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2012 June

Edexcel a level biology past papers

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0% found this document useful (0 votes)

96 views

2012 June

Edexcel a level biology past papers

Uploaded by

alice

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

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 198

Write your name here

Surname Other names

Centre Number Candidate Number

Edexcel GCE
Biology
Advanced Subsidiary
Unit 1: Lifestyle, Transport, Genes and Health

Monday 14 May 2012 – Morning Paper Reference

Time: 1 hour 30 minutes 6BI01/01

You must have: Total Marks
Ruler

Instructions
Use black ink or ball-point pen.
Fill in the boxes at the top of this page with your name,
centre number and candidate number.
Answer all questions.
Answer the questions in the spaces provided
– there may be more space than you need.

Information
The total mark for this paper is 80.
The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
Questions labelled with an asterisk (*) are ones where the quality of your
written communication will be assessed
– you should take particular care with your spelling, punctuation and grammar, as
well as the clarity of expression, on these questions.
Candidates may use a calculator.

Advice
Read each question carefully before you start to answer it.
Keep an eye on the time.
Try to answer every question.
Check your answers if you have time at the end.
Turn over

P39509A
©2012 Pearson Education Ltd.
*P39509A0124*
1/1/1/1/C1
Answer ALL questions.

Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .

1 Nucleic acids, DNA and RNA, are very important molecules in living organisms.
Messenger RNA (mRNA) and transfer RNA (tRNA) are involved in the synthesis of
proteins.
For each of the statements (a) to (f ), put a cross in the box that corresponds to the
correct statement.

(a) DNA and RNA are polynucleotides composed of mononucleotides joined by

(1)
A catabolic reactions
B condensation reactions
C hydrolysis reactions
D redox reactions

(b) The mononucleotides of RNA consist of a phosphate joined to the sugar

(1)
A deoxyribose
B dextrose
C ribose
D ribulose

(c) The mononucleotides in mRNA are joined together by

(1)
A disulphide bridges
B glycosidic bonds
C hydrogen bonds
D phosphodiester bonds

2
*P39509A0224*
(d) The bases in RNA are
(1)
A adenine, cytosine, guanine and thymine
B adenine, cytosine, guanine and uracil
C adenine, guanine, thymine and uracil
D cytosine, guanine, thymine and uracil

(e) DNA is a double stranded molecule twisted into

(1)
A a beta-pleated sheet
B a double helix
C a triple helix
D an alpha helix

(f ) The two DNA strands are held together by

(1)
A disulphide bridges
B glycosidic links
C hydrogen bonds
D phosphodiester bonds

3
*P39509A0324* Turn over
(g) Describe the role of each of the following in protein synthesis.
(4)

mRNA ............................ ..................................................................... ............................. .............................................................................................................. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

tRNA ................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

(Total for Question 1 = 10 marks)

4
*P39509A0424*
2 Carbohydrates are important components of our diets.

(a) Distinguish between the structures of each of the following pairs of carbohydrate
molecules.
(i) Monosaccharides and disaccharides
(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

(ii) Amylose and amylopectin

(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

(b) Explain why a diet consisting of a high proportion of carbohydrates could lead to
obesity.
(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

(Total for Question 2 = 6 marks)

5
*P39509A0524* Turn over
3 Many animals, such as mammals, have a heart and circulation. This helps them to
meet their requirements by overcoming the limitations of diffusion.

*(a) Describe the structure of the mammalian heart.

(5)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

6
*P39509A0624*
(b) Giraffes are very tall mammals found roaming the plains of Africa.
Two giraffes are shown in the photograph below.

Using the information in the photograph and your own knowledge, explain the
importance of the heart and circulation to the giraffe.
(4)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

(Total for Question 3 = 9 marks)

7
*P39509A0724* Turn over
4 Enzymes are biological catalysts. They are involved in many chemical reactions in the
body, including the digestion of lipids.

(a) The graph below shows the effect of an enzyme on the initial rate of reaction at
different concentrations of the substrate.

100 – Enzyme
present
Initial rate of reaction / arbitrary units

80 –

60 –

40 –

20 –
No enzyme
present

0–
–

0 2 4 6 8 10 12 14 16 18 20 22 –
24
–3
Substrate concentration / mg cm

Describe the effects that the enzyme had on this reaction.

(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

8
*P39509A0824*
(b) Lipases are enzymes that are involved in the breakdown of lipids, such as
triglycerides.
(i) Name the bond broken by lipases.
(1)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

(ii) Name two products formed from the breakdown of triglycerides by lipases.
(2)

1 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............... ............................................................................................................................ . . . . . . . . . . . . . . . . . .

2 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............... ............................................................................................................................ . . . . . . . . . . . . . . . . . .

(iii) Suggest what effect the breakdown of triglycerides could have on the pH of a
reaction mixture.
(1)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

9
*P39509A0924* Turn over
*(c) The action of lipase can be investigated using a triglyceride as the substrate.

Describe an experiment, using lipase and a triglyceride, that could be carried out
to collect data to plot a graph similar to the one shown in part (a).
(5)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

(Total for Question 4 = 11 marks)

10
*P39509A01024*
5 Cardiovascular disease (CVD) is responsible for many deaths. One cause of CVD is
atherosclerosis.
The photograph below shows a section through an artery with a plaque (atheroma)
from a patient with CVD.

Lumen

Plaque

(a) Calculate the increase in the thickness of the artery wall where the plaque is
located. Take your measurements along the line labelled X and Y.
Show your working.
(3)

Answer ....................................................................... . . . . . . . . . . . . . . . . .

11
*P39509A01124* Turn over
(b) The plaque often increases in size and can block the artery. If the artery supplying
blood to the heart becomes blocked, blood no longer flows to the heart muscle
cells. Shortly after the loss of blood flow, heart muscle cells stop contracting and
start to die.

In the heart muscle cells, energy (ATP) is made available from respiration.

The graph below shows how the energy (ATP) available to heart muscle cells
changes with time, after the loss of blood flow.

100 –
Percentage of energy (ATP)

80 –
available (%)

60 –

40 –

20 –

0–
–

–
0 20 40 60 80
Time after loss of blood flow / mins

(i) Using the information in the graph, describe how the energy (ATP) available
to the heart muscle cells changes with time after the loss of blood flow.
(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

12
*P39509A01224*
(ii) Suggest why there are changes to the available energy (ATP) in the heart
muscle cells following the loss of blood flow.
(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

(iii) About 8 minutes after the loss of blood flow, the heart muscle cells no longer
contract. After about 20 minutes, the heart muscle cells begin to die.
Using the information in the graph and your own knowledge, suggest
explanations for the timings of these two events.
(3)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

13
*P39509A01324* Turn over
(iv) If blood flow is restored within 30 minutes, most heart muscle cells will
eventually recover. Suggest an explanation for this recovery.
(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

(Total for Question 5 = 12 marks)

14
*P39509A01424*
BLANK PAGE

15
*P39509A01524* Turn over
6 Caffeine is a drug frequently consumed in a number of drinks such as coffee, cola, hot
chocolate and tea.
Caffeine is broken down in the liver by a group of enzymes called cytochrome P450
oxidase.

(a) The diagram below shows the structure of caffeine and its three breakdown
products, X, Y and Z.

CH3

N N O

N
N
CH3
CH3 O
Caffeine

H CH3 CH3

N N O N N O N N O

N NH N
N N N
CH3 CH3
CH3 O CH3 O H O

X Y Z

(i) Using the information in the diagram, give two reasons why caffeine is not an
amino acid.
(2)

1 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................ ............................................................................................................................ . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

2 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................ ............................................................................................................................ . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

16
*P39509A01624*
(ii) Using the information in the diagram, state two differences between the
breakdown products.
(2)

1 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............... ............................................................................................................................ . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

2 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............... ............................................................................................................................ . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

(iii) Using the information in the diagram and your own knowledge of enzyme
action, suggest why cytochrome P450 oxidase consists of more than one type
of enzyme.
(3)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

17
*P39509A01724* Turn over
(b) A student decided to investigate the concentration of caffeine in four drinks:
coffee, cola, hot chocolate and tea.

The student’s results are shown in the table below.

Drink Volume of drink Caffeine content / mg

coffee 200 cm3 135
cola 1 can 80
hot chocolate 200 cm3 10
tea 1 cup 50

The student made two conclusions from these results.

Conclusion 1 “Different drinks have different concentrations of
caffeine.”
Conclusion 2 “Coffee has the highest concentration of caffeine.”

Comment on the validity of these conclusions. Give reasons for your answer.
(3)

Conclusion 1 ............................................................................... ............................................... ............................................................................................ . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

Conclusion 2 ............................................................................... ............................................... ............................................................................................ . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

(Total for Question 6 = 10 marks)

18
*P39509A01824*
7 A large number of doctors routinely prescribe drugs to treat patients who are over 80
and have high blood pressure.
(a) (i) Give the name of the type of drug that is used to treat high blood pressure.
(1)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

(ii) Explain why many patients, who are over 80 and have high blood pressure,
are routinely prescribed with these drugs.
(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

19
*P39509A01924* Turn over
(b) A study was carried out to investigate the benefit of treating patients who are over
80 and have high blood pressure.
Patients were randomly put into one of two groups, A and B. Each group
contained 2000 patients.
Patients in group A were given two tablets each containing a different drug.
Patients in group B were given two tablets neither of which contained a drug.
The systolic and the diastolic pressure of each patient was measured. The systolic
pressure is the maximum pressure when the heart contracts and the diastolic
pressure is the minimum pressure when the heart relaxes.
The blood pressure of all patients was recorded over a period of five years.
The mean pressures were then calculated.
The graph below shows the results of this study.

24 –
22 –
20 –
 Systolic blood
18 – 
 pressure
Mean blood pressures / kPa

16 –
14 –
12 –
 Diastolic blood

10 –  pressure
8–
Group B
6–
Group A
4–
2–
0–
–

1 2 3 4 5
Start of Duration of study / years
treatment

20
*P39509A02024*
(i) Explain why the patients in group B were given two tablets that had no drugs
in them.
(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

(ii) Using the information in the graph, describe the results of this study.
(3)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

(iii) Suggest why both the systolic and diastolic blood pressures were recorded in
this study.
(1)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

(iv) Suggest what else could have been recorded in this study to provide more
evidence of other benefits of treating these patients with the drugs.
(1)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

(Total for Question 7 = 10 marks)

21
*P39509A02124* Turn over
8 Cystic fibrosis and albinism are examples of recessive genetic disorders.
Krabbe disease is another example of a recessive genetic disorder.
Krabbe disease is caused by mutations in the GALC gene, resulting in a deficiency of
an enzyme called galactocerebrosidase.

(a) Explain the meaning of each of the following terms.

(i) Mutation
(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

(ii) Recessive
(1)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

(b) Suggest how a mutation in the GALC gene could result in a change in the enzyme
galactocerebrosidase.
(3)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

22
*P39509A02224*
(c) Two parents are both carriers of the recessive allele for Krabbe disease.

In the space below, draw a genetic diagram to show the possible genotypes and
phenotypes of their children.

Use the genetic diagram to find the probability of these parents having a child
with Krabbe disease.
(5)

Probability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(d) State how these parents could determine whether or not their unborn child has
Krabbe disease.
(1)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

(Total for Question 8 = 12 marks)

TOTAL FOR PAPER = 80 MARKS

23
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*P39509A02424*
Mark Scheme (Results)

Summer 2012

GCE Biology (6BI01) Paper 01

Lifestyle, Transport, Genes and Health
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Summer 2012
Publications Code US031772
All the material in this publication is copyright
© Pearson Education Ltd 2012
General Marking Guidance

• All candidates must receive the same treatment. Examiners must

mark the first candidate in exactly the same way as they mark
the last.

• Mark schemes should be applied positively. Candidates must be

rewarded for what they have shown they can do rather than
penalised for omissions.

• Examiners should mark according to the mark scheme not

according to their perception of where the grade boundaries may
lie.

• There is no ceiling on achievement. All marks on the mark

scheme should be used appropriately.

• All the marks on the mark scheme are designed to be awarded.

Examiners should always award full marks if deserved, i.e. if the
answer matches the mark scheme. Examiners should also be
prepared to award zero marks if the candidate’s response is not
worthy of credit according to the mark scheme.

• Where some judgement is required, mark schemes will provide

the principles by which marks will be awarded and exemplification
may be limited.

• When examiners are in doubt regarding the application of the

mark scheme to a candidate’s response, the team leader must be
consulted.

• Crossed out work should be marked UNLESS the candidate has

replaced it with an alternative response.

Quality of Written Communication

Questions which involve the writing of continuous prose will expect
candidates to:

• Write legibly, with accurate use of spelling, grammar and punctuation in

order to make the meaning clear
• Select and use a form and style of writing appropriate to purpose and to
complex subject matter
• Organise information clearly and coherently, using specialist vocabulary
when appropriate.

The following symbols are used in the mark schemes for all questions:

Symbol Meaning of symbol

; semi colon Indicates the end of a marking point
Indicates that credit should be given for other
Eq correct alternatives to a word or statement, as
discussed in the Standardisation meeting
Words or phrases separated by an oblique are
/ oblique
alternatives to each other
Indicate the beginning and end of a list of
{} curly brackets alternatives (separated by obliques) where
necessary to avoid confusion
Words inside round brackets are to aid
() round brackets understanding of the marking point but are not
required to award the point
Words inside square brackets are instructions or
[] square brackets
guidance for examiners
[CE] or [TE] Consecutive error / transferred error

Crossed out work

If a candidate has crossed out an answer and written new text, the crossed out work can
be ignored. If the candidate has crossed out work but written no new text, the crossed
out work for that question or part question should be marked, as far as it is possible to
do so.

