destroyed so they do not release insulin.
meal than a low-GI meal.
b injection of insulin into the fat under the
skin 7 a To reduce the effects of random variation
between individuals.
SB7e.5 Glycaemic index b They should be randomly selected, so that
there is no bias towards a particular set
Homework 2 of people (e.g. male/female, age, ethnic
1 Glucose comes from the digestion of background) in each of the GI groups. This
carbohydrate (e.g. starch) in food. Fruits will help to reduce the effect of natural
and vegetables contain a smaller amount of variation between different people.
carbohydrate than rice, bread and potatoes.
8 H Negative feedback is where a change in a
So they will cause a lower increase in blood
system brings about the opposite change,
glucose concentration when eaten.
returning the system to a normal level. Insulin
2 a Both graphs show an increase in blood is released when blood glucose concentration
glucose concentration because glucose is rises too high, and causes cells to take
being absorbed from the digesting food in up glucose so reducing its concentration.
the gut. Glucagon is released when blood glucose
b Insulin is released into the blood, causing concentration is too low, and causes glucose
glucose to be absorbed from the blood by to be released into the blood so increasing its
cells. concentration.
c The blood glucose curve for high-GI foods
is higher than for low-GI foods because
more glucose is absorbed more rapidly
SB7f Type 2 diabetes
from the digesting food. Student Book
d The insulin curve for high-GI foods
is higher than the curve for low-GI 6th 1 Insulin triggers cells in the liver and
foods. This is because blood glucose muscles to absorb glucose from the
concentration doesn’t rise as high, which blood.
is the stimulus for insulin release from the
8th 2 Blood glucose concentration could rise,
pancreas.
because there is not enough insulin
3 a In both graphs, blood glucose to trigger the cells in the muscles and
concentration returns to the pre-meal liver to absorb glucose from the blood,
level after 2 hours, so that the internal or insulin is present but the cells in the
environment is kept relatively constant; target organs do not respond to it.
which is homeostasis.
7th 3 People with type 1 diabetes must inject
b If blood glucose concentration rises too
insulin. People with type 2 diabetes may
high or gets too low, it can harm cells, and
be able to control its effects by eating
lead to unconsciousness or even death.
a low-sugar diet and exercising or may
4 H Blood glucagon concentration would start to take medication.
rise when the blood glucose concentration
2.63
starts to fall below the normal level, because 6th 4 a 2010: × 100% = 4.2%
glucagon release from the pancreas is 62.3
triggered by low blood glucose. Blood 6.5
glucagon concentration would start to fall again 2014: × 100% = 10%
64.7
as blood glucose concentration rises as a
result of release of glucose into the blood by 5th b The trend shows an increase, the
liver cells. percentage has more than doubled
over 4 years.
5 The blood glucose concentration line would
continue to rise beyond the maximum normal

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 Answers
Exam-style question
8th 5 Body mass usually increases with
height, so you have to factor out the Obesity is correlated with diseases such as type 2
effect of height to show if people are diabetes that can cause harm (1). If obesity rises,
of the right weight. Using BMI means then more people may need treating for type 2
you compare mass and height so it is a diabetes (1).
more accurate assessment of whether
someone is overweight. Activity and Assessment Pack

8th 6 a The percentage of men who have SB7f.1 BMI and type 2 diabetes
type 2 diabetes in the normal and 1 Histogram with correctly labelled axes of BMI
overweight groups are similar, (horizontal) against relative risk (vertical). Bars
at around 6%. For women, the correctly plotted for men and for women should
percentage with type 2 diabetes for be shown paired for each BMI category, with a
the overweight category is 2.5 times key to distinguish bars for men and for women.
larger than for those of normal BMI.
For both men and women, though, 2 24.0–24.9
the percentage with type 2 diabetes 3 a As BMI increases, the risk of developing
is much greater in the obese group type 2 diabetes also increases.
than in the normal group (over twice b The increase in risk of developing type
as great for men, and over 7 times 2 diabetes increases for every increase
larger for women). in BMI category for women, while it only
starts to increase from category 24.0–24.9
8th b Chart is likely to show that as
for men. The risk for women is also much
waist : hip ratio decreases (i.e. waist
higher than for men in every BMI category.
gets fatter more than hips – an
'apple' shape), the percentage with 4 a over twice as great
diabetes increases. b five times higher
8th 7 As average body mass increases, the 5 a As lower BMI categories have a much
percentage of people who are classed lower risk than those with higher BMI,
as obese will increase. This means there keeping weight low should avoid people
is likely to be an increasing percentage developing type 2 diabetes.
of people who develop type 2 diabetes. b Any suitable suggestion such as:
S1 If the proportion of fat in a person’s body • size of studies, because the more
increases, their body mass will increase, and people who took part in each study,
mass (kg) the more the results can be trusted
their BMI (calculated as ) will also
height (m)2 • need evidence that people who had
increase. An increasing amount of fat can also high BMI but have reduced it has
affect the waist : hip ratio because most people led to a reduction in their risk of
develop more fat around their waist than their developing diabetes.
hips. As body mass (as measured by BMI or
waist:hip ratio) increases, the percentage of SB7f.2 Type 2 diabetes – Strengthen
people with type 2 diabetes increases.
1 When a change in one factor shows a similar
E1 Type 1 diabetes is caused by no insulin being pattern to the change in another factor.
released by endocrine cells in the pancreas.
So there is no control of blood glucose, which 2 a mass and height
means its concentration can rise rapidly to b Measure the circumference of waist and of
dangerous levels after a meal. Insulin is hips, and divide the waist value by the hip
injected to help stop this happening. In type value.
2 diabetes, some insulin may be produced,
3 a increases
or cells have some response to the hormone,
so there is some control of blood glucose. b There is little difference in percentage
Treatment by controlling diet, exercising, or for men and women except in the largest
medicines that increase the effects of insulin waist:hip ratio group.
are usually enough to keep blood glucose 4 Type 2 diabetes is caused either by the
concentration within safe limits. insulin-producing cells of the pancreas not
producing enough insulin, or by target cells not
responding properly to any insulin in the blood.

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 Answers
5 A healthy diet and exercise can reduce body c A higher waist : hip ratio indicates a larger
mass, and so help to reduce the effects of type proportion of abdominal fat, which is the
2 diabetes. fat most likely to produce the hormone-
like substances that can cause insulin
SB7f.3 Risk of type 2 diabetes resistance.
Homework 1 5 a Both measurements show a positive
99 correlation (increase in body mass related
1 = 0.97
102 to increase in type 2 diabetes) with
87 87 percentage of men or women from both
2 a = = 26.3
1.822 3.31 ethnic groups who have type 2 diabetes.
b Jake is in the overweight category. b BMI shows a stronger correlation for both
men and women because the change in
3 a Allow answers (from chart) in range
percentage with type 2 diabetes between
2.8 to 2.9.
healthy and obese categories is greater
b As BMI category increases, the relative than for waist : hip ratio.
risk of developing type 2 diabetes also
increases. 6 Reducing mass through diet and exercise
reduces the amount of fat cells in the body.
4 a This will help to reduce his weight and so This will reduce the amount of hormone-like
help to reduce his risk of developing type substances that they release which can cause
2 diabetes. insulin resistance. So reducing mass could
b Some medicines help to increase improve natural blood glucose control.
sensitivity of liver and muscle cells to 7 The data show a large difference in percentage
insulin so that they take in more glucose. of people with type 2 diabetes from different
5 Type 2 diabetes can cause long-term health ethnic backgrounds in the same place
problems by damaging organs such as the eyes. who have the same value of body mass
measurement. This suggests that health
professionals in the UK need to provide
SB7f.4 Evaluating correlations different advice to people from different ethnic
Homework 2 backgrounds when advising about their
1 a Any two suitable, such as: chances of developing type 2 diabetes, using
Fat increases if we eat more food than BMI or waist : hip ratio measurements as
we need. Muscle mass increases with predictors.
exercise.
Bone mass can increase with exercise.
b Increasing mass that increases fat cells
SB7g Thermoregulation
increases the number of cells producing Student Book
hormone-like substances that make liver
and muscle cells more resistant to insulin, 8th 1 Homeostasis is when a factor in the
so causing type 2 diabetes. body is controlled within limits, as with
core body temperature.
2 a BMI increases as mass increases,
because height remains the same. 7th 2 a As temperature increases, the
b BMI factors out the effect of height and rate of reaction increases up to an
so better represents the proportion of the optimum point where the reaction is
body that is fat. at its fastest. At temperatures above
the optimum, the rate of reaction
3 Increasing body mass due to increasing the
decreases again.
mass of tissues other than fat will also increase
BMI. So a change in BMI may not correlate 8th b If the temperature falls below,
well with increase in fat. or rises above, the optimum
temperature for the enzymes, they
4 a waist circumference divided by hip do not work so well. So reactions
circumference in the cells won’t be carried out as
b Waist : hip ratio may increase or decrease fast as usual, which may cause
depending on whether the person adds problems.
extra fat cells more rapidly in abdominal
fat (increasing waist compared with hips) 8th 3 a Receptors in the dermis of the skin
or in subcutaneous fat (increasing hips detect the temperature outside the
compared with waist). body and pass that information to
the hypothalamus.
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 Answers

8th b Receptors in the blood detect if

• hypothalamus sends instruction to
muscles to cause shivering; shivering
the blood temperature is too low, releases energy that causes the body to
and pass that information to the warm up
hypothalamus.
• hypothalamus sends instruction to skin to
8th 4 Shivering of muscles requires energy reduce blood flow near the skin surface;
transferred from cell respiration. Some this reduces transfer of energy
of the energy that is transferred from cell to surroundings so body stays warmer.
respiration is transferred to tissues by E1 The covering reduces the rate of energy
heating, causing the body to warm up. transfer from the man’s skin to the
surroundings. This means that energy released
9th 5 Watery sweat is released on to the
in the body that causes warming is not
skin’s surface, where it evaporates,
transferred as quickly to the surroundings, so
transferring energy from the skin to the
helping the man to recover from hypothermia.
surroundings by heating. Increased
blood flow near the surface of the
Exam-style question
skin makes it easier for energy to be
transferred from the hot blood to the skin The hypothalamus monitors the temperature
surface and then to the surroundings. outside the body via the skin, and the temperature
inside the body (1). It controls body temperature
9th 6 H Vasodilation of small arteries deeper by causing changes in the body to increase the
in the skin increases the blood flow release of energy and reduce the rate of energy
in vessels nearest the skin surface. loss to the surroundings when the body is too cold
This makes it easier for energy to be (1), and by increasing the rate of energy transfer to
transferred from the hot blood to the the surroundings when the body temperature is too
surroundings, so cooling the body. high (1).