Spelling and clarity

In general, an error made in an early part of a question is penalised when it occurs

but not subsequently. The candidate is penalised once only and can gain credit in
later parts of the question by correct reasoning from the earlier incorrect answer.

No marks are awarded specifically for quality of language in the written papers,
except for the essays in the synoptic paper. Use of English is however taken into
account as follows:

• the spelling of technical terms must be sufficiently correct for the answer to be
unambiguous
e.g. for amylase, ‘ammalase’ is acceptable whereas ‘amylose’ is not
e.g. for glycogen, ‘glicojen’ is acceptable whereas ‘glucagen’ is not
e.g. for ileum, ‘illeum’ is acceptable whereas ‘ilium’ is not
e.g. for mitosis, ‘mytosis’ is acceptable whereas ‘meitosis’ is not

• candidates must make their meaning clear to the examiner to gain the mark.

• a correct statement that is contradicted by an incorrect statement in the same part

of an answer gains no mark – irrelevant material should be ignored
Question
Answer Mark
Number

1(a) B; (1)

Question
Answer Mark
Number

1(b) C; (1)

Question
Answer Mark
Number

1(c) D; (1)

Question
Answer Mark
Number
1(d) B; (1)

Question
Answer Mark
Number
(1)
1(e) B;

Question Answer Mark

Number
1(f) C;
(1)
Question Answer Mark
Number
1(g) mRNA
1. idea of mRNA being a copy of the { antisense
DNA strand / template DNA strand / coding
DNA strand / gene / allele / part of DNA / eq } ;

2. idea that mRNA {made up of codons / codes for

specific amino acids / code for amino acid
sequence / eq} ;

3. idea of mRNA being taken {into the cytoplasm /

to the ribosomes / out of the nucleus / eq} ;

4. used in translation ;

5. binds to ribosome ;

tRNA
6. (tRNA) {attaches to / transports / eq }
(specific) amino acid / eq ;

7. idea that tRNA binds to mRNA / reference to

anticodon codon interaction ;

8. idea that two tRNA bring amino acids together

(for peptide bonds to be formed) ;

(4)
Question Answer Mark
Number
2(a)(i)
1. idea that a monosaccharide consists of one
{sugar / named sugar / eq} (unit) whereas
a disaccharide consists of two (sugar units) ;

2. idea that disaccharide has a glycosidic bond

(whereas monosaccharide does not) ;

3. general formula for a monosaccharide is

CnH2nOn whereas formula for disaccharide is (2)
CnH2n-2On-1 / eq ;

Question Answer Mark

Number
2(a)(ii)

1. amylose is {straight chained / unbranched /

eq} whereas amylopectin is branched ;

2. amylose {coiled / eq} (whereas amylopectin

is not) / eq ;

3. amylose has 1-4 (glycosidic) bonds whereas

amylopectin has 1-4 and 1-6 (glycosidic) (2)
bonds ;

Question Answer Mark

Number
2(b)
1. idea of carbohydrates providing a source of
energy ;

2. if the {energy / carbohydrate / eq} input is

greater than the {energy output /
carbohydrate use / eq} (weight will be
gained) / eq ;
(2)
3. idea of excess carbohydrate converted to fat
;
Question Answer Mark
Number
*3(a)QW Take into account quality of written
C communication when awarding the
following points.
1. idea that there are four chambers ;
2. correct reference to relative position of atria
and ventricles ;
3. idea of left and right sides separate / septum
;
4. reference to muscular nature of walls ;
5. reference to cardiac muscle ;
6. idea of relative thickness of ventricle (walls)
;

7. correct reference to position of

{atrioventricular valves / eq} ;
8. correct reference to position of semilunar
valves ;
9. reference to position of {tendons / tendinous
cords / papillary muscles / eq} ;
10. correct reference to position of {aorta /
pulmonary artery} ;
11. correct reference to position of {vena cava /
pulmonary vein} ;
12. correct reference to coronary arteries ;
13. reference to {SAN / Sino Atrial Node / (5)
pacemaker/ AVN /Atrioventricular Node /
Purkinje fibres /Purkyne fibres / Bundle of
His/eq } ;
Question Answer Mark
Number
3(b) 1. idea that the heart has to pump blood a long
way around the body of the giraffe ;

2. (therefore) blood needs to be (pumped) at high

pressure / eq;

3. blood vessels are needed to contain the blood /

reference to closed circulation / eq ;

4. idea of double circulatory system ;

5. capillaries needed to ensure that all parts of

giraffe are close to blood supply/ eq ;

6. idea of need for a circulation to {provide

oxygen / remove carbon dioxide / other correct
named substance} ;

7. idea of {oxygen / glucose} needed as {high

metabolic rate / high rate of respiration / eq} ;

8. idea of diffusion not meeting the requirements

of the giraffe ;

9. reference to low surface area to volume ratio ;

10. idea that circulatory system helps (4)

regulation of body temperature ;
Question Answer Mark
Number
4(a) 1. reference to enzyme increasing the rate of
reaction (higher than the rate if no enzyme
present) ;

2. idea that the rate of reaction with the enzyme

present is non-linear ;

3. Idea that increase in (initial) rate of reaction is

same with or without enzyme present above
(substrate concentration) of {10 / 12} ;

4. credit correct manipulation of figures (in (2)

relation to the effect of the enzyme) ;

Question Answer Mark

Number
4(b)(i) (1)
ester ;

Question Answer Mark

Number
4(b)(ii) Any two from:

1. fatty acid (s) / carboxylic acid(s)

2. glycerol / propan1,2,3 triol

3. monoglyceride

4. diglyceride ;; (2)

Question Answer Mark

Number
4(b)(iii) (pH) would {fall / drop / get lower / decrease / eq} ;
(1)
Question Answer Mark
Number
*4(c) Take into account quality of written
QWC communication when awarding the following
points.

1. reference to use of a range of substrate

(triglyceride) concentrations ;

2. idea of mixing (enzyme and substrate) ;

3. identification of a suitable dependent variable

e.g. pH ;

4. description of how to measure the dependent

variable e.g. use of pH indicator ;

5. reference to measuring time ;

6. description of how to calculate (initial) rate of

reaction ;

7. idea of repeating experiment without the

enzyme ;

8. idea of control of enzyme (lipase) concentration

; (5)

9. reference to one other named controlled

variable (e.g. temperature, type of triglyceride,
volume of solutions) ;

10. reference to {replicates / repeats} (using

the same triglyceride concentration) ;
Question Answer Mark
Number
5(a)

1. correct measurements of wall without plaque =

{8 +/- 1} (mm) ;

2. correct measurements of wall with plaque =

{25 +/- 2} (mm);

3. correct calculation ;

(3)

Question Answer Mark

Number
5(b)(i) 1. reference to decrease in (energy /ATP) (with
time) ;

2. idea that the drop in the fall of (energy /ATP)

gets less with time ;
(2)
3. credit correct manipulation of figures ;

Question Answer Mark

Number
5(b)(ii) 1. idea of {less / no /eq } oxygen (available) ;

2. idea of {less / no / eq} {respiratory substrate

/ glucose / eq} ;

3. {less / no/ eq} (cellular/ aerobic) respiration /

eq ; (2)
Question Answer Mark
Number
5(b)(iii) 1. idea that at 8 minutes insufficient {energy /
ATP} is available for contraction ;

2. idea that after 20 minutes the {energy / ATP}

levels are too low to sustain cell survival ;

3. credit correct value for {energy / ATP}

availability read from graph e.g. 50-52 % at 8
min / 22-24% at 20 min ;

4. credit one other named use of {energy / ATP}

e.g. active transport ;

5. idea that lactic acid {inhibits contraction / (3)

inhibits enzymes / eq} ;

Question Answer Mark

Number
5(b)(iv)
1. idea that (restored blood flow) provides
(muscle /cells) with oxygen / removes lactic
acid / eq ;

2. (aerobic) respiration {rate increases / restarts (2)

/ eq} ;
Question Answer Mark
Number
6(a)(i)
1. no {amino / amine / NH2 / NH3+ } group ;

2. no {carboxyl / carboxylic acid / COOH / COO- }

group ;

3. no {central / alpha} carbon (atom) / eq ;

4. no {R / residual} group(s) ;
(2)
5. ring structures present (amino acids only have
them in some R groups) / eq ;

Question Answer Mark

Number
6(a)(ii) 1. idea that position of CH3 different ;

2. idea that position of {H / NH/ N-H} different ;

3. reference to being isomerically different ; (2)

Question Answer Mark

Number
6(a)(iii)
1. idea of specificity of {active site/enzyme} ;

2. idea that the products are different {shapes /

structures} ;

3. idea that P450 consists of (at least) three

{enzymes / active sites} ;

4. idea that products could be interconverted ; (3)

Question Answer Mark
Number
6(b) Conclusion 1:

1. idea that the first conclusion is {valid for some

of the data / not valid (for all data) /
misleading /eq} ;

2. coffee and hot chocolate do have different

concentrations

OR only 4 drinks tested / concentration not

measured / volumes not controlled / eq ;

Conclusion 2:

3. idea that the second conclusion is not valid ;

4. no indication of the volumes of tea and cola /

volume not controlled / impossible to calculate (3)
concentration of caffeine in all four drinks
(using information given) / eq ;
Question Answer Mark
Number
7(a)(i) antihypertensives / antihypertensive drug / beta
blockers / diuretics / ACE inhibitors / calcium ion
channel blockers / vasodilators / eq ;
(1)

Question Answer Mark

Number
7(a)(ii)
1. high blood pressure {can cause / increases risk
of} {CVD / correctly named complication /
description / eq} / eq ;

2. idea that older people are (more) at risk of (2)

{CVD/ eq} ;

Question Answer Mark

Number
7(b)(i) 1. reference to (group B) as {control /
comparison / check validity / eq} ;

2. both groups given two tablets / reference to (2)

placebo / eq ;
Question Answer Mark
Number
7(b)(ii) 1. systolic blood pressure decreased in both
groups / eq ;

2. systolic blood pressure decreased more {in the

treated group / by the drug / group A} than
the {control / placebo / group B / eq} / eq ;

3. diastolic blood pressure decreased {in the

treated group / by the drug / group A} / eq ;

4. diastolic blood pressure {unchanged /

decreased slightly} {in the control group / by
the placebo /group B} / eq ;

5. systolic blood pressure was affected more than

the diastolic blood pressure;

6. greatest decrease in first year / eq ;

7. credit correct manipulation of data (e.g.

Systolic dropped 3 kPa in group B, systolic
dropped 5.4 kPa in group A, 2.4 more than
group B, diastolic dropped 0.6 kPa in group B,
diastolic dropped 2 kPa in group A, 1.4 more (3)
than group B) ;

Question
Answer Mark
Number
7(b)(iii) to see if the drugs affected both types of blood
(1)
pressure / eq ;

Question Answer Mark

Number
{incidence / numbers} of {deaths / heart attacks /
7(b)(iv) (1)
strokes / any other correctly named condition } ;
Question Answer Mark
Number
8(a)(i) 1. reference to alteration in DNA ;

2. change in {base (sequence) / quantity of DNA}

/ eq ;
(2)

Question Answer Mark

Number
8(a)(ii) idea that both of these alleles need to be
present in order for the recessive phenotype to
be expressed ;
(1)

Question Answer Mark

Number
8(b) 1. idea of a gene being a sequence of bases that
code for the sequence of amino acids in the
{protein / polypeptide chain /enzyme /
galactocerebrosidase} ;

2. (gene) mutation will alter {DNA triplet / DNA

code / codon / eq} / eq ;

3. this may result in a different {amino acid / stop

codon / amino acid sequence / primary
structure / eq} / eq ;

4. idea that this may change the {shape / eq} of

{protein / enzyme} ;

5. therefore causing {no synthesis / incomplete / (3)

eq} of {enzyme / galactocerebrosidase} /
change of active site / eq ;
Question Answer Mark
Number
8(c)
1. genotype of parents shown ;

2. alleles in the gametes shown ;

3. possible genotypes of children shown ;

4. corresponding phenotypes shown ;

5. (probability =) ¼ / 25% / 1 in 4 / 0.25 ;

(5)

Question Answer Mark

Number
8(d)
amniocentesis / chorionic villus sampling / CVS / eq ;

(1)
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Edexcel GCE
Biology
Advanced Subsidiary
Unit 2: Development, Plants and the Environment

Monday 21 May 2012 – Afternoon Paper Reference

Time: 1 hour 30 minutes 6BI02/01

You do not need any other materials. Total Marks

Advice
Read each question carefully before you start to answer it.
Keep an eye on the time.
Try to answer every question.
Check your answers if you have time at the end.

Turn over

P39510A
©2012 Pearson Education Ltd.
*P39510A0124*
1/1/1/1/1/
Answer ALL questions.

Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
1 The diagram below shows a typical animal cell as seen using an electron microscope.

B
H

G C

E
D

(a) Name the organelles labelled A, B and C shown on the diagram.

(3)

A . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................ ............................................................................................................................ . . . . . . . . . . . . . . . . .

B . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................. ........................................................................................................................... . . . . . . . . . . . . . . . . . .

C . . . . . . ......................................................................................................... . . . . . . . . . . . . . . . ............................................................................................................................ . . . . . . . . . . . . . . . . .

(b) Give the letter of the organelle that doubles just before mitosis and then separates
to opposite poles of the cell during mitosis.
(1)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......................................................................................................................................... . . . . . . . . . . . . . . . . . . .

2
*P39510A0224*
(c) Give the letter of the organelle that would not be present when this cell is
undergoing mitosis.
(1)

(d) Place a cross ( ) in the correct box next to the following statements.
(2)

Statement Yes No
The structure labelled D is present in both
animal and plant cells.
The structure labelled E is the outermost layer in
both animal and plant cells.

(Total for Question 1 = 7 marks)

3
*P39510A0324* Turn over
2 Read through the following passage about plant cell walls and transport. Write on
the dotted lines the most appropriate word or words to complete the passage.
(5)
Many β (beta) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . molecules join together to

form ....................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , the polysaccharide found in plant cell walls.

When these polysaccharides are next to each other, ........................................................... bonds

form and a microfibril is made.

To aid transport of materials from one plant cell to the next cell, there are areas

with reduced cell walls called . . . . . . . . . . . . . . . . . . . . . . . . . .................................. and areas with no cell

walls called ..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 2 = 5 marks)

4
*P39510A0424*
3 An investigation was carried out to measure the force needed to break wet and dry
plant fibres.
The diagram below shows some of the stages involved in this investigation.

Stage 1

50 fibres were collected from one plant

Stage 2

10 fibres were selected from the 50 fibres

collected.

Stage 3 (to produce dry fibres) Stage 3 (to produce wet fibres)

5 of the fibres were placed in an oven at 5 of the fibres were placed in water at
25 !C for 48 hours. 25 !C for 48 hours.

Stage 4

Fibres were removed from the oven and the

water. The force needed to break each fibre
was measured and recorded.

(a) (i) Explain why the fibres were collected from only one plant in stage 1.
(1)

5
*P39510A0524* Turn over
(ii) Suggest two factors that should be kept constant when selecting the 10
fibres from the 50 in stage 2.
(2)

1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .............................................................................................................................. . . . . . . . . . . . . . . . . . .

2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .............................................................................................................................. . . . . . . . . . . . . . . . . . .
(iii) Suggest why all fibres were kept at the same temperature in stage 3.
(1)

(b) The diagram below shows the equipment used in stage 4 to find the force needed
to break each fibre.

Fixed
Spring-loaded Fibre attachment
Digital attachment
force
meter Fixed
2500 block

Suggest why safety glasses should be worn when using the apparatus shown in
the diagram.
(1)

. ....................................... ........................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6
*P39510A0624*
(c) The table below shows the results of this investigation.

Force needed to break each fibre

Sample / arbitrary units
Wet Dry

1 4200 2800

2 3800 2900

3 4100 2600

4 4100 2700

5 3100 2800

Mean 3860 2760

(i) Compare the mean force needed to break the wet fibres with the mean force
needed to break the dry fibres.
(2)

(ii) State which of these two sets of data is less reliable. Give reasons for your
answer.
(3)

7
*P39510A0724* Turn over
(d) A student observed that dry fibres 3, 4 and 5 each had a knot in the middle
of their length and that they broke at the knot. She used this observation to
state that the recorded force needed to break these three dry fibres was an
underestimate.
(i) Suggest one piece of evidence from the table that supports her statement.
(1)

(ii) Suggest one piece of evidence from the table that does not support her
statement.
(1)

(Total for Question 3 = 12 marks)

8
*P39510A0824*
4 Meiosis is involved in the production of gametes such as human egg cells and sperm
cells.

(a) An investigation was carried out to study the effect of changing the temperature
on spindle fibre formation in human egg cells during meiosis.

Five human egg cells undergoing meiosis at 37 °C were incubated at 25 °C for 10

minutes and then returned to 37 °C. After 20 minutes, the number of egg cells
showing spindle fibre formation was recorded.

The investigation was repeated at three different incubation temperatures.

The results are shown in the table below.

Number of human
Incubation Number of
egg cells showing
temperature human egg cells
spindle fibre
/ °C used
formation
25 5 0

28 5 2

33 5 5

37 5 5

(i) Suggest why some of the human egg cells were incubated at 37 °C
throughout this investigation.
(1)

(ii) Using the information in the table, describe the effect of temperature on
spindle fibre formation in human egg cells.
(2)

9
*P39510A0924* Turn over
(b) A student made the statement that all 5 cells would have shown spindle fibre
formation if the incubation temperature had been either 35 °C or 31 °C.
(i) Using the information in the table, give evidence to support part of this
statement.
(2)

(ii) Using the information in the table, give evidence that may not support part
of this statement.
(2)

10
*P39510A01024*
*(c) Describe and explain three ways in which a human sperm cell is specialised for its
function.
(6)

(Total for Question 4 = 13 marks)

11
*P39510A01124* Turn over
5 Sexual reproduction in plants includes the transfer and fusion of gametes.
The diagram below shows part of a flower with two pollen grains and their pollen
tubes.
The diagram also shows an enlargement of one of the pollen tubes and the pH of the
cytoplasm in each region of this tube.

Stage 1 pH 7.0

pH 7.2
Style pH 7.6
Stage 2
pH 7.2
pH 6.8

Stage 3

(a) At stage 1, the pollen grain contains the haploid generative nucleus.
Explain what is meant by the term haploid nucleus.
(2)

(b) Describe the changes in the pH of the pollen tube shown in the diagram.
(2)

12
*P39510A01224*
*(c) At stage 2, amino acids are absorbed into the cytoplasm of the pollen tube.
These amino acids are used to synthesise proteins such as enzymes. These
enzymes are transported through the cytoplasm and then secreted into the style.

Suggest what happens to the amino acids from when they are absorbed into the
cytoplasm until they are secreted as enzymes into the style.
(5)

13
*P39510A01324* Turn over
(d) During stage 3, the generative nucleus divides to form two male nuclei and the
pollen tube fuses with the embryo sac.

Describe what happens to each of these two male nuclei.

(2)

(Total for Question 5 = 11 marks)

14
*P39510A01424*
6 Before a new drug can become available for use it has to pass a contemporary drug
testing protocol. This includes three-phased testing.

(a) A drug may fail at any of the three phases.

Place a cross ( ) in the box next to the phase at which the drug would have failed.
(2)
(i) The drug did not improve the condition it was designed to treat in humans.
A Phase 1
B Phase 2
C Phase 3

(ii) The effect of the drug was different in humans from its effect in animals.
A Phase 1
B Phase 2
C Phase 3

15
*P39510A01524* Turn over
(b) The number of people tested is different in each phase.

The pie chart below shows the number of people tested in each phase of a drug
trial.

A C

Suggest which of the letters A, B or C, represents phase 3.

Give a reason for your answer.
(2)

Letter ............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Reason . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................. . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ ............................................................................................................................... . . . . . . . . . . . . . . . . . . .

16
*P39510A01624*
(c) The table below shows the mean percentage improvement of a condition in
humans, when given one of three different treatments.

Percentage improvement of a condition (%)

Treatment
Range Mean

Placebo 18 – 22 20

Drug P 45 – 51 49

Drug Q 41 – 51 46

Both drugs P and Q passed the three-phased testing protocol. However, only drug
P was made available for use.

Using the information in the table, suggest reasons why only drug P was made
available.
(4)

17
*P39510A01724* Turn over
(d) The table below gives three statements about William Withering’s use of digitalis
and contemporary drug testing protocols.

If the statement is correct for both of these place a tick (!) in the box, and if it is
not correct for both, place a cross (") in the box.
(3)

Statement Tick (!) or cross (")

Correct dosage investigated

Tested on animals

A double blind trial undertaken

(Total for Question 6 = 11 marks)

18
*P39510A01824*
7 Plants are complex organisms that contain different tissues and organs.

(a) Explain what is meant by the term tissue.

(2)

(b) The diagram below shows a section through one organ of a plant and some of its
tissues labelled P to U.

Q
R
P

U S

For each of the following statements place a cross ( ) in the box next to the
correct answer.
(2)
(i) The organ shown in the diagram is a
! ! ! A leaf
! ! ! B root
! ! ! C stem
! ! ! D vascular bundle

(ii) Two tissues that contain lignin are labelled

! ! ! A P and Q
! ! ! B Q and R
! ! ! C R and S
! ! ! D S and T

19
*P39510A01924* Turn over
(c) The diagram below shows two of the stages in a plant tissue culture technique,
used to demonstrate totipotency in the plant tissue labelled U on the diagram on
page 19.

Stage 1
A small sample of tissue U was placed in a beaker containing sterile
agar and plant growth substances. The beaker was then covered
with clear plastic film.

Stage 2
The cluster of cells that formed on the agar began to specialise and
eventually develop into a complete plant.

(i) Suggest one safety reason for covering the beaker with clear plastic film in
stage 1.
(2)

(ii) Suggest one reason, other than for safety, for covering the beaker with clear
plastic film.
(1)

20
*P39510A02024*
(iii) No plant would develop if the plant tissue labelled R, on page 19, was used
instead of plant tissue U.
Suggest reasons why no plant would develop if tissue R was used.
(3)

(Total for Question 7 = 10 marks)

21
*P39510A02124* Turn over
8 Seedbanks help in the long-term conservation of rare plant species by conserving the
seeds of these species.

(a) Seedbanks carry out a variety of tests to select the best individual seeds to
conserve. The germination success of the seeds is one of the tests that is carried
out.

The graph below shows the effect of seed size on germination success for one
species of plant.

60 –
Germination success / arbitrary units

50 –

40 –

30 –

20 –

10 –

0–
2 3 4 5 6 7
Seed size / mm

(i) Using the information in the graph, suggest which seed size would be
considered the best for the seedbank to conserve, giving a reason for your
answer.
(1)

(ii) Using the information in the graph, calculate the percentage change in
germination success when seed size increases from 3 mm to 6 mm.
Show your working.
(3)

Answer ............................................ . . . . . . . . . . . %
22
*P39510A02224*
(iii) Seed size may be determined by the genotype of the seeds.
Suggest advantages of selecting seeds of different sizes for long-term storage.
(3)

(b) The best seeds will be selected for the seedbank.

Describe what the seedbank will do with these seeds to ensure the long-term
conservation of the species.
(4)

(Total for Question 8 = 11 marks)

TOTAL FOR PAPER = 80 MARKS

23
*P39510A02324*
BLANK PAGE

24
*P39510A02424*
Mark Scheme (Results)

Summer 2012

GCE Biology (6BI02) Paper 01

Development, Plants & Environment
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Summer 2012
Publications Code US031775
All the material in this publication is copyright
© Pearson Education Ltd 2012
General Marking Guidance

• All candidates must receive the same treatment. Examiners must mark
the first candidate in exactly the same way as they mark the last.
• Mark schemes should be applied positively. Candidates must be rewarded
for what they have shown they can do rather than penalised for
omissions.
• Examiners should mark according to the mark scheme not according to
their perception of where the grade boundaries may lie.
• There is no ceiling on achievement. All marks on the mark scheme should
be used appropriately.
• All the marks on the mark scheme are designed to be awarded.
Examiners should always award full marks if deserved, i.e. if the answer
matches the mark scheme. Examiners should also be prepared to award
zero marks if the candidate’s response is not worthy of credit according to
the mark scheme.
• Where some judgement is required, mark schemes will provide the
principles by which marks will be awarded and exemplification may be
limited.
• When examiners are in doubt regarding the application of the mark
scheme to a candidate’s response, the team leader must be consulted.
• Crossed out work should be marked UNLESS the candidate has replaced it
with an alternative response.

Quality of Written Communication

Questions which involve the writing of continuous prose will expect candidates to:

• Write legibly, with accurate use of spelling, grammar and punctuation in order to
make the meaning clear
• Select and use a form and style of writing appropriate to purpose and to complex
subject matter
• Organise information clearly and coherently, using specialist vocabulary when
appropriate.

Full marks will be awarded if the candidate has demonstrated the above abilities.
Questions where QWC is likely to be particularly important are indicated (QWC)
in the mark scheme, but this does not preclude others.
Question Answer Mark
Number
1(a)
1. A = rough endoplasmic reticulum / RER / rER ;

2. B = mitochondrion / mitochondria ;

3. C = nucleolus ;
(3)

Question
Answer Mark
Number

1 (b) G; (1)

Question
Answer Mark
Number

1 (c) C; (1)

Question Answer Mark

Number
1 (d)
Statement Yes No

The structure labelled D is

present in both animal
and plant cells

The structure labelled E is

the outermost layer in
both animal and plant
cells (2)
Question Answer Mark
Number
2 1. glucose ;

2. cellulose ;

3. hydrogen / H ;

4. pits ;
(5)
5. plasmodesmata/ plasmodesma ;
Question Answer Mark
Number
3 (a) (i)
Idea of removing genetic variation e.g. same genotype
OR
fibres {grown in same conditions / same composition
/same
age} (1)
OR
to give {comparison/ results} that are valid ;

Question Answer Mark

Number
3 (a) (ii) 1. (fibre) length / eq ;

2. (fibre) diameter / width/ thickness / circumference /

SA of cross section / eq ;

3. (fibre) mass / weight ;

4. age (fibre) / collected at same time / eq ;

5. idea that came from same region of the plant / eq ; (2)

Question Answer Mark

Number
3 (a) (iii)
the idea that temperature is a variable e.g. results reliable,
same effect on structure of fibre; (1)

Question Answer Mark

Number
3 (b) idea that protect eyes from fibre when it breaks ;
NOT just to protect eyes – must state what they are (1)
protected from.