9th 7 H When core body temperature increases

it causes changes in the body that
Activity and Assessment Pack
help to reduce body temperature. SB7g.1 Keeping cool
The opposite happens when body
temperature decreases. This keeps 6 The temperature probe was set up in exactly
body temperature within narrow limits. the same way for each test, including the
amount of paper towel used, the dampness of
S1 Diagram should show clearly: the paper and the distance of the probe from
•
hypothalamus detects low body the fan. Only the speed of the fan was varied
temperature between tests.

SB7g.2 Changing temperature

receives information (via nerves)

from temperature receptors in hypothalamus detects temperature of blood
the skin

if body temperature falls below 37 °C if body temperature rises above 37 °C

information sent to skin information sent information sent to skin information sent to
hair erector muscles to body muscles hair erector muscles sweat glands

contract and raise hairs on contract and relax relax so hairs on the release sweat
the skin (goosebumps) rapidly - shivering skin lie flat

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SB7g.3 Thermoregulation SB7g.5 Homeostasis and
Strengthen temperature – Homework 2
1 The diagram should be labelled like diagram D 1 Thermoregulation is the control of body
in SB7g in the Student Book, with epidermis, temperature.
dermis, hair, erector muscle, sweat gland,
Homeostasis is keeping the internal conditions
temperature receptor, network of capillaries.
of the body constant.
2 a blood flow reduces
2 a Skin temperature receptors are stimulated
b body hair raised to send impulses to the hypothalamus.
c body muscles shiver The hypothalamus responds by sending
impulses to the skin, causing erector
3 Warm blood kept deeper in the body reduces
muscles to raise body hairs and reducing
energy transfer to the environment.
blood flow in capillaries near the skin
Shivering muscles release energy from surface (by vasoconstriction of blood
respiration, causing heating of tissues. vessels that supply the capillaries).
4 hypothalamus b i They all help to reduce transfer
of energy from the body to the
5 temperature receptors environment by heating.
6 37 °C ii Additional respiration releases energy
for the shivering of body muscles.
7 a evaporation of sweat from surface of skin
However, some of the additional
b Many cell reactions needed for life are energy is transferred to the tissues,
controlled by enzymes, which work less causing an increase in temperature.
well at temperatures above or below their
optimum. 3 Energy from the body is transferred to the
sweat as it evaporates, causing the body to
cool down.
SB7g.4 Controlling body
temperature – Homework 1 4 H In A, vasoconstriction in blood vessels
supplying the capillaries reduces blood flow
1 a temperature to them. In B, vasodilation in the vessels
b hypothalamus supplying the capillaries allows more blood to
flow quickly to them.
2 a B
b Any one from: sweat on surface of skin, 5 Temperature affects the rate of reactions
body hair flat, increased blood flow in controlled by enzymes. Many of these
capillary network. reactions are important for staying alive.
c Appropriate explanation for change 6 H As temperature increases above or falls below
chosen in b: a normal level, changes are caused that bring
Evaporation of sweat transfers energy about the opposite change and return the
from skin to environment. temperature to its normal level.
Flat hair provides little insulation
7 Possible answers include: Ruffini’s end
so increases transfer of energy to
organ (heat), end-bulbs of Krause (cold),
environment.
Meissner’s corpuscle (changes in texture, slow
Increased blood flow brings warm blood
vibrations), Pacinian corpuscle (deep pressure,
nearer to skin surface, increasing transfer
fast vibrations), Merkel’s disc (sustained
of heat to environment.
touch and pressure), nociceptors (pain and
3 a shivering itching), thermoreceptors (temperature) and
b Respiration to release energy for chemoreceptors (certain chemicals)
contraction of muscle cells during
shivering also releases energy transferred
to tissues, causing heating. SB7h Osmoregulation
4 Enzymes in main organs work best at about Student Book
37 °C, so a temperature higher or lower than
this will reduce how well the organs work. 8th 1 It prevents damage to cells from taking
in too much water (causing bursting) or
from losing too much water, which can
affect the reactions in the cell needed to
be healthy.

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Activity and Assessment Pack
8th 2 Normally urea is removed from the
blood by the kidneys, so a higher SB7h.1 Urinary system jigsaw
concentration suggests that the kidneys
Labelled diagram should look similar to diagram B
are not working properly.
in SB7h in the Student Book.
6th 3 a renal arteries
SB7h.3 Kidney dialysis and
7th b They are removed from the blood transplants: recording
as it passes through the kidneys,
and make urine. The urine passes 1 six, kidney, matched, four, people
out of the kidneys along the ureters 2 reduce, reject
to the bladder, where it is stored
until it passes along the urethra 3 four, left in place, abdomen, bladder
during urination. 4 several, three, week, hospital/clinic
7th 4 It should be lower in the dialysis fluid, so 5 blood, urea, excess mineral ions, bubbles,
that urea diffuses out of the blood into pressure, vein
the dialysis fluid during treatment.
SB7h.4 Osmoregulation
8th 5 Metabolism will mean that waste
products will increase until dialysis
Strengthen
treatment is given. There may also be an 1 a Any two from: kidneys, ureter, bladder,
excess of water and other substances urethra.
in the blood as a result of eating and b urine
drinking.
c excess amino acids
8th 6 Not all patients may be healthy enough d liver
to undergo surgery. Also, donation can e Urea in the liver enters the blood, is
only happen when there is a kidney that carried around the body, and removed by
has similar/matching antigens to those the kidneys to form part of urine, which is
of the patient’s cells. expelled from the bladder.
8th 7 Having a healthy kidney means that 2 a increases
there is continuous control of the blood b At high concentrations, urea is toxic/
concentrations of urea, water and other poisonous to cells.
substances that form urine. Dialysis only
c The amount of water in blood may get too
brings the blood concentrations of these
high, so cells take in too much water and
substances into balance at the end of
might burst.
each treatment, which means they could
reach harmful concentrations before 3 a Substances can diffuse between the blood
treatment. and fluid through the membrane.
S1 Someone with kidney failure cannot control b Higher in the blood, it will be low in fluid
the concentrations of substances in their blood to cause concentration gradient so urea
properly. Without treatment, some harmful diffuses out of blood into fluid.
substances, such as urea, would increase in 4 A kidney transplant connects a healthy kidney
concentration. Keeping body water content at to the blood system to clean the blood.
safe levels would also be more difficult.
E1 Measure the amount of urea or other SB7h.5 Urinary function
substances that are waste products of Homework 1
metabolism. If their concentration increases,
the kidney may not be healthy. 1 kidney, ureter, bladder, urethra
2 a liver
Exam-style question
b amino acids
Blood from the patient’s body passes through a c in blood
dialysis machine (1). Substances are exchanged
between the blood and dialysis fluid by diffusion 3 a Cells might take in too much water and
across the dialysis membrane (1). This removes burst.
urea and excess substances from the blood before b osmoregulation
it is returned to the body (1).

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 Answers
4 a A
7th 2 a Substances with small molecules,
b Partially permeable membrane allows
such as glucose, urea and mineral
substances to diffuse between the blood
salts, filter out of the blood in the
and fluid, while preventing them from
glomerulus into the Bowman’s
mixing.
capsule of a nephron.
c They have kidney failure/their kidneys do
not work properly. 7th b There are gaps between the
capillary cells and the Bowman’s
d A healthy kidney is placed in the abdomen capsule cells that allow small
and attached to the blood supply, so that molecules to pass through but that
blood flows through it. stop larger molecules from passing
through.
SB7h.6 Doctor’s advice
Homework 2 7th 3 Selective reabsorption is the
reabsorption of particular substances
Answer should include the following: that the body needs from the nephron,
• definition of kidney failure such as glucose.
• description of effect of kidney failure on
7th 4 Selective reabsorption involves active
body (build-up of waste substances, poor
transport, which needs energy. The
osmoregulation)
energy is transferred from glucose
• need to match antigens on new kidney and in during respiration, which takes place in
patient to reduce risk of rejection by immune mitochondria.
system
• dialysis while waiting for kidney donation 8th 5 The close relationship between a
nephron and a capillary (and the long
• description of process of dialysis plus
length of the nephron) provides a large
limitations on travelling (so can get dialysis
surface area for reabsorption.
regularly), foods can be eaten, etc.
• after transplant, immunosuppressive drugs to 9th 6 H ADH makes the collecting duct
prevent rejection of new kidney permeable to water. This means that
• can last many years if accepted well by body. more water is reabsorbed from the
nephron, leaving a small volume of
Extra challenge concentrated urine.
Dialysis can be done for anyone with kidney failure/ 9th 7 H A change in water content of the blood
transplant can only be given to someone whose causes the opposite change to happen,
antigens are a good match for the donated kidney. so keeping body water content within
Dialysis must be done every few days/transplant limits. So, when body water content falls,
can last many years. ADH is released, which causes more
water to be reabsorbed in the kidneys.
Diet restricted on dialysis to avoid excess build-up
When body water content rises, ADH is
of toxins between treatments/transplant has fewer
not released, which causes more water
dietary restrictions.
to be excreted in urine.
Transplant requires lifetime immunosuppressive
drugs/dialysis does not. S1 Both glucose and urea are filtered out of blood
in the glomerulus into the fluid in the Bowman’s
capsule. Glucose is selectively reabsorbed
SB7i The kidneys from the nephron, so none is normally left in
urine. Urea is not selectively reabsorbed, so
Student Book will be left in the urine.

7th 1 Any suitable answer based on E1H There will have been a much higher blood
knowledge from SB7h Osmoregulation, concentration of ADH for the flask containing
such as: the dark (concentrated) urine. This is because
the walls of the collecting ducts in the
• water, because of the difference in
nephrons were permeable to water so that
volume produced of the pale urine
more of the water was reabsorbed. The flask
compared with the dark urine
with the pale urine will have been produced
• mineral salts, because of the when there was little or no ADH in the blood,
change in colour between the two so that the collecting ducts of the nephrons
pots. were impermeable to water.

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Exam-style question SB7i.2 Kidney dissection
Filtration separates small molecules from large 3 The medulla is usually brighter red than the
ones, so that the small ones leave the blood and cortex, indicating a greater amount of capillary
enter the nephron (1). Reabsorption takes back into tissue/blood flow as capillaries surround the
the blood all the substances that the body needs, nephron.
leaving the rest to be excreted in urine (1).