Question Answer Mark

Number
3 (c) (i) 1. idea that (mean) force needed to break wet fibres
was greater (than dry fibres) / eq ;

2. correct manipulation of the mean data for example

1100 au difference / 40% (39.8%) more force needed

to break wet fibres compared to dry fibres/ 28.5% less (2)
to break dry fibres compared with wet fibres / 1.4
times more force required to break wet fibres ;

Question Answer Mark

Number
3 (c) (ii) 1. wet (fibres) / eq ;

2. wet fibre data has a wide range / eq ;

3. correct manipulation of data e.g. 1100 (au) for wet

AND 300 (au) for dry OR wet range is 800 (au)
more than dry ;

4. wet {sample 5 / 3100} may be {anomalous / (3)

outlier} ;

Question
Answer Mark
Number
Idea of lower values for 3 AND 4 compared to 1 AND 2 ;
3 (d)(i)
(1)

Question
Answer Mark
Number
idea that sample 1 (without a knot) was the same as
3 (d)(ii) sample 5 ; (1)
Question Answer Mark
Number
4 (a) (i)
as a comparison / as a control / to show that it is (1)
{incubation temperature / not some other factor}
affecting spindle fibre formation ;

Question Answer Mark

Number
4 (a) (ii)
1. as temperature increases (from 25oC) to 33°C the
number of cells showing spindle fibre formation
increases / positive correlation between 25oC and
33°C ;

2. as temperature increases from 33°C (to 37°C) there

is no effect on number of cells showing spindle fibre
formation / same values at 33°C and 37°C ;

3. credit correct manipulation of the data e.g. with a

rise in temperature of 5oC (between 28 and 33oC)
the number of cells showing spindle formation rises
by 3 ;
(2)

Question Answer Mark

Number
4 (b) (i)
1. idea that (only) 35°C statement is supported ;

2. idea that data either side of 35oC both show all 5

(cells undergoing spindle fibre formation) ;

3. idea that only from 33oC do all 5 (cells show spindle

fibre formation) ; (2)

Question Answer Mark

Number
4 (b) (ii)
1. idea that 31°C statement may not be supported ;

2. idea that it could be between 2 and 5 ;

(2)
Question Answer Mark
Number
* 4 (c) Take into account quality of written communication
QWC when awarding the following points.

Mark as pairs

1. shape qualified e.g. hydrodynamic, streamlined ;

2. idea of reduced resistance ;

3. {acrosome / vesicle} containing {enzyme / acrosin};

4. involved in {digestion / break down} of the {zona
pellucida / jelly layer} ;

5. {haploid / eq} nucleus ;

6. allows restoration of {diploid / full complement / 46 /
eq} chromosomes at fertilisation ;

7. mitochondria qualified e.g. large number, correct

location ;
8. to supply {ATP / energy} for {movement / eq} ;

9. {flagellum / eq} present ;

10. for propulsion / swimming / motility / eq ;

11.{markers / receptors} in cell surface membrane ;

12.to bind to egg cell surface membrane / detect
chemicals released by ovum / eq ;

(6)
Question Answer Mark
Number
5 (a)
1. idea of half the number of chromosomes found in a
{normal body cell/somatic cell / eq} ;

2. idea of containing one chromosome from each

homologous pair;

3. the type of nucleus found in {gametes / sex cells /

eq} ;

4. a nucleus is (an organelle / (double) membrane-

bound structure / eq) ; (2)

Question Answer Mark

Number
5 (b)
1. idea that pH increases then decreases;

2. correct manipulation of figures in an appropriate

context e.g. overall 0.2 change / eq ;
(2)
Question Answer Mark
Number
* 5 (c) Take into account quality of written
QWC communication when awarding the following
points.

1. idea of amino acids transported to rER e.g. tRNA

{binding to/ transporting} amino acids (in
cytoplasm) ;

2. reference to involvement of ribosomes ;

3. amino acids {being joined by peptide bonds /

forming polypeptide chains / forming primary
structure of protein / eq} ;

4. {folded into 3-D shape / secondary or tertiary

structure} in rER ;

5. packaged into vesicles at the end of the rER / eq ;

6. vesicles {move to / transported to / fuse with / eq}

the Golgi apparatus ;

7. idea that protein modified in Golgi apparatus ;

8. (modified protein / enzyme / eq) packaged into

(secretory) vesicles (by Golgi apparatus) eq ; (5)

9. vesicles {move towards / fuse with} cell surface

membrane / correct reference to exocytosis / eq ;

Question Answer Mark

Number
5 (d)
1. one (nucleus) fuses with the {egg nucleus / female
gamete } / eq ;

2. one (nucleus) fuses with the (two) polar nuclei / eq

; (2)
Question Answer Mark
Number
6 (a) (i) B;
(1)

Question Answer Mark

Number
6 (a) (ii) A;
(1)

Question Answer Mark

Number
6 (b)
1. C ;

2. largest group / most people involved / eq ;

(2)

Question Answer Mark

Number
6 (c)
1. mean (improvement of) drug P greater than drug Q
/ drug P has the highest mean (improvement) / eq
;

2. credit correct manipulation of the data e.g. 3%

greater improvement with drug P compared to drug
Q;

3. narrower range of data (for drug P);

(4)
4. idea that this range suggests better {reliability /
consistency} for drug P ;
Question Answer Mark
Number
6 (d)

Statement Tick ( )
or cross
( )

Correct dosage investigated ;

Tested on animals ;
A double blind trial was undertaken ; (3)
Question Answer Mark
Number
7 (a)
1. idea of a {group / number / collection / eq} of cells
;

2. idea of working together to carry out the {same / (2)

specific / one / eq} function ;

Question Answer Mark

Number
7 (b) (i)
C; (1)

Question Answer Mark

Number
7 (b) (ii)
B; (1)

Question Answer Mark

Number
7 (c) (i)
1. idea of preventing {microbes / bacteria / fungi}
FROM {contaminating / escaping / entering / eq} ;

2. reference to {harmful / pathogenic / eq} {micro-

organisms / eq} ;
(2)

Question Answer Mark

Number
7 (c) (ii)
idea of allowing light in (for photosynthesis) / reducing (1)
water loss / prevent entry of organisms (that would affect
plant growth) ;
Question Answer Mark
Number
7 (c) (iii)
1. (tissue R) is xylem ;

2. (tissue R) is dead / eq ;

3. no genetic material / DNA /genes / no nucleus

present ;

4. (tissue R) is not totipotent / eq ;

5. it is already {differentiated / specialised) ;

(3)
6. unable to {divide / undergo mitosis} / eq ;
Question Answer Mark
Number
8 (a) (i)
(7mm / largest seed size) because has greatest (1)
germination success ;

Question Answer Mark

Number
8 (a) (ii)
1. correct values from graph, i.e. 4 (au) and 20 (au) ;

2. correct subtraction e.g. 20 - 4 = 16 ;

3. (change ÷ original ) X 100 to give correct answer,

e.g. (16 / 4) x 100 = 400% ;

For correct answer of 400% - 3 marks

(3)

Question Answer Mark

Number
8 (a) (iii)
1. idea of maintaining or increasing {genetic diversity
/ size of gene pool / genetic variation} ;

2. idea of more chance of having beneficial alleles /

eq ;

3. increases chance of future survival {if

environment changes / due to higher
adaptability } / eq ;

4. less chance of all being susceptible to a disease

/ eq ; (3)
Question Answer Mark
Number
8 (b)
1. details of assessment of seed viability e.g. only
select seeds with a living embryo, use of X ray (to
detect embryo presence) / eq ;

2. idea of {cleaning seeds / surface sterilisation / eq} ;

3. idea of drying (of the seed) ;

4. idea of storing at low temperatures ;

5. idea of regularly testing viability (during storage of

seed) ;

6. idea of what to do if viability decreases, e.g. if less

than 75% germinate collect fresh seed for storage ; (4)
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Edexcel GCE
Biology
Advanced Subsidiary
Unit 3B: Practical Biology and Research Skills
Monday 7 May 2012 – Morning Paper Reference

Time: 1 hour 30 minutes 6BI07/01

You must have: Total Marks
Ruler, Calculator, HB pencil

Information
The total mark for this paper is 40.
The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.

Advice
Read each question carefully before you start to answer it.
Keep an eye on the time.
Try to answer every question.
Check your answers if you have time at the end.

Turn over

P39513A
©2012 Pearson Education Ltd.
*P39513A0116*
1/1/1/1/
BLANK PAGE

2
*P39513A0216*
Answer ALL questions.
1 In humans, lactic acid is produced by respiration when there is very little oxygen
present. This lowers the pH of the blood which has an effect on the heart rate.
A student decided to investigate the effect of lactic acid on heart rate.
Studying this in humans is difficult so he used water fleas (Daphnia sp.).
Daphnia were placed in solutions of different concentrations of lactic acid, kept at
25 °C. Their heart beats were observed using a microscope and the heart rates were
recorded. The procedure was repeated three times for each concentration.
(a) (i) Suggest two practical reasons why Daphnia was chosen for this investigation.
(2)

1 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................ ............................................................................................................................. . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......................................................................................................................................... .. . . . . . . . . . . . . . . . . .

2 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................ ............................................................................................................................. . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......................................................................................................................................... .. . . . . . . . . . . . . . . . . .

(ii) Discuss the ethical implications of using Daphnia in this investigation.

(2)

(iii) Explain why the temperature was kept at 25 °C in this investigation.

(2)

3
*P39513A0316* Turn over
(iv) Apart from temperature, name one other variable that should be controlled.
Describe how it could be controlled.
(2)

Variable ............................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......................................................................................................... . . . . . . . . . . . . . . . . .

How it could be controlled . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ....................................................... . . . . . . . . . . . . . . . . .

(b) To present the results of his investigation, the student calculated the means and
the standard deviation for each concentration.

The means and standard deviation are shown in the table below.

Lactic acid Heart rate of Daphnia / beats per minute Standard

concentration
1 2 3 Mean Deviation
/ arbitrary units
0.0 282 275 277 278 3.6

1.0 266 220 251 246 23.5

4.0 200 193 176 189 12.3

10.0 140 160 157 ........................... 10.8

80.0 70 60 67 66 5.1

(i) Complete the table by calculating the mean heart rate for the lactic acid
concentration of 10.0 arbitrary units. Show your working below.
(2)

4
*P39513A0416*
(ii) Plot a suitable graph to show the effect of lactic acid concentration on the
mean heart rate of Daphnia. On your graph, include the standard deviations.
(5)

5
*P39513A0516* Turn over
(iii) Describe and suggest an explanation for the trend shown by this graph.
(2)

6
*P39513A0616*
(c) In order to check the validity of his data, the student looked for information in the
literature about lactic acid and heart rates.

He found the following graph on the effect of pH changes on the heart rate of rats
in a peer-reviewed journal.

Low pH





200 –

180 –
Heart rate / beats per minute

160 –

140 –

120 –

100 –

80 –

60 –

40 –
0 5 10 15 20 25
Time / min

The shaded area on the graph shows when the isolated rat heart was subjected to
a low pH.
Comment on the significance of these data for the student’s Daphnia
investigation.
(3)

(Total for Question 1 = 20 marks)

7
*P39513A0716* Turn over
2 Read the following extract from a student’s unfinished draft report on the topic of
pain.

1 Pain is natures ‘warning’. When pain is felt, pain receptors activate, sending impulses
through the nerve into the spinal cord and to the brain. An area of the spinal cord
called the dorsal horn simultaneously sends a message to the area where pain has
been felt so the brain doesn’t have to tell you to pull away from the source of pain
because the dorsal horn has already done it.

2 Sometimes the pain receptors keep firing, this can be caused by a disease or
condition that continuously causes damage, known as ‘chronic pain’. However, there
may no longer be a physical cause of pain, but the response is still the same, making
chronic pain difficult to pin down and even more difficult to treat.

3 Acupuncture is an ancient method of healing that dates back at least 2,500 years
and is widely practised in China. There have been many studies on the effectiveness
of acupuncture compared to medical treatments such as drugs.

4 One study was by L Loh, PW Nathan, GD Schott, and KJ Zilkha. 48 patients were used,
with the intention of having each patient use each type of treatment for three
months then swap. 19 patients were unwilling to change from one to the other.

The results were as follows:

Number of patients showing

Method of Total number
treatment of patients Great Moderate Slight No
improvement improvement improvement improvement
Acupuncture 41 9 7 8 17

Drug 36 3 1 5 27

It should be pointed out that all the patients in this study had previously been
receiving treatment that was not effective for them. It has been shown that
patients who have found no improvement with drugs beforehand will find no
improvement a second time round.

8
*P39513A0816*
5 Some studies used placebos to determine whether acupuncture had any effect.
There is a study that looked at the effects of acupuncture versus a placebo in the
treatment of headache. Thirty-nine patients received both placebo treatments
and acupuncture treatments for 6 weeks. Effectiveness of treatments was evaluated
by the use of patient diaries. In the end, acupuncture was about 20% more
effective than the placebo in relieving headaches, but the difference was not
significant.

6 Another study done by Tavola, Gala, Conte, & Invernizzi in 1992 with a control group
researched acupuncture and tension-type headaches. Thirty patients with tension-
type headache were randomly chosen to undergo either acupuncture or pretend
acupuncture. Although frequency of headaches and pain relief drug consumption
decreased significantly with time after the two treatments, the results show
that there were no significant differences between acupuncture and placebo
treatments.

7 There have been shown to be a few side effects to do with acupuncture. A

study was conducted by Ernst G, Strzyz H and Hagmeister H in 2003 entitled the
‘Incidence of adverse effects during acupuncture therapy – a multicentre survey’.
The results showed that, out of 3535 treatments, 402 resulted in minor adverse
events including bleeding, bruising, dizziness, fainting, nausea, increased pain and
in one case, aphasia (the inability to speak). The study concluded that, although
some side effects had been recorded, if the treatment was conducted according
to established safety rules and at appropriate anatomic regions, then it is a safe
treatment method. Although this conclusion said the treatment is safe, many other
side effects have been recorded, including: nerve injury, infection (from unsterilised
needles), small bleedings and nausea.

8 The benefits to humans would be a reduced amount of pain combined with

a reduced amount of pain relief medication, which would be economically
beneficial.

9 There are many risks to medical treatment, most being more harmful and more
common than ones associated with acupuncture. For example, the drug used in
the main acupuncture study for pain relief has many and varied side effects:

Reduced blood flow Nausea

Trouble breathing Trouble sleeping
Persistent sore throat Vision problems
Easy bruising or bleeding Addiction

9
*P39513A0916* Turn over
10 An implication of replacing medical treatments with acupuncture would be
ethical. As many of the patients of acupuncture for chronic pain would need
repeat treatments over a period of months, possibly years, when new patients
start the treatment there will already be many old patients there so it would be
difficult to start new patients with the beginning weekly treatments. So after a
while many patients would have to be turned down or referred to less easy to get
to places, making the patients that start the treatment later either unable to begin
treatment or they would have to take more time out of their day to travel farther
to have treatment.

11 A second implication would be economic as, if acupuncture is accepted as a regular

medical treatment under the NHS, doctors would need to be trained how to use it
and this would cost money. Also lots more equipment would need to be bought so
acupuncture could be done properly.

12 A third implication would also be economic as repeat treatments of acupuncture

would be more costly than medication. Cancer research UK stated that: ‘Roughly
you should expect to pay between £40 and £80 for your first consultation and
between £30 and £70 for following treatments’. Making it around £400 for a year’s
worth of treatment minimum. Whereas cheap pain medication can cost around
£300 per year maximum making a saving of at least £100.

Bibliography
In this report I used a paper, called Acupuncture versus medical treatment for migraine and muscle
tension headaches by Loh and others from a peer reviewed journal published in 1984 called Neurology,
Neurosurgery and Psychiatry. It was in Volume 47 and on pages 333–337. I also looked at another
peer reviewed journal called Pain in which Dowson, Lewith, and Machin reported their work in a
paper called The Effects of Acupuncture versus Placebo in the Treatment of Headache. It was in Vol. 21
pages 35–42 and published in 1985. Also in Pain I found Tavola, T., Gala, C., Conte, G., & Invernizzi, G.
Traditional Chinese acupuncture in tension-type headache: a controlled study. This time it was published
in 1992 and was on pages 325–329 and in Vol. 48.

These were all mentioned on a website at

http://www.vanderbilt.edu/ans/psychology/health_psychology/Acupuncture.htm

10
*P39513A01016*
(a) A visit or issue report requires a problem to be identified.
Suggest a problem that this extract identifies.
(1)

(b) Explain how you could make a comparative visual presentation of the data in the
table in paragraph 4. Use a sketch or sketches to help you.
(2)

‘In this report I used a paper, called Acupuncture versus medical treatment for
migraine and muscle tension headaches by Loh and others from a peer reviewed
journal published in 1984 called Neurology, Neurosurgery and Psychiatry. It was
in Volume 47 and on pages 333–337.’
(i) Rewrite this in a suitable format for a bibliography.
(3)

11
*P39513A01116* Turn over
(ii) Apart from the format of the references in the bibliography, in what way is the
bibliography incomplete?
(1)

(d) Comment on the validity of the information presented in paragraphs 4 to 7.

(2)

(e) Suggest two ways in which the study, as described in paragraph 4, could be
improved.
(2)

12
*P39513A01216*
(f ) The student writes about economic implications of acupuncture in paragraphs 8,
11 and 12.
Using the information in these three paragraphs, discuss the economic
implications of the use of acupuncture in the treatment of pain.
(3)

(g) (i) Using the information in the report, review the evidence for acupuncture as
an effective treatment for pain.
(3)

13
*P39513A01316* Turn over
(ii) With reference to the student’s report, discuss the alternative solution to the
use of acupuncture in the treatment of pain.
Give the numbers of the paragraphs, in the report, you have used.
(3)

(Total for Question 2 = 20 marks)

TOTAL FOR PAPER = 40 MARKS

14
*P39513A01416*
BLANK PAGE

15
*P39513A01516*
BLANK PAGE

16
*P39513A01616*
Mark Scheme (Results)

Summer 2012

GCE Biology (6BI04) Paper 01

The Natural Environment and Species
Survival
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Summer 2012
Publications Code UA031779
All the material in this publication is copyright
© Pearson Education Ltd 2012
General Marking Guidance

• All candidates must receive the same treatment. Examiners must

mark the first candidate in exactly the same way as they mark the
last.

• Mark schemes should be applied positively. Candidates must be

rewarded for what they have shown they can do rather than
penalised for omissions.

• Examiners should mark according to the mark scheme not according

to their perception of where the grade boundaries may lie.

• There is no ceiling on achievement. All marks on the mark scheme

should be used appropriately.

• All the marks on the mark scheme are designed to be awarded.

• Where some judgement is required, mark schemes will provide the

principles by which marks will be awarded and exemplification may
be limited.

• When examiners are in doubt regarding the application of the mark

scheme to a candidate’s response, the team leader must be
consulted.

• Crossed out work should be marked UNLESS the candidate has

replaced it with an alternative response.

Quality of Written Communication

Questions which involve the writing of continuous prose will expect candidates to:

• Write legibly, with accurate use of spelling, grammar and punctuation in

Full marks will be awarded if the candidate has demonstrated the above
abilities.
Questions where QWC is likely to be particularly important are indicated
(QWC) in the mark scheme, but this does not preclude others.
Question Answer Mark
Number
1(a)
1. idea of the {role / purpose / interaction / eq}
of {organism / sea anemone / species / eq} ;

2. reference to trophic level(s) ;

3. it is a predator/ controls population of prey /

eq ;

4. it is prey / provides food for other animals / eq

;

5. provide {shelter / home /eq} for some (3)

animals / eq ;

Question Answer Mark

Number
1(b)
1. idea of reduces surface area (to volume) ;

2. idea of less water loss e.g. dehydration, drying

out ;

3. idea of reduces visibility (to predators) ;

4. idea of protection from {predators /

carnivores / named eg} ;

5. idea that there is no need for the tentacles to

be exposed ;
(3)
6. energy {will be conserved /will not be
wasted/ eq} ;

Question Answer Mark

Number
1(c)(i) C – systematic ; (1)
Question Answer Mark
Number
1(c)(ii)
1. idea of no indication that temperature has an
effect e.g. little variation, only 2oC ;

2. idea that distribution is influenced by height

(above low water mark) ;

3. idea of more likely to dry out at higher levels

;

4. idea of food availability differs e.g. less at

higher levels, more at lower levels ;

5. idea of more likely to be eaten at lower levels (3)

;

Question Answer Mark

Number
1(c)(iii) 1. plot graph(s) of numbers of anemones
against {height and temperature / abiotic
factors / eq} ;

2. reference to correlation ;

3. idea of using statistical analysis ;

4. named appropriate statistical test ;

(2)
Question Answer Mark
Number
2(a)(i) C – hydrolysis ; (1)

Question Answer Mark

Number
2(a)(ii) C – glucose ; (1)

Question Answer Mark

Number
2(b) 1. reference to {low pH / (hydrochloric) acid /
HCl / eq} ;

2. idea that acid destroys bacteria ;

3. reference to {low / no} oxygen ;

4. reference to using anaerobic respiration ;

5. idea of resistant to {(stomach) enzymes /

protease / named protease} ;

6. idea of bacterial cell resistant to digestion ;

7. ref to adaptation to cow’s temperature ; (3)

Question Answer Mark

Number
2(c)(i) 1. group A = 720 and group B = {662 /
662.4} ;

2. units correct = {dm3 day-1 / dm3 per day} ; (2)

Question Answer Mark
Number
* Take into account quality of written
2(c)(ii) communication when awarding the
QWC following points.

1. reference to less {greenhouse gas / methane /

carbon dioxide} ;

2. carbon dioxide and methane are (both)

{greenhouse gases / cause greenhouse effect}
;

3. (that can) {absorb / trap / eq} {heat / infra

red / longer wavelengths} (radiation) ;

4. {reflected / eq} from the Earth / eq ;

5. reference to decrease in {these gases / carbon

dioxide / methane} leads to {reduced / eq}
greenhouse effect ;

6. idea of methane having a greater greenhouse

effect than carbon dioxide ;

7. idea of temperature of {Earth’s surface /

atmosphere} less likely to rise ;

8. reference to reduced possibility of climate

change ;

9. description of example of effect of this (e.g. ice

caps melting, crop failure) ; (5)
Question Answer Mark
Number
3(a)

1. idea of taller (growing) plants could

{develop / grow} in the clear areas ;

2. idea of loss of {low-growing plants / clear

zones} ;

3. idea that different animals appear ;

4. reference to (secondary) succession ;

5. reference to climax community (of the taller

plants) ; (3)

Question Answer Mark

Number
3(b)(i)

1. named abiotic factor ;

2. appropriate description of how named factor

affects the {number / distribution / growth /
eq} of these plants ;

3. appropriate explanation ; (3)

Question Answer Mark

Number
3(b)(ii) 1. idea of no {(inter) breeding / reproduction /
mating / eq} (between the B. Selene);

2. (because) {geographical / physical} barrier

/ eq ;

3. idea of different behaviour ;

4. idea of incompatible genitalia ;

5. idea of each population having a {discrete /

eq} gene pool e.g. restricted gene flow,
different mutations, different alleles ; (3)
Question Answer Mark
Number
3(b)(iii) 1. {low-growing plants would die out / eq } /
{taller plants would outgrow the low-
growing plants / eq} ;

2. idea of (B. Selene) unable to feed e.g. no

nectar (for the adults) ;

3. (B.selene) unable to lay eggs / eq ;

4. no suitable plants for {caterpillars / eq } to

feed on / eq ;

5. idea of very little {variation / genetic (3)

diversity / eq} in a small population ;
Question Answer Mark
Number
4(a) D - stroma; (1)

Question Answer Mark

Number
4(b)(i)
1. idea that samples (of cells) can be taken
{easily / eq} ;

2. reference no damage to {plant / leaf / other

cells} (during sampling) / eq ;

3. idea of carbon dioxide level (in water) can

be {adjusted / maintained / changed / eq}
(easily) ;

4. idea of {RuBP / GP / products / eq} cannot

pass into {other cells / rest of plant} ;

5. reference to only one kind of cell / eq ;

6. idea of controlling the {mass /

number/surface area} of cells ;
(2)
7. idea that genetically-similar cells used ;

Question Answer Mark

Number
4(b)(ii)

1. light is needed for light-dependent reaction ;

2. light (intensity) will not be a limiting factor /

eq ;

3. idea that {the effect of carbon dioxide

concentration can be seen / carbon dioxide
(concentration) is (only) limiting factor / eq
};

4. {ATP / NADPH / eq} produced during light-

dependent reactions ;

5. {ATP / NADPH / light-dependent products /

eq} required for {light-independent (3)
reactions / Calvin cycle / carbon dioxide
fixation} ;
Question Answer Mark
Number
4(b)(iii) 1. both RuBP and GP levels constant until
carbon dioxide {lowered / eq} ;

2. ref to (RuBP and GP in) Calvin cycle ;

RuBP

3. (at lower carbon dioxide levels)

the RuBP increases and drops (and then
stays
constant) ;

4. rises because being regenerated / eq ;

5. falls as being used to {fix / eq} carbon

dioxide ;

6. idea that RuBP level remains constant once

(new) equilibrium reached ;

7. (at lower carbon dioxide levels)

the GP drops (and then stays constant) ;

8. drops because less {carbon dioxide

available to convert into GP) / less carbon
fixation / eq} ;

9. levels out at a lower level as carbon dioxide

still available but at lower level;

10. credit correct manipulation of figures for a (6)

description of either RuBP or GP ;
Question Answer Mark
Number
5(a) B – forensic entomology ; (1)

Question Answer Mark

Number
5(b)(i) D – temperature ;
(1)

Question Answer Mark

Number
5(b)(ii) 1. idea that the body has been dead for a
while ;

2. (because) more than one species of insect

present / eq ;

3. reference to succession (of insect species) ;

4. idea that life cycle {times / stages} of the

insects are {known / used / eq} ;

5. idea that life cycle times depend on

(environmental) temperature ;

6. credit specific ref to information in table e.g.

blowfly cycle complete ;

(3)

Question Answer Mark

Number
5(c)(i) 1. idea that a drop in body temperature is
linked to time after death e.g. algor mortis ;

2. idea that factors affect temperature drop

e.g. environmental temperature, body size,
clothing ;

3. (useful because ) time of death can be

calculated if (ambient) temperature known /
eq ; (2)

4. only useful for short period of time following

death e.g. 24 hours, a day ;
Question Answer Mark
Number

5(c)(ii) 1. idea that body decomposes in a specific

sequence (with time) ;

2. idea that factors affect decomposition e.g.

environmental temperature, wounds ;

3. (not useful) if all the body has decomposed (2)

/ eq ;
Question Answer Mark
Number
6(a) C – plasma cell ;
(1)

Question Answer Mark

Number
6(b)(i)
1. idea of using {virus / PCV2} as vaccine ;

2. which is {modified / attenuated / harmless /

similar / part of / eq} ;