Activity and Assessment Pack SB7i.3 The kidneys – Strengthen

1 Labelling should be as on diagram C in SB7i in
SB7i.1 Modelling filtration in the the Student Book.
kidney
2 filtration
1 Prediction should include explanation of why
selected substances do or do not pass through 3 a first convoluted tubule
the tubing. (It is expected that students will b Only some substances are reabsorbed
apply knowledge of filtration to make their from the fluid.
prediction.) c respiration
6 Substances that are small molecules (i.e. 4 a from the breakdown of excess amino
glucose, salt and urea) can pass through acids (in the liver)
the membrane, but large molecules (protein) b Urea is a waste product that the body
cannot. needs to get rid of.
7 Visking tubing is a partially permeable 5 a loop of Henle (descending loop), collecting
membrane, like the membranes in the duct
glomerulus and Bowman’s capsule.
b Water is reabsorbed by osmosis because
8 a The artificial blood contained some of the the solute concentration is greater in
substances found in real blood, including the kidney tissue than in the fluid in the
water, glucose, salt, protein. Urea is not nephron.
the same as the yellow food colouring
used in the experiment, so the food SB7i.4 Formation of urine
colouring may not model the behaviour
of urea well. Homework 1
b Visking tubing is a partially permeable 1 a circle around Bowman’s capsule and
membrane, while the glomerulus and glomerulus
Bowman’s capsule have larger gaps b When substances with molecules smaller
between cells, through which substances than the holes in the membrane can pass
filter. So there may be differences in the through it, but larger molecules cannot.
way some substances cross the tubing
than filter into a kidney tubule from blood. 2 a glucose, water, urea, mineral ions
c The water in the beaker represents the b glucose, (some) water, (some)
tubule contents only where substances mineral ions
have entered the tubule. There may be 3 Spaces between the cells make them leaky.
differences in concentration because
the tubing is not a perfect model for the 4 They increase the surface area for exchange,
Bowman’s capsule, and the artificial which increases the rate of diffusion.
blood is not a perfect match to real blood. 5 a Glucose is reabsorbed, but other
After the tubule contents pass into the substances are not.
convoluted tubule, concentrations will b Many mitochondria, because they are the
change due to exchange with the capillary, site of respiration in cells, which releases
and this is not modelled at all in the energy that can used for active transport.
experiment.
9 Any suitable suggestion that improves one SB7i.5 Urine formation versus
of the weaknesses identified in response to dialysis – Homework 2
question 8, such as use real urea instead
of yellow food colouring, with a test for its 1 Values are the same for any component that is
presence in the water in the beaker. small enough to filter out of the glomerulus and
into the nephron/Bowman’s capsule, including
water, mineral ions, glucose and urea. Larger

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 Answers
components, including cells and plasma
proteins, cannot filter through and so do not
appear in the filtrate.
2 a Glucose is selectively reabsorbed in
the convoluted tubule. This includes
active transport against its concentration
gradient, so that none is left in the filtrate/
all is reabsorbed back into the blood.
b Glucose is important in respiration,
because it is broken down to release
energy for other processes in cells.
3 As the filtrate passes through the nephron,
some mineral ions are reabsorbed into the
blood. This means a greater proportion of the
filtrate is formed from water.
4 a Most of the water that filters outs of the
blood into the Bowman’s capsule of a
nephron is reabsorbed into the blood as
the filtrate passes along the nephron/loop
of Henle.
b The amount of water in urine depends
on the amount of water in the blood. If
the body lacks water/is dehydrated, more
water is reabsorbed from the filtrate,
and the volume of urine will decrease.
If the body is well hydrated, less water
is reabsorbed from the filtrate, and the
volume of urine will increase.
H c ADH is produced by the pituitary gland
when there is too little water in the blood.
ADH causes the collecting ducts of
nephrons to become more permeable to
water, so that more water is reabsorbed
from the filtrate into the blood and so
reduces the amount of water in urine. Little
ADH is produced when there is plenty of
water in the blood, so the collecting ducts
are not permeable to water and urine
contains a higher proportion of water.
5 H If the body does not produce ADH, or its target
cells do not respond, the collecting ducts in the
nephrons will remain impermeable to water. So
urine will contain a lot of water, and a greater
volume of urine will be produced. The loss of
too much water from the body will cause a
feeling of extreme thirst, so that the person
replaces the lost water.

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 Answers
SB8a Efficient transport and S1 • Oxygen – enters by diffusion – needed for
(aerobic) respiration.
exchange
Student Book
• Carbon dioxide – leaves by diffusion – is a
waste product.
4th 1 Two from: lungs, kidney, liver, skin S2 • SA : V of cube of side 15 µm = 0.4 (This
is presented as a unit-less ratio – the unit
6th 2 a proteins would be µm−1.)
6th b urea • SA : V of cube of side 25 µm = 0.24
• The larger the cube, the lower the
5th c by the kidneys (in the urine) SA : V ratio.

5th 3 lungs – oxygen; small intestine/gut – E1 • (air is breathed into the lungs)
glucose • oxygen diffuses into the blood

7th 4 a Inside: the glucose diffuses down • into a capillary

the concentration gradient, from • in alveoli in the lung
higher concentration to lower • which has a large SA : V ratio to speed
concentration. The arrow shows diffusion
this process and starts inside the
capillary, so the inside has a greater
• which has thin walls between air and
blood to speed diffusion
glucose concentration than the
outside. • carried in circulatory system
• diffuses out of a capillary
7th b There are more oxygen molecules
inside the capillary than outside.
• diffuses into muscle cell

A better answer would include • carbon dioxide diffuses out of muscle cell
that oxygen molecules move • diffuses into capillary
down the concentration gradient • carried in the circulatory system
(or contain a description of how
oxygen molecules have a net
• diffuses from the capillary into the
lung alveoli
movement from an area in which
they are in higher concentration to • (air is breathed out)
an area in which they are in lower Exam-style question
concentration).
• All cells need a supply of substances/oxygen/
6th 5 Its walls are thin, so molecules do not glucose/food to stay alive. (1)
have far to diffuse. • Diffusion is too slow to get all these materials
to all the cells. (1)
7 th
6 a 3 × 3 × 3 = 27 µm3

7th b 3 × 3 × 6 sides = 54 µm2

Activity and Assessment Pack
SB8a.1 Potato cube diffusion
8th c 54/27 = 2 (This is presented as
a unit-less ratio – the unit if used (part 1)
would be µm−1.) 4 If a cell gets too big, diffusion is too slow
to supply everything inside it with the raw
8th 7 If cells are too big, diffusion will not be
materials that it needs (at a fast enough rate).
fast enough to be able to supply all parts
of the cell with enough of the materials it
needs.

9th 8 thin walls and large surface area (for

faster diffusion)

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 Answers
SB8a.1 Potato cube diffusion
(page 2)
1 Results for cubes of different sizes (the last
column on the worksheet will contain the
students’ own results):

Length of side Surface area Volume (mm3) SA : V ratio Shortest distance

(mm) (mm2) to centre of cube
(mm)

5 150 125 1.2 2.5

10 600 1000 0.6 5
15 1350 3375 0.4 7.5
20 2400 8000 0.3 10

2 does not, the same, less far, smaller, c diffusion

smaller, small 2 a 225 µm2
b 6 × 225 = 1350 µm2
SB8a.2 SA : V ratios
c 3375 µm3
1 a carbon dioxide, urea 1350
d
b water, mineral ions 3375 = 0.4
c glucose, oxygen 3
2 a The cell on the far left has the highest SA : V Substance Excreted Taken in
ratio because it has a much greater surface carbon dioxide ✓
area for its volume (due to the extension). oxygen ✓
b It takes water and mineral salts out of urea ✓
the soil.
4 a lung(s)
c Its greater surface area means that there is
more space/area through which the water b by being full of alveoli
and mineral salts can be transported. c to speed up the rate of gas exchange/
diffusion of gases
3 a arrow to show net movement of carbon
dioxide into the alveolus from the inside 5 a urea
of the capillary, and arrow to show the b kidney(s)
opposite for oxygen
c to provide more area through which urea
b The lungs have a certain volume but their can be taken out of the blood, so that urea
inside surface area is greatly increased is removed more quickly/efficiently
by being filled with alveoli. This greater
surface area means that there is more
area over which to exchange gases.
SB8a.4 Transport in lungs and cells
c to increase the efficiency with which gas
Homework 1
exchange occurs 1 a oxygen
d EITHER The walls of the alveolus and/or b glucose
capillary are very thin and so the gases do c carbon dioxide
not need to diffuse far.
d urea
OR The constant flow of blood maintains the
e Wastes may be poisonous/stop the body
concentration gradients of the two gases.
working properly.

SB8a.3 Efficient transport and 2 mineral ions

exchange – Strengthen 3 a alveolus
1 a carbon dioxide, oxygen b Top left label: higher, lower
b oxygen + glucose → carbon dioxide + Top right label: lower, higher
water Bottom right label: higher, lower
(Oxygen and glucose can be in either c gas A = carbon dioxide
order.) gas B = oxygen
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 Answers
d Two from: good flow of blood, one-cell 3 The small folds (microvilli) on the cells increase
thick walls of alveolus and capillary, its their surface area. So they have a greater
shape gives it a large surface area. SA : V ratio. This means that they can absorb
e Two from: sugars/glucose from the small intestine faster/
more efficiently.
• good flow of blood to maintain the
concentration gradient 4 a drawings of typical plant and animal cells,
• one-cell thick walls of alveolus and showing nucleus, cytoplasm, cell (surface)
membrane, cell wall, chloroplasts, large
capillary so that it is easier/there
is less distance for the gases to permanent vacuole, mitochondria
travel/diffuse b The permanent vacuole pushes the
• large surface area to provide more cytoplasm (where the main activities of the
cell occur) closer to the surface of the cell,
space over which diffusion can occur
(and so speed up the rate of diffusion). where the mitochondria and chloroplasts
can get better access to the things that
600 they need.
4 a
1000 = 0.6
b 0.3
c Cell T because it has the higher SB8b Factors affecting
surface area : volume ratio. diffusion
SB8a.5 The importance of SA : V Student Book
20
ratios – Homework 2 6th 1 a = 0.125 g cm–3
160
1 a It is needed for aerobic respiration. 160
b It is a waste and can cause problems 7th 160 cm3 =b = 0.16 dm3
1000
if not removed. 20
= 125 g dm–3
c It is needed for (aerobic) respiration. 0.16
2 a SA : V for grape = 3.5 7th 2 There is a greater difference between
the concentrations on the left and on
SA : V for orange = 0.5 the right. The steeper the concentration
The SA : V for the grape is 7 times that gradient, the faster the rate of diffusion.
of the orange.
b By dividing the inside of the lung into 7th 3
XY = 4000, XZ = 3000,
many small sections its overall area is YZ = 1000 molecules/µm3.
increased whereas its overall volume XY because it has the biggest
stays the same. This greatly increases difference. The bigger the difference, the
its SA : V ratio, which means that it can steeper the concentration gradient and
exchange gases at a much faster rate/ the faster the rate of diffusion.
more efficiently.
7th 4 a flow of blood
c Particles are in a constant state of motion.
So there is an overall movement from 8th b To maintain the concentration
where they are in greater concentration to gradient(s) for glucose/oxygen/
where they are in lesser concentration. carbon dioxide, so that those
The concentration of carbon dioxide is molecules continue to enter/leave
higher in the blood than in the alveoli and the capillary at a fast enough rate.
so there is a net movement of carbon
dioxide from the blood into the alveoli. 8th 5 A straight line through the origin. (It’s a
directly proportional relationship.)
The opposite is true for oxygen.
d One-cell thick walls of alveolus and 8th 6 a 3 × 0.01 = 0.03 µg/s
capillary so that it is easier/there is less
distance for the gases to travel/diffuse. 8th b 0.5 × 0.01 = 0.005 µg/s
e If the blood flows more quickly, the 0.01 μg/s
particles that have diffused into it will 8th c = 0.001 μg/s, which does
10
be moved away more quickly and so not change
a steeper concentration gradient
1
is maintained. 8th 7 1500 × = 750 molecules/s
2