3. idea that the vaccine contains the antigen ;

4. idea of {activation / proliferation} of

(specific)
{B cell / T cell / lymphocyte} ;

5. reference to production of (B / T) memory

cells ;

6. idea that body now able to produce (3)

(specific) antibody {faster / at higher
concentration / eq} on another exposure to
PCV2 ;

Question Answer Mark

Number
6(b)(ii) 1. reference to giving a placebo (to group B) ;

2. idea that all (other) {conditions / factors /

variables} should be {controlled / same as
group A} ;

3. stated example e.g. food, temperature of

housing / eq ;

4. reference to group B is a control group ;

5. (so that) only the (effect of) {vaccine /

vaccination} is tested / eq ;

6. ref to {valid / validity} ; (3)

Question Answer Mark
Number
6(b)(iii) 1. {Greater change / higher / eq} in group A
(than B) / eq ;

2. group A rises for first 30 days, group B rises

(slightly) for first 20 days / eq ;

3. (this) rise for group A is {faster / greater}

than for group B / eq ;

4. (after the rise) group A falls, group B levels

off / eq (until day 140) ;

5. after day 140, group A rises, group B falls /

eq ;

6. credit use of comparative manipulated (3)

figures (with units) ;

Question Answer Mark

Number
6(b)(iv)
1. idea that (antibodies present at birth as)
both groups received antibodies from
mother ;

2. via {placenta / blood / milk / breast

feeding} ;

3. reference to passive immunity ;

4. group A concentration falls because {piglets

not infected by (PCV2) virus/ antibodies
excreted / passive immunity is short term}
/eq ;
(3)
5. group B concentration rises because {PCV2 /
virus} present / eq ;
Question Answer Mark
Number
7(a) B – bacteria ;

C – fungi ;
(2)

Question Answer Mark

Number
7(b)
Statement True False
Compost formation involves
respiration by
microorganisms.
I added nitrate fertiliser so
that the microorganisms could
synthesise nucleic acids.
My compost heap only
contains one trophic level
only. (3)

1 mark each correct row ;;;

Question Answer Mark

Number
7(c) 1. ref to increase in temperature for first 4
weeks ;

2. idea of heat (energy) related to

temperature change ;

3. ref to {metabolism / respiration / named

metabolic reaction} ;

4. appropriate comment on changes in

numbers of microorganisms ;

5. ref to decrease in temperature after 4

weeks ;

6. comment on {enzymes denaturing / eq} ;

(4)
7. idea that {substrate / eq} {is running out
/ has run out} ;
Question Answer Mark
Number
7(d) 1. idea that {heat is lost from outer surface of
compost heap / temperature will vary in
different parts of the compost heap} ;

2. idea that long thermometer measures

{internal / core / eq} (temperature) of
heap ;

3. this improves validity (of the method) ;

4. repeated readings to obtain {mean /

average} ;

5. this improves reliability (of the results) ; (3)

Question Answer Mark
Number
8(a) 1. (Double-stranded because made of) two
strands ;

2. (strands joined) by hydrogen bonds

(between bases ) ;

3. (polynucleotide) of {many / eq}

nucleotides ;

4. (nucleotides) linked by phospho(di)ester

bonds / eq ; (3)

Question Answer Mark

Number
*8(b) Take into account quality of written
QWC communication when awarding the
following points.

1. idea of sequence of bases {forming the

genetic code / determines the amino acid
sequence} ;

2. idea that one triplet codes for an amino

acid;

3. ref to (DNA) acting as a template ;

4. reference to transcription OR detail of

transcription e.g. DNA unzips, mRNA
synthesis ;

5. idea that mRNA moves from nucleus to

cytoplasm / eq ;

6. reference to translation OR detail of

translation e.g. role of ribosome, codon-
anticodon interaction ;

7. idea that tRNA carries an amino acid ;

8. ref to formation of peptide bonds between

amino acids ;

9. idea that primary structure is the (5)

{sequence /order / eq} of amino acids ;

10.comment on post-transcriptional
modification of mRNA (between
transcription and translation)e.g. removal
of introns, splicing ;
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Edexcel GCE
Biology
Advanced
Unit 5: Energy, Exercise and Coordination

Friday 22 June 2012 – Morning Paper Reference

Time: 1 hour 45 minutes 6BI05/01

You must have: Total Marks
A copy of the scientific article taken from The Biologist articles
(enclosed)

Information
The total mark for this paper is 90.
The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
Questions labelled with an asterisk (*) are ones where the quality of your
written communication will be assessed
– you should take particular care with your spelling, punctuation and grammar, as
well as the clarity of expression, on these questions.
Candidates may use a calculator.

Advice
Read each question carefully before you start to answer it.
Keep an eye on the time.
Try to answer every question.
Check your answers if you have time at the end.
Turn over

P39512A
©2012 Pearson Education Ltd.
*P39512A0128*
1/1/1/1/1/
Answer ALL questions.

Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .

1 (a) The brain acts as the main coordinating centre for nervous activity. It receives
information, interprets it and responds accordingly.

D B

(i) Coordination of movement is controlled by the part of the brain labelled

(1)
! ! ! A Cerebral hemisphere
B Cerebellum
C Medulla oblongata
D Hypothalamus

(ii) During exercise, chemoreceptors in the carotid artery detect a decrease in pH

due to increased carbon dioxide.
This results in nerve impulses being sent to the
(1)
! ! ! A Cerebral hemisphere
B Cerebellum
C Medulla oblongata
D Hypothalamus

2
*P39512A0228*
(b) At the start of depolarisation, the ions that move into the axon causing the action
potential are
(1)
! ! ! A Calcium
B Chloride
C Potassium
D Sodium

(c) When an impulse arrives at a synapse, the ions that enter the pre-synaptic
membrane are
(1)
! ! ! A Calcium
B Chloride
C Potassium
D Sodium

(d) Acetylcholine is a chemical which acts as

(1)
! ! ! A an enzyme
B a hormone
C a neurotransmitter
D a receptor

(e) The drug MDMA (ecstasy) changes behaviour by

(1)
A decreasing the concentration of adrenaline in brain synapses
B decreasing the concentration of serotonin in brain synapses
C increasing the concentration of adrenaline in brain synapses
D increasing the concentration of serotonin in brain synapses

(Total for Question 1 = 6 marks)

3
*P39512A0328* Turn over
2 The Human Genome Project is helping in the design of new drugs to treat a variety of
human diseases and in the development of synthetic tissues.
(a) (i) Explain the meaning of the term Human Genome.
(1)

(ii) Describe one ethical implication associated with the use of information
obtained from the analysis of the human genome.
(1)

4
*P39512A0428*
(b) Melanoma is an aggressive form of skin cancer.

Very few patients with this cancer survive for more than five years. Some
melanomas are associated with a genetic mutation identified by the Human
Genome Project.

Drug R (R05185426) has been developed to treat patients with these melanomas.
In clinical trials, drug R has been shown to cause a 50% shrinkage of melanomas in
only a few months.
(i) Suggest how work on the Human Genome Project helped in the development
of drug R.
(3)

5
*P39512A0528* Turn over
(ii) Suggest how drug R may have caused the melanoma to shrink in only a few
months.
(4)

(iii) Drug R needs one more round of testing, in a phase III trial, before it can be
approved for use.
Explain what is meant by a phase III trial.
(2)

6
*P39512A0628*
(c) Yeast cells were genetically modified, using human DNA, to produce collagen.
This collagen can be used to make synthetic corneas.

Ten patients who were blind were each given a synthetic cornea. They were all
able to see with no reported complications due to tissue rejection.

Suggest why these synthetic corneas were not rejected.

(2)

(Total for Question 2 = 13 marks)

7
*P39512A0728* Turn over
3 (a) An investigation was carried out to study the ability of rats to learn. A number of
rats were divided into two groups, P and Q.

The rats in group P were deprived of food for twenty hours and then released into
a cage. The cage contained hidden food and the rats were left in this cage for four
hours each day.
This was repeated each day for fourteen days.

The diagram below shows the cage.

In the cage, the floors A, B, C, D and E had hidden food, water, wooden blocks,
freshly cut wood chips, branches, fresh leaves, plastic containers and paper bags.

E
C
Floor
D
1.7 m
Ladder
A
B

2.5
m
m
2.0

(i) The rats in group Q were used as a control.

Describe how the rats in control group Q would have been treated.
(2)

8
*P39512A0828*
(ii) Explain why the rats were not fed for twenty hours each day.
(1)

(b) During each four-hour period in the cage, the number of floors visited by the rats
in group P was recorded as a percentage of the total number of floors.

The graph below shows the results of this experiment.

70
Percentage number of floors visited (%)

0
0 2 4 6 8 10 12 14
Time / days

Using the information in the graph, describe the behaviour of the rats in group P
over the fourteen-day period during this investigation.
(3)

9
*P39512A0928* Turn over
(c) In a second experiment, the two groups of rats were placed in a maze containing
hidden food.
The percentage of rats from each group that found the food in a short period of
time was recorded.

The results are shown in the table below.

Group Percentage of rats finding food (%)

P 85
Q 0

Explain the effect of the first experiment on the ability of rats to find food in a
short period of time.
(2)

10
*P39512A01028*
(d) The brains of both groups of rats were examined.
The mean spine density per neurone for each group was calculated.

Spine density represents a measure of the number of synapses per neurone.

The results are shown in the table below.

Mean spine density

Group
/ arbitrary units
P 1.96
Q 1.78

Suggest how these results explain the effect of the first experiment on the ability
of rats to find food using the cage.
(2)

(Total for Question 3 = 10 marks)

11
*P39512A01128* Turn over
4 *(a) A spirometer can be used to measure tidal volumes and breathing rates.

The diagram below shows a spirometer.

Spirometer Counterbalance
chamber

Spirometer
trace
Carbon dioxide
absorber
Nose clip

Water level

Mouthpiece

Explain how you would use the traces from this spirometer to compare the tidal
volumes and breathing rates of male and female human subjects.
(6)

12
*P39512A01228*
BLANK PAGE

Question 4 continues on the next page

13
*P39512A01328* Turn over
(b) The peak expiratory flow (PEF) is a measure of how fast a person can breathe out.
This can indicate any obstruction in the airways of the lungs. It is measured using
a peak flow meter.

The graph below shows the expected PEF values for people aged 15 to 85 years of
various heights.

680
660
640
620
600
580
560
540
PEF / dm3 min–1

520
500
480 Male height
460 190 cm
440 175 cm
420 160 cm
400
380
360 Female height
340 183 cm
320 175 cm
300 152 cm
15 20 25 30 35 40 45 50 55 60 65 70 75 80 85
Age / years

(i) Using the information in the graph, describe the effect of age on PEF.
(4)

14
*P39512A01428*
(ii) Using the information in the graph, give one reason for the difference in PEF
values between ages 35 years and 85 years.
(1)

(iii) If a person with asthma has a PEF 30% below the expected value, it may
indicate that their asthma is not under control.
A 52-year old man with asthma has a PEF reading of 350 dm3 min–1.
Using the information in the graph, state whether or not his asthma is being
kept under control. Give a reason for your answer.
(2)

(iv) Give one other piece of information that is needed before an accurate
diagnosis of his asthma can be made.
(1)

(Total for Question 4 = 14 marks)

15
*P39512A01528* Turn over
5 (a) The picture below shows the human eye with the black pupil in the centre.
The pupil can change size to allow either more or less light into the eye.
Its size is controlled by the iris muscles surrounding it.

Magnification !2

(i) Suggest why the pupil appears black.

(1)

(ii) There are two sets of iris muscles, the radial muscles and the circular muscles.
They work antagonistically to alter the size of the pupil.
Explain why these two sets of muscles need to be antagonistic.
(3)

16
*P39512A01628*
(iii) The pupil increases in diameter in dim light.
Explain how neurones enable this response to occur.
(3)

(b) Tropicamide is a drug used in eye drops.

Tropicamide has an effect on the diameter of the pupil in the eye.
This makes it easier for the doctor to examine the retina or lens in the eye of a
patient.

Suggest how tropicamide in the eye drops makes it easier to examine the retina.
(3)

17
*P39512A01728* Turn over
(c) The diagrams below show the structure of two molecules, retinal and retinol.

H3C CH3 CH3 CH3 O

Retinal H

CH3

H3C CH3 CH3 CH3

Retinol OH

CH3

Retinol is the most common form of dietary vitamin A and retinal is part of the
structure of rhodopsin.

Suggest how a deficiency of vitamin A would adversely affect a person’s vision.

(3)

(Total for Question 5 = 13 marks)

18
*P39512A01828* Turn over
BLANK PAGE

19
*P39512A01928* Turn over
6 The table below shows some statements relating to photoreceptors (phytochromes)
in plants.
Complete the table with a tick (") if the statement is correct or a cross (×) if the
statement is not correct.
(4)

Statement Tick (") or cross (×)

Cause cell depolarisation

Affected by all wavelengths of light

Involved in plant growth and development

Affected by darkness

(Total for Question 6 = 4 marks)

20
*P39512A02028*
7 The scientific article you have studied is adapted from articles in The Biologist.
Use the information from the article and your own knowledge to answer the
following questions.

(a) Explain why obesity is ‘a big problem’ for society (paragraph 2).
(2)

(b) Describe the structure of triglyceride fat found in white adipose tissue (WAT).
(2)

Answer = .................................................................... %

21
*P39512A02128* Turn over
(d) State the evidence supporting the idea that specific parts of the brain are
responsible for the gender differences in the processing of information related to
body image (paragraphs 8 to 14).
(4)

(e) Explain why the raised cortisol levels due to dieting in females, may be a long term
risk factor (paragraph 18).
(2)

22
*P39512A02228*
(f ) Suggest why it may be an advantage to have lipids stored in ‘many small droplets
rather than in a large mass’ in brown adipose tissue (BAT) (paragraph 28).
(2)

(g) Suggest how the uncoupling agent UCP-1 might affect the production of ATP and
heat (paragraph 28).
(3)

(h) Suggest why 18F-fluorodeoxyglucose (18FFDG) becomes ‘trapped’ in the cells,

unlike glucose which is rapidly metabolised (paragraph 32).
(3)

23
*P39512A02328* Turn over
(i) Explain why the seaweed pigment fucoxanthin caused a reduction in
abdominal fat in rats (paragraph 38).
(3)

*(j) Give the scientific evidence for the protein PRDM16 being responsible for
potential weight loss (paragraphs 40 and 41).
(5)

24
*P39512A02428*
(k) Give two pieces of evidence showing that environmental factors can alter gene
expression (paragraphs 45 to 47).
(2)

(Total for Question 7 = 30 marks)

TOTAL FOR PAPER = 90 MARKS

25
*P39512A02528*
BLANK PAGE

26
*P39512A02628*
BLANK PAGE

27
*P39512A02728*
BLANK PAGE

28
*P39512A02828*
Mark Scheme (Results)

Summer 2012

GCE Biology (6BI05) Paper 01

Energy, Exercise and Coordination
Edexcel and BTEC Qualifications

Our website subject pages hold useful resources, support material and live feeds from
our subject advisors giving you access to a portal of information. If you have any
subject specific questions about this specification that require the help of a subject
specialist, you may find our Ask The Expert email service helpful.

www.edexcel.com/contactus

Pearson: helping people progress, everywhere

Our aim is to help everyone progress in their lives through education. We believe in
every kind of learning, for all kinds of people, wherever they are in the world. We’ve
been involved in education for over 150 years, and by working across 70 countries, in
100 languages, we have built an international reputation for our commitment to high
standards and raising achievement through innovation in education. Find out more
about how we can help you and your students at: www.pearson.com/uk

Summer 2012
Publications Code UA031782
All the material in this publication is copyright
© Pearson Education Ltd 2012
General Marking Guidance

• All candidates must receive the same treatment. Examiners must

mark the first candidate in exactly the same way as they mark the
last.
• Mark schemes should be applied positively. Candidates must be
rewarded for what they have shown they can do rather than
penalised for omissions.
• Examiners should mark according to the mark scheme not according
to their perception of where the grade boundaries may lie.
• There is no ceiling on achievement. All marks on the mark scheme
should be used appropriately.
• All the marks on the mark scheme are designed to be awarded.
Examiners should always award full marks if deserved, i.e. if the
answer matches the mark scheme. Examiners should also be
prepared to award zero marks if the candidate’s response is not
worthy of credit according to the mark scheme.
• Where some judgement is required, mark schemes will provide the
principles by which marks will be awarded and exemplification may
be limited.
• When examiners are in doubt regarding the application of the mark
scheme to a candidate’s response, the team leader must be
consulted.
• Crossed out work should be marked UNLESS the candidate has
replaced it with an alternative response.

Quality of Written Communication

Questions which involve the writing of continuous prose will expect candidates to:

• Write legibly, with accurate use of spelling, grammar and punctuation in

The following symbols are used in the mark schemes for all questions:

Symbol Meaning of symbol

Crossed out work

Spelling and clarity

In general, an error made in an early part of a question is penalised when it occurs

but not subsequently. The candidate is penalised once only and can gain credit in
later parts of the question by correct reasoning from the earlier incorrect answer.

No marks are awarded specifically for quality of language in the written papers,
except for the essays in the synoptic paper. Use of English is however taken into
account as follows:

• candidates must make their meaning clear to the examiner to gain the mark.

• a correct statement that is contradicted by an incorrect statement in the same part

of an answer gains no mark – irrelevant material should be ignored
Question Answer Mark
Number
1(a)(i) B; (1)

Question Answer Mark

Number
1(a)(ii) C; (1)

Question Answer Mark

Number
1(b) D; (1)

Question Answer Mark

Number
1(c) A; (1)

Question Answer Mark

Number
1(d) C; (1)

Question Answer Mark

Number
1(e) D; (1)
Question Answer Mark
Number
2 (a)(i) all the {DNA / genes / eq} of (the human species)
; (1)

Question Answer Mark

Number
2 (a)(ii) Any one from:

1. idea of discrimination e.g. insurers might have

access to a person’s DNA /

2. idea of who decides whether a person is tested /

3. idea of need for confidentiality /

4. expensive medical treatments might be

restricted / eq ; (1)

Question Answer Mark

Number
2 (b)(i)
1. idea that (Human Genome Project) identifies
allele related to melanoma e.g. mutant allele,
aberrant allele ;

2. idea that drug targets this allele ;

3. (mutant) allele can no longer express itself / eq

;

4. idea of drug preventing translation ;

5. idea that such a drug is more effective ;

(3)
Question Answer Mark
Number
2 (b)(ii)
1. idea that drug affects expression of the allele ;

2. idea that protein not produced ;

3. idea that (melanoma) cells killed ;

4. idea that (melanoma) cells do not divide ;

5. idea that they are replaced with normal body

cells ;

6. through mitosis / eq ;

7. description of specific part of mitosis affected

e.g. no spindle fibres ;
(4)

Question Answer Mark

Number
2 1. randomised trial / eq ;
(b)(iii)
2. {large number / eq} of patients ;

3. double blind / eq ;

4. idea of {use of placebo / use of current

treatment} ;

5. testing how effective the drug is on patients / eq

; (2)

Question Answer Mark

Number
2 (c) 1. yeast cells have human collagen {gene / allele /
DNA / eq} ;

2. idea that new collagen is recognised as ‘self’

e.g. has no non-self antigens ;

3. does not trigger immune response / eq ;

(2)
Question Answer Mark
Number
3 (a)(i) 1. cage with no enrichment / eq ;

2. idea of same regime e.g. starvation time,

feeding time, time in cage ;
(2)

Question Answer Mark

Number
3 (a)(ii) idea of motivation e.g. to encourage them to look
for food ; (1)

Question Answer Mark

Number
3 (b) 1. overall trend increases / eq ;

2. idea of rapid increase in visiting over first {2 / 3

/ 5} days / eq ;

3. after this the increase in visiting slows down / eq

;

4. comment on lower percentage on day 4 ;

5. comment on levels off from day {5 / 9} ;

6. idea that the rats did not visit all the floors (on
each day) e.g. 100% of the floors never
achieved ;

7. manipulation of figures / eq ; (3)

Question Answer Mark

Number
3 (c) 1. idea that exploration encouraged in group P ;

2. due to {enrichment / hidden food / eq} ;

3. idea that they are more intrepid e.g. they visit

more of the maze ;

4. {better / more adept / eq} at looking for food /

learnt to look for food ;

(2)
Question Answer Mark
Number
3 (d) 1. more synapses /eq ;

2. idea that more {connections between neurones

/ neurones connected together} ;

3. idea of better learning capacity ;

(2)
Question Answer Mark
Number
*4 (a) Take into account quality of written
communication when awarding the
following points.

1. idea of calibration for volume ;

2. idea of calibration for time ;

3. description of how to calculate tidal volume

(from trace) / eq ;

4. idea that one peak = one breath ;

5. reference to breathing rate is number of peaks

per minute ;

6. idea of standardised group of males and females

e.g. same age, non-smokers ;

7. idea that traces taken at rest ;

8. reference to replicates ;

9. description of how to calculate the mean from

the trace ;

(6)

Question Answer Mark

Number
4 (b)(i)
1. PEF increases (from 15) to when they are in
their 30s and then decreases ;

2. reaches a peak at age {30 to 34} for women /

eq ;

3. reaches a peak at age {36 to 39} for men / eq ;

4. idea that PEF falls below value at 15 (later on in

life) ;

5. manipulation of figures to illustrate the points

above ;
(4)
Question Answer Mark
Number
4 (b)(ii) weakening of muscles / loss of elasticity of lungs ;
(1)

Question Answer Mark

Number
4
(b)(iii) 1. he is more than 30% below / must be less than
400 dm3 min-1/ he is {37 to 39 %} below / eq ;

2. therefore his asthma is not under control ; (2)

Question Answer Mark

Number
4 height ;
(b)(iv) (1)
Question Answer Mark
Number
5 (a)(i) {pigment / eq} at back of eye absorbs light / no
light is reflected out (from the choroid) ; (1)

Question Answer Mark

Number
5 (a)(ii)
1. circular muscles contract (and radial muscles
relax) to {constrict / eq} pupil ;

2. radial muscles contract (and circular muscles

relax) to {dilate / eq} pupil ;

3. need for fine control of aperture to allow pupil

to be reset to a different size / allow changing
to take account of varying light intensity ;

4. (these) muscles can only shorten / eq ;

5. antagonistic muscles have opposite effects / eq

;

6. idea that contraction of one muscle set

stretches the other ;

(3)

Question Answer Mark

Number
5 1. details of impulse e.g. depolarisation / eq ;
(a)(iii)
2. reference to bipolar {neurone / cell / eq} ;

3. reference to sensory neurone / eq ;

4. reference to optic nerve ;

5. reference to {motor / eq} neurone connected to

(radial) muscles ;

6. reference to contraction of radial muscle ;

(3)
Question Answer Mark
Number
5 (b)
1. has an effect on nervous system of iris / eq ;

2. radial muscles contract / eq ;

3. idea of prevention of pupil constriction ;

4. larger aperture / pupil dilates / eq ;

5. letting more light in / eq ;

6. (so) can see {more / all / eq} retina ;

(3)

Question Answer Mark

Number
5 (c)
1. retinol and retinal are very similar in structure /
eq ;

2. idea of retinol is needed to make retinal / eq ;

3. idea that shortage of retinol in diet leads to less

retinal ;

4. in rods ;

5. idea that this leads to reduced vision in {low

light / at night / eq} ;
(3)
Question Answer Mark
Number
6

Statement Tick ( ) or cross (×)

Cause cell depolarisation ×

Affected by all wavelengths of light ×

Involved in plant growth and

development

Affected by darkness

1 for each correct row.

(4)
Question Answer Mark
Number
7 (a) 1. high numbers of obese people / eq ;

2. this is linked to increased risk of diseases such

as {diabetes / CVD / eq} ;

3. idea that this puts an economic burden on

society ;

(2)

Question Answer Mark

Number
7 (b) 1. three fatty acids ;

2. contains a glycerol (molecule) / ref. to ester

bonds ;

(2)

Question Answer Mark

Number
7 (c) 1. 80% × {10 / 15 / 20} % OR 0.8 × 0.1
OR 0.8 x 0.15 OR 0.8 x 0.2
OR idea that percentage mortality has not
changed ;

2. 0% / 8% / 12% / 16% / (range) 8 to 16% ; (2)

Question Answer Mark
Number
7 (d) 1. (serious) self reflection is associated with
increased activity in the mPFC (in both) / eq ;

Body image:

2. there is a link between overweight body image

in females and activation of mPFC / eq ;

3. there is no (significant) mPFC activation in

men when presented with equivalent male
images /eq ;

Words:

4. {words / eq} associated with increased

activation in the amygdala in females / eq ;

5. (and) deactivation of the left mPFC in females

/ eq ;

6. in men this response was reversed / eq ;

(4)

Question Answer Mark

Number
7 (e) 1. idea that cortisol levels need to be high for a
long time ;

2. this leads to {high blood pressure / suppressed

thyroid function / impaired immunity /
increased intra-abdominal fat / CVD / diabetes
/ cancer} ;
(2)

Question Answer Mark

Number
7 (f) 1. greater surface area / eq ;

2. idea of more quickly hydrolysed (by enzymes)

/ eq ;

3. to release energy / for use in respiration / eq ;

(2)
Question Answer Mark
Number
7 (g) 1. UCP-1 is in the mitochondria / eq ;

2. idea that electron transport chain is disrupted ;

3. (therefore) less ATP is produced by the

electron transport chain / eq ;

4. UCP-1 might inhibit {ATP synthase / ATPase /

eq } OR alter the proton gradient / eq ;

5. more energy as heat / eq ;

(3)

Question Answer Mark

Number
7 (h) 1. it only undergoes the first stage of metabolism
/ eq ;

2. glucose is completely metabolised / eq ;

3. idea that products of 18F-FDG breakdown

cannot be metabolised ;

4. idea that this is due to wrong shape for next

enzyme ;

5. (so) cannot bind to active site / binds

permanently / eq ;

6. idea that (altered shape means) cannot exit

through the same glucose / eq channels they
entered by ;
(3)

Question Answer Mark

Number
7 (i) 1. fucoxanthin increases the production of UCP-1
/ eq ;

2. UCP-1 {uncouples / disrupts / eq} the electron

transport chain / oxidative phosphorylation /
eq ;

3. less ATP available for use / eq ;

4. more energy lost as heat / eq ;

5. extra fat is used in {respiration / eq} ;

(3)
Question Answer Mark
Number
*7 (j) Take into account quality of written
communication when awarding the
following points.