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Activity and Assessment Pack
8th 8 a If the surface area is reduced by
30%, it is now 70% of what it was. SB8b.1 Diffusion in gel blocks

So, 0.7 × 0.0001 = 0.000 07 g/s 6 Any simple suggestion such as repeating the
8th b If the concentration difference is readings.
increased by 20%, it is now 120% of
7 It’s difficult to change the surface area without
what it was.
changing the volume of the agar cubes, but

So, 1.2 × 0.0001 = 0.000 12 g/s agar cubes could be made in a rough mould or
8th c If the thickness of the wall halves, indentations could be scored on their surfaces
the rate of diffusion will double. to increase the surface area without having too
much of an effect on the volume.

So, 2 × 0.0001 = 0.0002 g/s
S1 Table, such as: SB8b.2 Fick’s law
Variable How it affects diffusion 1 a The rate of diffusion is proportional to the
concentration the greater the difference, surface area.
difference the faster the rate of b The rate of diffusion is proportional to the
diffusion concentration difference.
surface area the greater the surface c The rate of diffusion is inversely
area, the faster the rate of proportional to the thickness of the
diffusion membrane.
membrane the greater the distance/ 2 a X&Y: 5000
thickness/distance thickness, the slower the
X&Z: 1000
rate of diffusion
Y&Z: 6000
E1 Fick’s law shows that rate of diffusion ∞ b Y&Z because the concentration difference
surface area. is the greatest here, and the greater the
Reducing the surface area by one-third means concentration difference the greater the
that the surface area is now two-thirds of its rate of diffusion.
original. 3 a P&Q: 100 000
So, 0.001 × 0.66 = 0.000 66 mg/s. P&R: 30 000
Fick’s law shows that rate of diffusion Q&R: 70 000
1 b P&Q because the concentration difference
∝
distance is the greatest here, and the greater the
1
so, 0.000 66 × = 0.000 33 mg/s (or doubling concentration difference the greater the
2 the distance halves the rate of diffusion.
rate of diffusion) (or 4 a S&T: 0.185
3.3 × 10–4 g/s)
S&U: 0.180
Exam-style question T&U: 0.005
Description including three of the following b S&T because the concentration difference
points (3): is the greatest here, and the greater the
concentration difference the greater the
Fick’s law shows how different variables affect rate of diffusion.
the rate of diffusion.
5 The rate of diffusion
Rate of diffusion ∝ surface area AND/OR an
increase in surface area causes the same a doubles
percentage increase in rate. b triples
Rate of diffusion ∝ concentration difference c is halved.
AND/OR an increase in concentration
10
difference causes the same percentage 6 a 2000 × 20 = 1000 molecules/s
increase in rate. 10
1 b 2000 × 5 = 4000 molecules/s
Rate of diffusion ∝ AND/OR an
distance c 0.016 µm = 16 nm
increase in distance area results in a decrease 10
in rate. 2000 × 16 = 1250 molecules/s

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 Answers
7 a 0.02 × 0.75 = 0.015 µg/s d 0.8 × 1.4 = 1.12 µg/s
b 0.02 × 1.3 = 0.026 µg/s e 0.8 × 0.7 = 0.56 µg/s
c 0.02 × 2 = 0.04 µg/s 17 – 10
f 10 × 100 = 70% increase
8 a 2(20 × 25) + 2(25 × 30) + 2(20 × 30) 0.8 × 1.7 = 1.36 µg/s
= 3700 µm3
b new surface area = 4600 µm2 SB8b.5 Diffusion, concentration and
4600 – 3700
× 100
Fick’s law – Homework 2
3700
1 a Graph P shows an inversely proportional
= 24% increase in surface area relationship; Graph Q shows a directly
so 150 × 1.24 = 186 molecules/s proportional relationship.
b surface area, concentration gradient,
SB8b.3 Factors affecting diffusion thickness of membrane
Strengthen c Graph P – thickness of membrane
1 a the amount of a substance in a certain Graph Q – surface area, concentration
volume of a mixture gradient
b g/cm3 25
2 a 100 = 0.25 g/cm
3
c 1000 cm3
2 a The rate of diffusion triples. 2
b 200 = 0.01 g/cm
3

b The rate of diffusion halves.

c 75 ml = 75 cm3
c The rate of diffusion halves.
24
d The rate of diffusion doubles. 75 = 0.32 g/cm
3

3 a decreases d 0.04 kg = 40 g
b inversely proportional 40
160 = 0.25 g/cm
3
4 a increases
3 a 160 cm3 = 0.16 dm3
b decreases
2
c decreases
0.16 = 12.5 g dm
−3

b 2.5 litres is 2.5 dm3

SB8b.4 Diffusion and factors
0.05 kg = 50 g
Homework 1
50
25 = 2 g dm
−3
1 concentration, concentration, µg/m3, higher
(accept greater), lower (accept smaller), c 80 cm3 = 0.08 dm3
gradient, down, greater (accept higher), 2 mg = 0.002 g
greater (accept higher)
0.002
0.08 = 0.025 g dm
–3
2 a&b
d 2.5 ×10–4 m3 = 0.25 dm3
Conc. at X Conc. at Y Conc. Order of
0.02
(molecules/ (molecules/ gradient rate of
0.25 = 0.08 g dm
–3

µm3) µm3) diffusion

4 a i 0.004 × 3 = 0.012 µg/s
5000 4500 500 3
ii 0.004 × 2 = 0.008 µg/s
4555 4445 110 4
iii 0.004 × 2 = 0.008
3000 1950 1050 2
0.008 × 0.7 = 0.0056 µg/s
3500 2005 1495 1
iv 0.004 × 1.6 = 0.0064
3 a The rate of diffusion is proportional to the 0.0064 × 0.5 = 0.0032
surface area.
0.0032 × 0.5 = 0.0016 µg/s
b The rate of diffusion is inversely
b It will increase because the blood will
proportional to the thickness of the
be moving faster and so a greater
membrane.
concentration gradient will be maintained.
4 a 0.8 × 2 = 1.6 µg/s (The greater the concentration difference,
b 0.8 × 3 = 2.4 µg/s the greater the rate of diffusion.)
c 0.8 × 2 = 1.6 µg/s
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 Answers
5 • 
Density and concentration can both S1 Feature Arteries Veins
measure the mass of a substance in a wall thick (with elastic thin
unit volume. and muscle)
• Density measures the mass per unit valves no yes
volume of one substance and concentration
measures the mass of one substance per oxygen in blood higher lower
unit volume of another substance/a mixture (in most)
of substances. carbon dioxide lower higher
• Densities are always given in terms of mass in blood (in
per unit volume whereas concentrations do most)
not always use mass (e.g. molecules). glucose in blood higher lower
(in most)
Urea* in blood lower higher
SB8c The circulatory system (in most)
Student Book *Most students will not have considered urea
(produced from the breakdown of amino
4th 1 heart, arteries, capillaries, veins acids). And students are not expected to
6th 2 a the capillaries form a fine network have considered uric acid (produced from
the breakdown of DNA) but this may be
7th b to allow a fast rate of diffusion included by some, particularly if the question
is worked on in a group.
6th 3
E1 A good answer will contain these points:
arteries thick wall to withstand pressure OR • hardness will mean that arteries cannot
elastic/muscular wall to squeeze stretch
back on the blood and even out the • so blood flow is not smoothed out so much
flow
• narrower diameter will make it harder for
veins valves to stop blood flowing the blood to flow
wrong way OR
• slowing down blood flow
valves to help move blood against
gravity OR
• meaning that some tissues may not get
enough oxygen/glucose/food molecules.
thin walls allow (skeletal) muscles Some students may include the effects of narrower
to squeeze the veins and push the arteries on blood pressure but this is not expected.
blood along
capillaries thin wall to allow fast diffusion Exam-style question
Three of the following points:
7th 4 The pulse is caused by each beat of the
heart. • oxygen is carried by red blood cells
• oxygen diffuses in/out of cells along its
7th 5 • Blood collects in the legs … concentration gradient
• making them swell.
• oxygen binds to/is carried by haemoglobin
6th 6 Urea is carried in the plasma but oxygen • blood is pumped by the heart. (3)
is carried in (red blood) cells.
Activity and Assessment Pack
5th 7 • no nucleus – so greater amount of
SB8c.2 Blood cells
haemoglobin can be packed in to
take up oxygen 1 Top left drawing: erythrocyte – transports
• (biconcave) shape – to increase oxygen – contains haemoglobin
surface area and allow faster
Middle left drawing: phagocyte – type of
diffusion of oxygen in and out
white blood cell that destroys foreign cells –
7th 8 a phagocyte surrounding/digesting a surrounds and destroys foreign cells
foreign cell Middle right drawing: lymphocyte – type of
white blood cell that destroys foreign cells –
8th 9 Those that are carrying more oxygen
makes antibodies
have a brighter red colour.
Top right drawing: platelet – cell fragment –
helps blood to clot
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 Answers
Shaded box: plasma – a straw-coloured liquid – 2 a vein
transports dissolved substances (e.g. glucose) b arteries
2 Students’ own answers, which could include: c capillaries
shape or lack of nucleus for erythrocyte, lobed d to increase the rate of diffusion
nucleus for phagocyte, large rounded nucleus
e Artery walls are thick to withstand the high
for lymphocyte, platelet not containing nucleus,
pressure of the blood squirted into them
plasma carrying wastes as well as useful
from the heart. As the heart pushes out
substances to/from cells.
blood, the walls of the arteries stretch.
The elastic fibres and muscle fibres in their
SB8c.3 The circulatory system walls make the artery walls contract back
Strengthen to their original size between consecutive
heart beats, and this helps to make the
1
blood flow smoothly.
statement veins arteries
f The blood flow is helped by skeletal
a form part of the human ✓ ✓ muscles.
circulatory system
3 a to allow more room for haemoglobin
b have a thin, flexible ✓
wall b EITHER for greater surface area to
allow faster diffusion OR to allow more
c carry blood away from ✓ haemoglobin molecules to be closer to
the heart the surface
d usually carry blood ✓
that contains more SB8c.5 Blood and the circulatory
oxygen
system – Homework 2
e have valves in them ✓
1 Lymphocytes produce antibodies that stick
f have a narrow central ✓
to foreign cells and help to destroy them.
tube
Phagocytes surround and engulf foreign cells
2 a erythrocytes to digest them.
b lymphocytes 2 a EITHER for greater surface area to
c blood to clot allow faster diffusion OR to allow more
d 5 × 109 cells/cm3 haemoglobin molecules to be closer to
the surface
e plasma
b to allow more room for haemoglobin
3 no nucleus
c so that they can fit through small
4 a capillaries capillaries
b They have walls that are only one cell 3 a 4.9 × 106 cells/mm3
thick/very thin. (Also acceptable: They
b 5 × 103 cells/mm3
have gaps between the cells in their
walls.) c 3 orders of magnitude
d 70% of 5000 = 3500
5 Skeletal muscles push the blood along
the veins. 4 a left to right
b It increases.
SB8c.4 Blood and circulation c to allow an increased rate of diffusion of
Homework 1 substances into and out of the blood
1 lymphocyte – white blood cell – to produce d They have walls that are only one cell
antibodies thick/very thin. (Also acceptable: They
have gaps between the cells in their
platelet – cell fragment – to help blood clotting walls.)
phagocyte – white blood cell – to digest 38 – 35
5 a for A:
foreign cells 35 = 0.086 = 8.6% increase
plasma – straw-coloured liquid – to transport 45 – 38
for B: 38 = 0.18 = 18% increase
dissolved substances
b B because arteries contain walls with
elastic fibres, which allow them to stretch.

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 Answers
c They stretch when high-pressure blood is S1 Two from:
pumped out of the heart, and then contract
quickly again and so smooth out the flow
• contains valves – to stop blood flowing the
wrong way
of the blood.
• muscular walls – to pump blood around
6 Veins in the legs contain blood at low pressure, the body
which is not high enough to push the blood
back towards the heart. The pushing of blood
• tendons – to stop valves turning inside out.

relies on muscles in the legs. If these are not E1 A good answer will include some or all of these
moving then the blood is not pushed back up points:
the body. So more blood is pooling in the legs • some blood will flow the wrong way
and there is less blood (carrying oxygen) to get back into his right atrium when the right
to the brain. ventricle contracts
• so less blood will be pumped to the lungs

SB8d The heart • breathing faster helps to get as much

oxygen as possible into the blood
Student Book • by maintaining a higher concentration
gradient.
7th 1 It does not get the substances it needs
(since blood carries those substances) Exam-style question
for respiration.
Two of these points:
5th 2 a two • the heart has two/left and right sides

5th b The heart is always drawn as though • each side pumps to a different part of the body
it belongs to someone facing you. • each side carries blood with different
concentrations/amounts of oxygen. (2)
6th 3 (vena cava), right atrium, right ventricle,
pulmonary artery, capillaries (in lungs), Activity and Assessment Pack
pulmonary vein, left atrium, left ventricle,
(aorta) SB8d.1 Fitness and cardiac output
5 a left ventricle
8th 4 • Haemoglobin is brighter red when
b The heart pumps more forcefully during
carrying more oxygen.
exercise, and so pumps more blood out
• Blood in the aorta has just been
of it.
oxygenated by the lungs.
c The equation shows that cardiac output
• Blood in the veins (vena cava) has
is proportional to stroke volume and heart
returned from the capillaries in the
rate. Exercise increases the stroke volume
tissues, which have removed the
and the heart rate and so increases the
oxygen.
cardiac output.
6th 5 The left ventricle has to pump blood
around most of the body but the right SB8d.2 Parts of the heart
ventricle only needs to pump blood to
1 chambers on the right side of the heart (left
the lungs.
side of the diagram) shaded in brown
6th 6 They stop blood flowing the wrong way. 2 chambers on the left side of the heart (right
side of the diagram) shaded in red
6th 7 a 0.07 × 55 = 3.85 litres/min
3 arrows from atria down into ventricles, arrows
5 from ventricles up into aorta/pulmonary artery
b 50 = 0.1 litres
7th

4 labelling as for diagram B in Student Book

8th 8 • Exercise increases the size of the SB8d
ventricles/strengthens the muscles
in the ventricle wall … 5 a It can contract (and relax).

• so stroke volume is increased. b heart attack

• A higher stroke volume means that c The muscle wall of the left ventricle is
thicker than in the right ventricle because
the heart has to beat fewer times
in a minute to achieve the same the left ventricle has to push blood around
cardiac output. most of the body (not just the lungs).

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 Answers
6 a Stop blood flowing in the wrong direction/ b • 
The blood does not flow out of the
ensure that blood flows in one direction. heart so well.
b The flaps open if blood flows in one • Less oxygen gets to body tissues.
direction, but are pushed closed if it flows
4 a the volume of blood entering the aorta with
in the other.
each heart beat
c tendons
b litres
c
SB8d.3 The heart – Strengthen
1 It pumps blood. Heart Heart rate Stroke Cardiac
beats in (bpm) volume output
Valves make sure that blood only flows in one 15 seconds
direction. 15 60 0.06 3.6
2 a muscle tissue 20 80 0.05 4.0
b The muscle wall of the left ventricle is 25 100 0.04 4.0
thicker than in the right ventricle because
the left ventricle has to push blood around
most of the body (not just the lungs).
SB8d.5 The heart and blood
pressure – Homework 2
3 a arrows from ventricles up into aorta/
pulmonary artery 1 a Blood flows from the vena cava (on the
right) and the pulmonary vein (on the left)
b It must contract.
into the two atria, which contract and push
c pulmonary artery correctly labelled the blood into the ventricles.
d septum correctly labelled b The ventricles contract and push the blood
4 a artery out of the heart into the pulmonary artery
(on the right) and aorta (on the left).
b 80 bpm
c 50 × 80 = 4000 cm3/min 2 a The higher measurement is the systolic
pressure.
SB8d.4 The heart and circulatory b The higher reading is when the heart
muscle contracts and pushes out the
system – Homework 1 blood, causing it to exert maximum
1 9 aorta pressure on the walls of the arteries.
7 left atrium There is none of this ‘pushing’ for the
lower reading.
8 left ventricle
3 a The valves between the atria and
5 lungs
ventricles shut, making sure that the blood
4 pulmonary artery moves out of the heart and not back into
6 pulmonary vein the atria.
2 right atrium b by tendons
3 right ventricle 4 The muscle wall of the left ventricle is thicker
than in the right ventricle because the left
1 vena cava
ventricle has to push blood around most of the
2 a The heart has to pump all the time. body (not just the lungs).
b glucose/sugar 5 a the volume of blood entering the aorta with
c • in the blood each heart beat
• in red blood cells/erythrocytes b The heart gets smaller because the stroke
• in an artery and then a capillary volume is getting smaller.

• diffuses out of the capillary c before the mission:

d The muscle wall of the left ventricle is 45 × 0.083 = 3.74 litres/min
thicker than in the right ventricle because after the mission:
the left ventricle has to push blood around 60 × 0.065 = 3.9 litres/min
most of the body (not just the lungs).
d 0.062 litres
3 a Stop blood flowing in the wrong direction/
6 The fatty deposits make it more difficult for
ensure that blood flows in one direction.
blood to get through the arteries, which causes
the pressure to rise.

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 Answers
SB8e Cellular respiration S1 A good table will contain points such as these:
aerobic anaerobic
Student Book
respiration respiration
6th 1 The body is constantly moving/keeping reactants glucose, glucose
warm/producing and breaking down oxygen
substances. products carbon dioxide, lactic acid
water
7 th
2 • Some of the energy released by the
when used all the time at certain
reactions
times*
• is transferred by heating
where it mitochondria cytoplasm**
• to the surroundings/tissues/body
occurs
• it is an exothermic process.
amount more much less
7th 3 Hummingbird muscle cells are packed of energy
with mitochondria. released

7th 4 glucose *A simplification since there is background

anaerobic respiration occurring all the time.
6th 5 • Energy is used for movement. **A simplification in that the reactions at the
• The more movement, the more start of both types of respiration are the same
energy is required. and occur in the cytoplasm.
7th 6 a • Breathing is happening faster/ E1 • Smaller mammals have a larger surface
deeper area : volume ratio
• so more oxygen is passing into • so energy has more area through which to
the capillaries in the lungs (and be transferred.
so into the arteries). E2 • They respire faster
(Some students may explain this
in terms of maintaining a high
• so that more energy is released by the
reactions and can be transferred to the
concentration gradient or expanding the body.
lungs further to increase surface area,
but this is not required.) Exam-style question
9th b • Veins carry blood that has been One of:
through muscles. • It allows a sudden burst of energy without
• As the muscles work harder, needing additional oxygen.
they remove more and more of
the oxygen
• It allows a person to keep running/exercising/
fleeing danger even if oxygen is in too short
• which they need for respiration. supply for aerobic respiration. (1)

6th 7 lactic acid

SB8e Core practical –
9th 8 a • Extra oxygen is needed to
Respiration rates
replace the oxygen lost from
the blood and muscles
Student Book
• for aerobic respiration to
1 a carbon dioxide (1)
release energy to remove the
lactic acid. b Oxygen is used up (1); the carbon dioxide
produced is absorbed by the soda lime (1);
10th b • Fitter people have hearts with this reduces the pressure inside the tube
bigger stroke volumes and so the blob moves towards the tube (1).
• so they can pump more blood
2 Cotton wool bung prevents contact with soda
around their bodies in a shorter
amount of time lime. (1)

• meaning a quicker/greater 3 A good idea because it minimises the risk of

harming the organisms. (1)
supply of oxygen to those areas
that need it 4 a Exactly the same as the tube with the
• thus removing the need for organisms but leave the organisms out. (1)
extra oxygen more quickly.
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 Answers
b To ensure that any movement of the e The greater the temperature, the faster the
coloured liquid is due to the presence rate of respiration.
of the organisms (1) and not just due to f Chemical reactions occur more quickly at
the passage of time and/or the effect of higher temperatures.
temperature. (1)
4 a oxygen
5 a mass of organisms, temperature (2)
b carbon dioxide
b the type of worm (1)
c It is absorbed by the soda lime.
c control tube – the coloured liquid would
not move (1); wax worms – the coloured
liquid would move less than 10 mm. (1)
SB8e.2 Fermentation
d control tube – because there are no 2 a carbon dioxide
organisms to use up oxygen/a part of the b It turns limewater cloudy/milky, which is
air (1); wax worms – because they are the test for carbon dioxide.
less active and so will have a lower rate of c glucose → ethanol + carbon dioxide
respiration. (1)
d To stop oxygen entering the yeast mixture
e 5 mm3/20 g = 0.25 mm3/g so that only anaerobic respiration occurs.
0.25/5 min = 0.05 mm3/g/min (1)
3 a The greater the glucose concentration, the
6 Not below freezing (since this may harm faster the rate of anaerobic respiration.
the cells of the maggots) (1 – for both the b Chemical reactions are speeded up
temperature and the reason). Not above 40 °C by increases in the concentration of
(accept a range from 30–45 °C) since maggots reactants.
are unlikely experience these temperatures in
reality/their enzymes may start to denature/ 4 A suitable control would be a tube in which
may cause injury to the maggots (1 – for both there is no glucose. This is to make sure
the temperature and the reason). that it is the independent variable (glucose
concentration) that is having the effect.
7 a To increase your confidence that the
results are correct. (1) 5 a deciding when the limewater has become
cloudy/milky
b correctly plotted points (1) scatter graph
with suitable axes and labels (1) b Use an indicator that has a sharp
transition point, or the use of a colorimeter
c 30 °C, 10 mm (1)
to show when the cloudiness has reached
d a leak in the container allowing air into it, a certain point (students are not, however,
OR starting the stopwatch to time too late/ expected to be familiar with colorimeters).
stopping it too early (1)
e line of best fit (1) SB8e.3 Cellular respiration
f The higher the temperature, the greater Strengthen
the rate of respiration/the faster the
coloured liquid blob moves. (1) 1 a oxygen, glucose underlined
g At higher temperatures organisms/ b carbon dioxide, water circled
enzymes are more active (1), so more c lactic acid with a rectangle around it
respiration is needed to release energy (1).
2 Aerobic respiration releases more energy than
anaerobic respiration.
Activity and Assessment Pack
3 a mitochondria
SB8e.1 Respiration rates b cytoplasm
3 a the temperature c exothermic
b the distance moved by the coloured liquid
4 a The two correct sentences are:
c One of: the number of organisms, the
length of time that the coloured liquid was • The rate of anaerobic respiration
increases greatly during hard
observed to move.
exercise.
d The number of organisms – because
the higher number you have, the higher • Anaerobic respiration and aerobic
respiration occur all the time.
the rate of respiration (or vice versa with
a lower number); the length of time – b They could be linked by a simple
because this will not allow you to compare coordinating conjunction, such as ‘but’:
readings if the timing is different.

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 Answers
Anaerobic respiration and aerobic c Anaerobic respiration does not need
respiration occur all the time but the rate oxygen and produces only one product
of anaerobic respiration increases greatly and that product is lactic acid.
during hard exercise. d Anaerobic respiration releases less energy
than aerobic respiration.
SB8e.4 Different types of respiration e EITHER It allows additional energy to
Homework 1 be released when cells are respiring
aerobically as fast as they can. OR It
1 a glucose + oxygen → carbon dioxide +
allows a sudden burst of energy without
water
the need for a sudden increase in oxygen.
b to release energy, which can be usefully
transferred (used) to allow the organism to 2 a The cells produce carbon dioxide from
move and carry out other functions aerobic respiration.
c mitochondria b The cells use up the glucose in respiration.
d to absorb carbon dioxide and prevent the c Out of the capillary; they move from an
gas released by the maggots increasing area of higher concentration to an area of
the volume in the respirometer lower concentration.
e a reduction in gas volume in the d Urea moves into the capillary because it
respirometer, due to oxygen being used is at a higher concentration in the tissue
up (and carbon dioxide not being added) fluid, and as you go further along the
capillary so the blood picks up more and
f An increase in temperature will increase the
more urea.
rate of respiration and so the test will not be
fair/fair comparisons cannot be made. e Into the capillary; there is a greater
concentration of solutes in the capillary (or
2 a glucose → lactic acid greater concentration of water molecules
b Anaerobic respiration releases less energy outside the capillary).
than aerobic respiration. f It is under high pressure.
c EITHER It allows additional energy to g The plasma carries extra dissolved oxygen
be released when cells are respiring and glucose with it.
aerobically as fast as they can. OR It
h Increased blood flow to the muscles is to
allows a sudden burst of energy without
allow more oxygen and glucose to reach
the need for a sudden increase in oxygen.
the muscles, to cope with greater amount
3 In all types of respiration, energy is transferred of energy needed/aerobic respiration as
from the reactants to the surroundings. All the muscles work harder.
types of respiration are exothermic. The energy The reduced flow of blood to the liver
transfer causes an increase in the temperature capillaries ensures that oxygen and
of the surroundings. glucose are directed to the cells that are
most in need of them.
SB8e.5 Aerobic and anaerobic 3 The seeds in A are dead and so do not
respiration – Homework 2 respire. Those in B are respiring, which is an
1 a to release energy, which can be usefully exothermic process. This means that there is
transferred (used) to allow the organism to an overall transfer of energy from the reactants
move and carry out other functions to the surroundings. This energy transfer
increases the temperature of the surroundings
b oxygen + glucose → carbon dioxide +
and so the temperature inside the flask rises.
water
4 There would be a rise in temperature in both
flasks due to microbial respiration.

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 Student Book Answers
SB9a Ecosystems food for sticklebacks so some fish
may starve or eat more mayfly larvae
5th 1 a Oxygen is needed for respiration. instead, so numbers of mayfly larvae
would decrease; there would be more
5th b Plants need light and water for microscopic plants and pondweed,
photosynthesis. so more food for mayfly larvae and
microscopic animals leading to an
6th c Plants use mineral ions to make increase in their numbers.
compounds that are essential for
life. S1 Similar answers to the following:

4th 2 a Roots hold the plant firmly in the

•
A population is all the individuals of one
species living in an area.
soil and also absorb water and
dissolved mineral ions from the soil. •
A community is all the different
populations living in an area.
7th b Above ground, plants may shade •
An ecosystem is the community and the
each other from light, or protect environment that affects it in an area.
others from strong winds or rain.
Below ground, the roots may overlap
•
Interdependence means needing each
other for survival.
and try to get water and mineral
ions from the same volume of soil. E1 Diagram D only shows some of the organisms
in the food web – there will be many others. It
6th 3 a Diagram that shows a ‘population’ also only shows the presence of species, so
as group of individuals of one there is no indication of how many individuals
species in an area, a ‘community’ as of each species there are. This means that
all the populations in an area, and predicting the effect of a change in the food
an ‘ecosystem’ as the community web can be more difficult than first appears.
and environmental factors in an
area. Exam-style question
Any answer that includes two ways, such as:
7th b Suitable examples to add include:
• population: individuals of one • The organisms are dependent on each other
for food (1).
species of coral on a coral reef
• community: all the populations • Some animals may use plants or other animals
for shelter (1).
of animals living on a coral
reef, or all the populations of
organisms shown in a food web
SB9b Energy transfer
• ecosystem: coral reef,
rainforest, pond 5th 1 a by light, usually from the Sun
450
7th 4 a population size = 50 × = 22 500 6th b It cannot be captured by living
1 organisms and used for life
7th b This helps to reduce the effect processes again.
of random variation in number
between quadrats. 5th 2 to: stored in biomass; from: stored
in substances in urine and faeces,
4th 5 a any one from: microscopic animals, transferred to environment by heating
mayfly larva, pond snail
6th 3 Sketch should show:
4th
b heron
• energy transferred to fox stored in
rabbit biomass that it eats
4th
c dragonfly larvae, mayfly larvae,
sticklebacks • fox transfers energy from life
processes (including respiration) to
5th d an organism that makes its own environment by heating
food (using energy from light or
another source)
• energy stored in fox’s urine and
faeces transferred to environment
(to decomposers).
7th 6 Any suitable answers that
demonstrate an understanding of the 12.4
interdependence of organisms in the 7th 4 × 100% = 49.6%
25.0
web, such as: there would be less

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 Student Book Answers
sandeels. This means there is less
7th 5 Percentage biomass transfer from food for sea birds and for predator
primary consumers to secondary fish. So there will be fewer birds and
36 large fish that we eat.
consumers = × 100% = 46.2%
78
6th 4 Herbivores will most likely be near the
7th 6 a five, e.g. (microscopic plants >
surface of the water because they feed
mayfly larva > dragonfly larva > frog
on photosynthetic organisms, which
> heron)
need to be near the surface to get the
8th b There is too little energy in all the light they need.
herons to support another trophic
level of predators on herons. 7th 5 Trees need light for photosynthesis.
Only when a mature tree dies, allowing
S1 Some of the energy transferred to the more light to reach the forest floor, will a
organisms in that trophic level, stored in its young tree be able to get enough light to
food, is then transferred to the environment by allow rapid growth.
heating and, in the case of animals, stored in
waste/faeces and urine. So less energy can be 6th 6 Pollution is the addition of something
transferred to the next level. to the environment that causes harm to
E1 Less energy from the Sun reaches the ground living organisms.
near the North Pole and South Pole than 7th 7 Poisons in the water may kill plants,
near the Equator. So less energy can be animals and other organisms in the river.
captured by plants in photosynthesis. So less This would reduce the amount of food
energy enters the food chain in polar regions, available for organisms that feed on
supporting less biomass in each trophic level. them, and so reduce their numbers. This
would then impact on the next feeding
Exam-style question level in the food web for that community
As not all energy stored in biomass in one trophic and so on. So there may be damage at
level is transferred into biomass in the next trophic all levels in the food web.
level (1), the levels get smaller through the food
S1 The ground-cover plants will probably grow
chain/going up the pyramid (1).
much better because they will get more light.
E1 Plants need light, water and warmth to grow
SB9c Abiotic factors and well. In polar regions there is little light for
some parts of the year, water may be frozen
communities for part of the year, and it is either cool or very
5th 1 Any two such as: rainfall, temperature, cold. In comparison, plants in tropical areas
wind speed, air humidity. usually have lots of light, water and warmth.
So tropical plants are usually able to grow
6th 2 If plants are killed, then there is no food faster and larger than polar plants.
for herbivores so they will starve. Then
there will be no food for carnivores, Exam-style question
etc. So the whole food web is affected / Plants and animals need water. So a drought will
because organisms in a community are kill plants and animals in the short term (1). If plants
interdependent. do not regrow quickly after a drought, then there
6th 3 a Sketch should show sandeels will be little food for herbivores in the community (1),
feeding on microscopic animals; and this will lead to little food for carnivores (1).
puffins, other sea birds and predator
fish (such as haddock) feeding
on sandeels. (A producer level of SB9c Core practical – Quadrats
microscopic plants that are eaten and transects
by microscopic animals is also
appropriate.) 1 Quadrats placed along the transect will record
changes in presence/absence or changes in
7th b Rising sea temperatures are abundance from one area to another (1).
decreasing the amount of food 2 factors caused by physical and chemical
for sandeels, so there are fewer differences in the environment (1)

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 Student Book Answers
3 Any two suitable abiotic factors with reason, 11 a depth of water (1)
such as (max. 2): b Hazel bushes grow where the ground is
• Light intensity will be greater in open mainly dry/up to 1 cm water (1). Willow
ground than under the tree, because of trees grow where the ground is marshy/
shading by tree canopy. from 1 to 5 cm water (1). Meadowsweet
• Air humidity may be greater under the tree grows in shallow water/from 1 to 15 cm
water (1). Duckweed grows in swamp and
than in open air, because cooler and less
wind under the tree. open water/5 to 65 cm water (1). Water
lilies grow in open water (1).
• Soil moisture may be greater in open
c Hazel bushes would be worst affected (1),
ground than under the tree, because tree
roots absorb a lot of moisture and canopy because they usually grow in dry
shelters ground. ground (1).

• Air temperature may vary more above

open ground than under the tree because
the tree canopy provides shelter.
SB9d Biotic factors and
4 Any answer that indicates that different species
communities
are adapted to different habitats (1), and so 4th 1 A top predator is the top organism in the
distribution and abundance will be affected by food web/chain and has no predator.
abiotic factors that vary from their preferred
habitat (1). 6th 2 It is an area in which the organisms form
a community.
5 a Would take too long (1).
b Could miss gradual changes in distribution 5th 3 any two suitable, with named resource,
of organisms or abiotic factors, so the such as: elk and beavers (or other
relationship between them will not be herbivores) for food from trees; coyotes
as clear (1). and wolves for food
6 If you sample randomly, you cannot be sure 6th 4 If coyotes are not being driven away
that you’ll get a gradual change in abiotic from food by wolves, then they can eat
factors or organisms (1). more and produce more young. So their
7 Use an identification/field guide to grassland numbers will increase.
plants (1).
6th 5 a As the number of hares increases,
8 a Light intensity, temperature (and other the number of lynx also increases,
related factors) will vary with amount of and as the number of hares
shade (1) and the size and position of decreases, the number of lynx
the tree's shadow will change with time also decreases. / The two species
of day (1). show a similar pattern in how their
b Some areas will be under the tree's numbers change.
shadow at some parts of the day and not
others, so measurements of abiotic factors 8th b Lynxes eat hares. When there are
large numbers of hares, then there
at one time of day may not reflect what
is more food for lynxes so they
that area experiences most of the day (1)
produce more young. More lynxes
and so may give a false conclusion (1).
eat more hares, so there are fewer
9 Any suitable suggestions with appropriate hares. Fewer hares means less
explanation, such as the following: food for lynxes so they produce
• Measure the amount/concentration of fewer young. Fewer lynxes means
more hares escape predation so
pollution (nutrient or temperature) along
the transect to compare with distribution of breed more… and so on.
organisms, (1) because that is the abiotic
9th 6 Biotic factors changed because wolves
factor being studied (1).
increased predation on other organisms,
• Increase the length of interval between such as elk, and competed with coyotes
quadrats (1), because the distance over for food. Abiotic factors changed
which pollution concentration changes is because more beavers meant more
likely to be much larger (1). dams, which flooded some areas of
10 placing quadrats carefully to avoid harming land.
coral and other organisms (1)

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9th 7 Wolves reduced the numbers of elk by 7th 5 Stonefly nymph because it is only found
predation. This reduced competition where there is little or no pollution.
between elk and beavers for trees, so
numbers of beavers increased. Beavers 7th 6 They can get more oxygen from the
change the environment by building water, using the haemoglobin in their
dams, creating pools and boggy areas. blood, and polluted water has a low
This creates new habitats that new concentration of dissolved oxygen.
species can move into.
8th 7 Any suitable advantage, such as: the
S1 They both eat the same food. species is usually easy to find in the
appropriate places, the species doesn’t
E1 Line should show a similar pattern to the hare
need a lot of equipment to collect it,
line but displaced to the right side, so that as
the species gives an idea of long-term
number of hares increases so amount of food
health of the area.
decreases; then as hare numbers decrease,
amount of food increases again. Any suitable disadvantage, such as:
only an indicator so the species doesn’t
Exam-style question give accurate information about the
The new predator will reduce the numbers of level of pollution, the species doesn’t
its prey as a result of predation (1). It may also give information about rapid changes in
compete with existing predators in the community pollution levels.
for the same prey and so cause the number of S1 The amount of pollution had decreased
existing predators to decrease (1). because species that are indicators of cleaner
water had replaced species that are indicators
of polluted water.
SB9e Assessing pollution H
E1 A suitable conclusion is that the sulfur pollution
6th 1 There are fewer squares marked since in the air has decreased, because blackspot
2000 than up to 1999, showing that fungus is now able to infect the roses. Suitable
the range has reduced. (Comparison evidence to check the conclusion would be
with a map showing position of major measurements of sulfur pollution in the air
conurbations will show greatest where Jack’s grandfather lives for 30 years
reductions in more rural areas.) ago and for now.

6th 2 A species that is present in particular Exam-style question

conditions, either with or without
Where blackspot fungus is found on roses air
pollution, and so whose presence can
pollution is low (1) because the fungus cannot
be used to indicate the level of pollution
grow when air pollution is high (1).
in an area.

7th 3 Some lichen species are affected

by nitrogen pollution, with some SB9f Parasitism and mutualism
species growing well where nitrogen
5th 1 a The roundworm is the parasite and
concentration is high and others
a human is the host.
growing well only where nitrogen
concentration is low. 6th b The parasite absorbs nutrients from
the human, and is protected inside
6th 4 a The fungus cannot grow where
the human body.
sulfur concentration in the air is
high, which it was over 20 years c Human cells are deprived of the
6th
ago in cities as there was a lot of nutrients that the parasite uses, and
sulfur pollution. the parasite can block fluid flow,
7th b Photo B was taken in the causing damage to the body.
countryside, because blackspot
fungus cannot grow well where 7th 2 anything similar to: an organism that
there is a high level of sulfur dioxide feeds from another living organism (the
air pollution, as found in the middle host) without killing it first, causing harm
of cities. to the host

5th 3 Lice have sharp mouthparts that can

pierce skin and suck blood.

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 Student Book Answers

7th 4 a The tapeworm absorbs nutrients 6th 3 Fish farming can change the environment,
from the host's intestine. This will such as by the addition of nutrients from
reduce the amount of nutrients that food or fish faeces. It can also introduce
the host can absorb. If not enough parasites or disease due to large numbers
nutrients are absorbed from the of fish in a relatively small space.
intestine, this will cause malnutrition
in the host. 6th 4 for food, to control another species,
by accident as escapees from homes
7th b The tapeworm releases fertilised (exotic pets) or zoos
eggs into the remains of the host's
digested food. These leave the body 6th 5 any two suitable examples, such as:
in faeces. If another person eats food competition for food, predation on
infected with fertilised eggs, then indigenous species, introduction of
they will hatch and grow into new parasites or disease to indigenous
tapeworms inside that host's body. species

6th 5 a The clownfish is protected from 6th 6 a Adding nutrients to a field can help
predators. a crop grow better.

6th b The sea anemone is protected 7th b Biodiversity can be reduced

from predators and benefits from because larger fish may die.
nitrogen in the fish's faeces. S1 Too much fertiliser leads to some getting into
nearby water. Eutrophication of a stream or
7th 6 The alga benefits from the protection of
river can cause rapid growth of algae and
living inside the animal. The coral animal
aquatic plants that shade and kill other plants,
benefits from extra nutrients from the
leading to an increase in bacteria in the water,
photosynthetic alga.
which use more oxygen, so that larger animals/
7th 7 A parasitic relationship is where the fish die due to lack of oxygen.
parasite benefits but the host is harmed. E1 Any suitable questions that indicate
A mutualistic relationship is where both understanding of impact of measures on
partners benefit. ecosystems, such as:
S1 With a suitable example, such as tapeworm/ • Will the suggested control programme
human or headlice/human, description should affect other species in the community?
include how parasite can only live by taking
food from its host.
• Will the suggested programme cause
pollution of the environment?
E1 Elephantiasis is caused by roundworms. If • How much will the programme cost? / How
Wolbachia bacteria inside roundworms are much damage are the American crayfish
killed by the antibiotic, the roundworms cannot doing? (cost/benefit analysis)
reproduce and will soon die. This is because
the relationship between roundworms and Exam-style question
Wolbachia is mutualistic. A suitable benefit would be: protects wild fish
stocks which maintains biodiversity (1).
Exam-style question
A suitable problem would be: introduction of
Evidence would be needed of whether both parasites that harm indigenous fish, which would
partners in the relationship benefit, which would be reduce biodiversity / pollute the local environment
mutualism (1), or if one benefits and the other is killing other organisms, which would reduce
harmed, which would be parasitism (1). biodiversity (1).

SB9g Biodiversity and humans SB9h Preserving biodiversity

5th 1 Growing fish for food in a defined space, 5th 1 The replanting of forests and woodlands
such as in pens. in areas that have been cleared.
6th 2 More fish can be produced and 6th 2 a The planting of different kinds of
overfishing of wild fish is reduced. trees means there are more species
of plants growing in the area than
there were 100 years ago.

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 Student Book Answers
Exam-style question
7th b Different kinds of tree have attracted
Reforestation has increased the biodiversity of
different herbivores that feed on
trees in the area, which has led to increased
them, which in turn has attracted
biodiversity of animals (1). It has also allowed the
more predators. So there are more
conservation of some rare species such as the red
species of animals in the area now
squirrel and osprey (1).
than 100 years ago.

6th 3 Grey squirrels compete for food with

red squirrels so there is less for the red SB9i Food security
squirrels to eat.
6th 1 Any suitable suggestion related to not
7th 4 Kielder Forest is mainly planted with having much money, such as not being
conifer trees, which is better habitat for able to buy good-quality seed, fertilisers,
red squirrels, so there is more space farm equipment, that could increase
and food for red squirrels to increase. crop production.

6th 5 a They are killed to provide body 6th 2 More people need more food, and this
parts or to protect people and might become more difficult as there will
their animals. The habitat in which be less good land for growing food.
they live has been reduced due to
7th 3 India because it has the most rapidly
deforestation.
growing population, and so will need to
7th b There are not enough tigers in the increase food production most rapidly.
wild to breed, and it is still not safe
7th 4 a Fish: increase 110%; meat: increase
enough for them to survive in the
84%; cereal: increase 13%. This
wild.
shows that over the past 50 years
7th c Areas must be replanted with forest the supply of meat and fish has
to increase the tiger's habitat, and increased far more rapidly (was at
people must stop killing them. least four times greater) than the
supply of cereals.
6th 6 any three suitable answers, such as: 7th b As countries become wealthier,
maintaining biodiversity so that the more people seem to prefer eating
ecosystem can recover faster from meat and fish. Eating more meat
disaster; conserving rare or endangered reduces the amount of food that
species so that they don't die out; can be produced in the same area,
maintaining a source of species that which will make food security more
may be useful in the future, such as for difficult.
medicines
7th 5 Producing more fertiliser means greater
8th 7 Clearing of rainforest can remove the demand for energy and greater release
seeds of some of the species that used of carbon dioxide. This may harm the
to grow there. By planting and growing environment in the future, which makes
these species in the area, biodiversity of fertiliser production unsustainable.
the trees can recover faster. The wider
range of trees will provide a greater 7th 6 The vector of the virus is killed off where
range of habitats for herbivores and it is cold. As climate change is making
predators, so increasing the biodiversity it warmer further north, the virus is
of animals faster too. spreading north from Europe into
the UK.
S1 Planting different kinds of trees increases
biodiversity of plants. Different trees attract 6th 7 Any one advantage, such as: better
different herbivores, which will then attract for the environment than burning fossil
different predators. So this will increase the fuels as biofuels don’t add extra carbon
biodiversity of animals too. dioxide to the atmosphere.
E1 The letter should explain how a range of Any one disadvantage, such as: the
different trees will attract different herbivores land used for growing biofuels may be
to the area, and also predators, which will suitable for growing food, so increasing
increase biodiversity. It should also explain the area for biofuel growth could affect
the benefits of increasing biodiversity, such as food security.
conserving rare or endangered species.

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 Student Book Answers
water vapour to become water droplets
7th 8 The explanation needs to include in clouds.
a comparison of advantages and
disadvantages of using biofuels instead 3rd 3 We take in water in food and drink.
of fossil fuels, linked to sustainability,
such as: Biofuels are more sustainable 4th 4 Any two from: in urine, in faeces,
than using fossil fuels because they are evaporation of sweat, water vapour in
less likely to add to carbon dioxide to the breath.
atmosphere and cause climate change.
6th 5 It needs to show evaporation from
However, there must be control over
animals and transpiration from plants;
where biofuels are grown so as not to
also drinking of water/water in food by
reduce food security as that would be
animals and absorption of water through
unsustainable.
roots by plants; loss of liquid water by
S1 List similar to the following: animals in urine and faeces.
•human population growth
5th 6 Flowchart to show water filtered to
•increased proportion of meat and fish in remove dirt, pathogens and toxic
diet substances > cleaned by treatment with
•increase in agricultural inputs (e.g. chemicals > treated to improve flavour.
fertiliser) that are unsustainable
7th 7 Clouds and mist are formed from
•climate change introducing new pests and
water that has evaporated and then
diseases
condensed. As substances in the
•increased land area for biofuel. original water source cannot evaporate,
E1 Any suitable recommendations that clearly this means they are left behind. So
recognise the need for sustainability as well as the water from clouds is usually not
food security, such as: contaminated with other substances (is
pure).
•
planning for population increase so there
is enough food available for everyone 6th 8 Water from the dirty water mixture
•
assessing farming practices to find which evaporates, leaving the dirt behind. The
agricultural inputs produce greatest yield water vapour is then condensed in a
with least damage to the environment separate area and collected for drinking.
•
campaigns to persuade people to increase
7th 9 There is not enough water from surface
the proportion of foods in their diets from
or underground water because the area
plants rather than from animals
is mostly desert. Saudi Arabia has a
•
assessment of new ways of farming, coastline which means plenty of sea
such as fish farming, for sustainability water for desalination.
in production as well as limiting
environmental impact S1 Water that is taken from surface or
underground water may contain dirt,
•
monitoring the spread of pests and
pathogens and toxic substances that must be
diseases in Europe to anticipate the need
removed to make it potable. It may also need
for crop and farm animal protection.
treating to make it taste better.
Exam-style question E1 Advantage: Desalination provides potable
The same amount of land produces less food from water in areas where there is not enough water
animals than if used to grow crops (1). If people eat available from surface or underground water.
more meat and less food from crops, then we need Possible disadvantages: Desalination needs a
more land to produce enough food for everyone (1). plentiful supply of salty water (such as by the
If there is not enough land to produce all the meat coast). Desalination needs a lot of energy.
needed, this will risk food security (1).
Exam-style question
Liquid water from the surface of the Earth (in
SB9j The water cycle oceans, lakes, etc.) evaporates as water vapour
into the air (1). The water vapour condenses as
5th 1 water, carbon, nitrogen
water droplets, forming clouds, and may freeze
4th 2 Evaporation causes liquid water in to form hail or snow (1). Rain, hail or snow fall to
oceans, rivers etc to become water the ground, with hail or snow melting to water. The
vapour in the air. Condensation causes water forms rivers, etc. (1).

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SB9k The carbon cycle SB9l The nitrogen cycle
5th 1 photosynthesis 6th 1 a A plant without enough nitrogen
does not grow as well as a plant
6th 2 In photosynthesis, carbon dioxide that has more nitrogen.
combines with water to form glucose. In
respiration, glucose is broken down to 7th b The nitrogen is needed to make
release carbon dioxide and water. proteins and DNA. Without nitrogen
the plant cannot make more cells
7th 3 Diagram should show: and grow.
• carbon compounds in food eaten by
2 As the crop grows, it will absorb nitrates
predator digested and absorbed into 8th
body through its roots for making more cells.
This will cause the concentration of
• some carbon compounds broken
nitrate in the soil to fall continuously
down in respiration to form carbon
through the growing period.
dioxide that is breathed out
• some carbon compounds used 6th 3 Soil fertility is how well the soil can
to produce more animal biomass support plant growth, which depends on
(increase body size or for the concentration in the soil of nutrients
reproduction) that plants need.
• carbon compounds left in
8th 4 Manure is made from animal faeces,
undigested food deposited back into
which contain nitrogen compounds such
the environment as faeces
as proteins. Soil bacteria/decomposers
• some carbon compounds lost to in the soil break down the nitrogen
environment in urine. compounds, releasing nitrates that
plants can absorb.
5th 4 respiration and combustion
7th 5 Both partners benefit. The plant benefits
7th 5 Carbon dioxide absorbed from the air by
from extra nitrates, the bacteria benefit
photosynthesis is released by respiration
from living in a protected environment.
of the plant, or by respiration of the
animals in the food chain that begins 6 To increase soil fertility by adding
8th
with the plant. This keeps the amount of nitrates from a crop containing nitrogen-
carbon in the air fairly constant. fixing bacteria, such as peas.
S1 The fungus digests the carbon compounds in
8th 7 Nitrogen in the air is converted to
the cow's faeces, helping to break down the
nitrates in soil by bacteria or lightning.
faeces and releasing carbon dioxide into the
The nitrates in soil are absorbed by
air. Some of the carbon compounds absorbed
by the fungus are used to make more plants and used to make nitrogen
fungal biomass, which then passes to other compounds. Nitrogen compounds in
organisms that eat it or to decomposers when plants are absorbed into an animal's
it dies. body as a result of feeding.

E1 On the local cycle a lot of carbon that was S1 Manure, fertilisers and crop rotation all add
stored in tree biomass would be released into nitrates to the soil, which means that the crop
the air rapidly as carbon dioxide when the which is planted next should grow better.
trees were burnt. The grass that replaces the E1 Although some of the nitrogen taken into the
trees will remove some of the carbon dioxide plants as they grew will be removed in the part
in photosynthesis, but much of it will remain in that is harvested for our food, the rest can be
the air on a global scale. Less carbon will be returned to the soil as nitrates, as soil bacteria/
stored in the grass than in the trees, because decomposers break down the plant remains.
grass has a smaller biomass, so global
atmospheric carbon will not fall again. Exam-style question
Bacteria in the soil break down nitrogen
Exam-style question
compounds, releasing nitrates that plants can
Decomposers break down dead plant and animal absorb and use for growth (1). Some plants have
material, and animal waste (1), digesting carbon root nodules that contain nitrogen-fixing bacteria,
compounds and releasing carbon dioxide into the and so get nitrates directly from the bacteria (1).
air (1).

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SB9m Rates of decomposition 94
8th 7 a 142 – 48 = 94 g = 6.7 g/day
14
6th 1 fungi and bacteria
8th b The second apple has a slower rate
7th 2 Decomposers decay dead plant and of decomposition, probably because
animal material, which is what our food it decayed in a cooler place, so the
is made of. activity of decomposers would be
slower.
6th 3 a jam and dried salted meat
S1 Any suitable suggestions that indicate how
6th b Decomposers need moist conditions different types of food should be kept, such as:
to grow well.
•fresh food such as salad, meat, fish,
bread – wrapped and placed in a fridge to
7th 4 a Decomposers grow more slowly
keep cool
as the temperature decreases,
because the rate of reactions •prepared foods, such as crisps, nuts,
decreases as temperature dried fruit, sealed in packets – don’t
decreases. need chilling as they have a low moisture
content, which reduces the rate of growth
7th b Many microorganisms need oxygen of decomposers
for respiration, which releases
energy from stored food for life •fresh fruit such as apples, banana –
processes that contribute to growth. naturally ‘packaged’ so no further method
If oxygen is limited, then the rate of of preservation is needed.
growth will be slow. E1 Any suitable design that shows how to
maximise the rate of growth of decomposers
8th 5 The pH of cell contents affects the in a compost heap, such as:
rate of enzyme-controlled reactions.
If the pH is too far from the optimum for • insulation is needed to keep an optimum
the enzymes, then the rate of reaction temperature in the heap for decomposition
slows, and the rate of growth will slow. • best moisture level to maximise the rate of
decomposition
6 a Allowing in plenty of oxygen through
8th
the spaces in the sides, and by • mixing the heap up to keep the oxygen
concentration high enough for rapid
turning the heap, will increase decomposition
the rate of respiration. Keeping
in warmth and moisture with an • choosing the best decomposers to add to
insulated lid will increase the the heap at the start of the process.
rate of many reactions. A range
of nutrients, from different plant Exam-style question
material and soil, increases the The temperature in a fridge reduces the rate of
chance that decomposers have all reactions in the decomposers (1), which reduces
the nutrients they need for rapid the rate at which they decompose food (1).
growth.
7th b This might keep too much heat in
the heap, which could increase its
temperature to a level that kills the
decomposers, or reduces their rate
of growth. It might also prevent
oxygen from getting into the heap.

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