1. PRDM16 levels higher in BAT than WAT / eq ;

2. loss of PRDM16 causes a loss in heat

production / eq ;

3. more energy stored as fat in WAT / eq ;

4. (artificial) excess of PRDM16 causes white fat

cells to become brown fat cells / eq ;

5. this influences UCP-1 levels / eq ;

6. genetically engineered mice had high levels of

UCP-1 during BAT formation / eq ;

7. increasing PRDM16 in muscle cells causes

them to differentiate into brown fat cells / eq ;

8. increased BAT as a result associated with

increased {heat production / weight loss / fat
loss / eq} / eq ;

(5)

Question Answer Mark

Number
7 (k)
1. anorexia associated with a reduction in {CD68
expression / mRNA coding for fat synthesis /
certain proteins / eq} / eq ;

2. anorexia associated with an increase in resistin

mRNA expression / eq ;

3. {psychological distress / eq} leads to changes

in DNA structure / methylation of DNA / eq ;

(2)
Further copies of this publication are available from
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with its registered office at Edinburgh Gate, Harlow, Essex CM20 2JE
Write your name here
Surname Other names

Centre Number Candidate Number

Edexcel GCE
Biology
Advanced
Unit 6B: Practical Biology and Investigative Skills
Wednesday 16 May 2012 – Afternoon Paper Reference

Time: 1 hour 30 minutes 6BI08/01

You must have: Total Marks
Ruler, Calculator, HB Pencil

Instructions
Use black ink or ball-point pen.
Fill in the boxes at the top of this page with your name,
centre number and candidate number.
Answer all questions.
Write your answers in the spaces provided in this question paper
– there may be more space than you need.

Information
The total mark for this paper is 50.
The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
You will be assessed on your ability to organise and present information,
ideas, descriptions and arguments clearly and logically, including your use of
grammar, punctuation and spelling.
Any blank pages are indicated.

Advice
Read each question carefully before you start to answer it.
Keep an eye on the time.
Try to answer every question.
Check your answers if you have time at the end.

Turn over

P39514A
©2012 Pearson Education Ltd.
*P39514A0116*
1/1/1/1/
Answer ALL questions.
1 The unwanted plants growing in a field of cereal crops are called weeds.
Selective weedkillers can be used on fields of cereal crops. These kill broad-leaved
weeds, without harming the cereal plants.

(a) Describe an experiment to investigate the effect of a new selective weedkiller in a

field containing cereal plants and broad-leaved weeds.
(6)

2
*P39514A0216*
(b) (i) Suggest two abiotic factors that are variables in the investigation.
(2)

(ii) Choose one of the variables from (b)(i). Suggest how this variable could be
taken into account or have been controlled. Describe what effect this variable
could have had on the results.
(2)

Variable . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................. ........................................................................................................... . . . . . . . . . . . . . . . . .

How the variable could be taken into account or controlled............................................................................................... . . . . . . . . . . . . . . . . .

Effect of the variable on the results ..................... ......................................................................................................... ................................... . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......................................................................................................................................... . . . . . . . . . . . . . . . . . . .

3
*P39514A0316* Turn over
(c) Suggest how a selective weedkiller, containing a plant growth regulator such as
IAA, may be able to kill broad-leaved weeds.
(2)

(Total for Question 1 = 12 marks)

4
*P39514A0416*
BLANK PAGE

5
*P39514A0516* Turn over
2 A student decided to investigate habituation in Giant African Land snails (Achatina
fulica).

Giant African Land snail, Magnification x0.5

The student selected a snail (A) and placed it on a glass plate across which it was able
to move. The student tapped the plate with a glass rod, next to the snail, causing the
snail to stop moving and withdraw into its shell. The student recorded the time, in
seconds, it took for the snail to re-emerge from its shell and start moving again.
The student tapped the plate at the start of the investigation and then every two
minutes for a total of 12 minutes.
The investigation was repeated with two other snails (B and C).
A copy of the raw results for each snail is shown below.

A 90, 40, 30, 10, 0, 0, 2

B 108, 60, 40, 15, 5, 0, 0
C 80, 48, 80, 20, 0, 0, 0

(a) Write a suitable null hypothesis for this investigation.

(1)

(b) Calculate suitable means from the raw results and prepare a table to display these
and the raw data for this investigation.
(4)

6
*P39514A0616*
(c) On the graph paper below, draw a suitable graph to show the effect of repeated
tapping on the time taken for a snail to start moving again.
(3)

7
*P39514A0716* Turn over
(d) State an anomalous result in the data.
(2)

Give one reason for your answer.

8
*P39514A0816*
(e) The student used a statistical test to investigate the significance of the correlation
between the mean time for the snails to start moving and the repeated tapping.
His calculation gave a negative correlation value of 0.93.

The table below shows significance levels and correlation values for this statistical
test.

Significance level (p)

Number of means 0.50 0.20 0.10 0.05 0.01
4 0.60 1.00 – – –
5 0.50 0.80 0.90 – –
6 0.37 0.66 0.83 0.89 1.00
7 0.32 0.57 0.71 0.79 0.93
8 0.31 0.52 0.64 0.74 0.88
9 0.27 0.48 0.60 0.70 0.83
10 0.25 0.46 0.56 0.65 0.79

What conclusions can be drawn from this investigation?

Use the information provided in the table above and on the graph you have
drawn, together with your knowledge and understanding of habituation, to
explain your answer.
(5)

(Total for Question 2 = 15 marks)

9
*P39514A0916* Turn over
3 Many hospitals and other public buildings now use alcohol-based hand gels to help
prevent the spread of infection. These hand gels contain a high concentration of an
alcohol (such as ethanol) and a mixture of other components to help thicken and
perfume the gel.
Plan an investigation to discover the minimum concentration of ethanol that is
needed to inhibit the growth of a specific type of bacterium.
Your answer should give details under the following headings.

(a) A consideration of the safety issues and how you would minimise the risk.
(3)

10
*P39514A01016*
(b) Suggestions for preliminary work that you might undertake to ensure your
proposed method would provide meaningful data.
(3)

(c) A detailed method including an explanation of how important variables are to be

controlled or monitored.
(10)

11
*P39514A01116* Turn over
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......................................................................................................................................... . . . . . . . . . . . . . . . . . . .

12
*P39514A01216*
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......................................................................................................................................... . . . . . . . . . . . . . . . . . . .

13
*P39514A01316* Turn over
(d) A clear explanation of how your data are to be recorded, presented and analysed
in order to draw conclusions from your investigation.
(4)

14
*P39514A01416*
(e) The limitations of your proposed method.
(3)

(Total for Question 3 = 23 marks)

TOTAL FOR PAPER = 50 MARKS

15
*P39514A01516*
BLANK PAGE

16
*P39514A01616*
Mark Scheme (Results)

Summer 2012

GCE Biology (6BI08) Paper 6B

Practical Biology and Investigative Skills
Edexcel and BTEC Qualifications

Edexcel and BTEC qualifications come from Pearson, the world’s leading learning company.
We provide a wide range of qualifications including academic, vocational, occupational and
specific programmes for employers. For further information, please visit our website at
www.edexcel.com.

Our website subject pages hold useful resources, support material and live feeds from our
subject advisors giving you access to a portal of information. If you have any subject
specific questions about this specification that require the help of a subject specialist, you
may find our Ask The Expert email service helpful.

www.edexcel.com/contactus

Pearson: helping people progress, everywhere

Our aim is to help everyone progress in their lives through education. We believe in every
kind of learning, for all kinds of people, wherever they are in the world. We’ve been
involved in education for over 150 years, and by working across 70 countries, in 100
languages, we have built an international reputation for our commitment to high standards
and raising achievement through innovation in education. Find out more about how we can
help you and your students at: www.pearson.com/uk

Summer 2012
Publications Code UA031789
All the material in this publication is copyright
© Pearson Education Ltd 2012
General Marking Guidance

• All candidates must receive the same treatment. Examiners must mark
the first candidate in exactly the same way as they mark the last.

• Mark schemes should be applied positively. Candidates must be rewarded

for what they have shown they can do rather than penalised for
omissions.

• Examiners should mark according to the mark scheme not according to

their perception of where the grade boundaries may lie.

• There is no ceiling on achievement. All marks on the mark scheme should

be used appropriately.

• All the marks on the mark scheme are designed to be awarded.

Examiners should always award full marks if deserved, i.e. if the answer
matches the mark scheme. Examiners should also be prepared to award
zero marks if the candidate’s response is not worthy of credit according to
the mark scheme.

• Where some judgement is required, mark schemes will provide the

principles by which marks will be awarded and exemplification may be
limited.

• When examiners are in doubt regarding the application of the mark

scheme to a candidate’s response, the team leader must be consulted.

• Crossed out work should be marked UNLESS the candidate has replaced it
with an alternative response.
Question Answer Mark
Number
1(a)
1. suitable dependent variable identified e.g.
percentage cover of weeds ;

2. reference to method for measuring

dependent variable e.g. use of a quadrat
grid to estimate percentage cover ;

3. description of method for distribution of

random {quadrats / samples} eq ;

4. description of calculation needed to obtain

dependent variable e.g. number of squares
out of 100 containing weeds ;

5. reference to weedkiller is independent

variable

6. description of method of application of

weedkiller to {field / plot / quadrats / eq} ;

7. reference to control with {no / old / eq}

weedkiller ;

8. reference to measuring cereals as well as

weeds ;
(6)
9. idea of measuring {cereals / weeds} in field
before treatment / eq ;

Question Answer Mark

Number
1(b)(i) Any two from:

1. soil {type / pH /organic content / minerals /

eq} ;

2. water content of soil {humidity / eq} ;

3. temperature ;

4. wind speed / eq ;

5. light intensity / eq ;

6. topography / eq ; (2)
Question Answer Mark
Number
1(b)(ii)

1. appropriate variable chosen, with suitable

{control / monitoring} method described ;

2. description of likely effect on the dependent

variable e.g. (increase / decrease / eq) in
{growth / percentage cover / eq };
(2)

Question Answer Mark

Number
1(c) Any two from:

1. reference to cell elongation / eq ;

2. stimulates excessive growth of the (broad-

leaved) plant(s) / eq ;

3. interferes with { plant metabolism /

photosynthesis / respiration / mineral uptake
/ cell cycle / eq} ;

4. acts as an inhibitor of {enzyme / channel

protein / eq} / eq ;
(2)
5. toxic / eq ;
Question Answer Mark
Number
2(a)
there will be no significant {difference / correlation} in
the time it takes for the snail to {re-emerge / start (1)
moving / eq} and the {number of taps received /eq} /
eq ;

Question Answer Mark

Number
2(b)
1. suitable table format e.g. tap time or tap
number in 1st column ;

2. correct column headings with units ;

3. means correctly calculated ;

4. all raw data and means included ;

e.g.

Tap Time taken to re-emerge (and

time / start moving) / seconds
min A B C mean
0 90 108 80 93
2 40 60 48 49
4 30 40 80 50
6 10 15 20 15
8 0 5 0 2
10 0 0 0 0
12 2 0 0 1
(4)

Question Answer Mark

Number
2(c)

A axes correct orientation and continuous linear

scale with units and labels ;

F data plotted as x y scatter graph ;

P points plotted correctly ;

(3)
Question Answer Mark
Number
2(d)
1. identified anomalous result:
snail C at {4 min / 3rd tap /80} /
OR
snail A at {12 min / 7th tap / 2} /
OR
(mean result at) {4 min / 12 min /3rd tap / 7th tap
/ 50 / 0.7} eq ;

2. time to respond increased from 2nd to third tap

/ eq (2)
OR
would expect all at 12 min to be zero / eq
OR
appropriate reference to width of the range bar;

Question Answer Mark

Number
2(e)
1. reference to critical value is 0.79 ;

2. the calculated value is greater than the {critical

value / 0.79} at the 95% confidence level /eq ;

3. therefore there is a (significant negative)

correlation between the number of taps received
by the snail and the time it takes the snail to
start moving again / eq ;

4. repeated stimulation results in loss of response

/eq ;

5. lack of {reinforcement / reward /punishment

/eq} ;

6. idea that Ca2+ ion channels become less

responsive /eq ;

7. fewer {action potentials / waves of (5)

depolarisation / impulses /eq} / eq ;
Question Answer Mark
Number
3(a)
1. alcohol is flammable / irritant / eq ;

2. keep alcohol away from naked flames / wear gloves

/ eq ;

3. need to prevent {growth of harmful bacteria /

exposure to bacteria} / eq ;

4. (prevention of growth or exposure by) use of any

one of the following:

aseptic conditions needed / eq

use of a strain of bacteria that is not harmful /
do not incubate at 37oC /eq
secure lids on plate but not air tight to prevent
anaerobic conditions / eq
use of antiseptic
need safe disposal of plates / eq ;

5. other acceptable risk;

(3)
Question Answer Mark
Number
3(b)

1. practise proposed method / see if proposed method

will work / eq ;

2. check most suitable conditions for growth of the

bacteria / eq ;

3. select suitable timescale for measuring growth of

bacteria / eq ;

4. check method of measuring effect on growth of

bacteria / eq ;

5. consider what other variables need to be taken into

account / eq ;

6. check the method of adding alcohol to plates / eq ;

7. determine a suitable concentration range for alcohol

/ eq ; (3)

8. check which {type / strain / eq} bacteria to use ;

Question Answer Mark
Number
3(c) 1. clear statement of dependent variable e.g. (zone of
inhibition of bacteria / absorbance of bacterial
culture / eq) ;

2. clear statement of independent variable as

concentration of alcohol ;

3. range of concentrations suggested (at least 5) ;

4. clear description of how the alcohol will be added to

the bacterial culture / eq ;

5. clear reference to need for nutrient gel / nutrient

broth /eq ;

6. some clear consideration of time period over which

the growth will be measured / eq ;

7. consideration of which type of bacteria to use /

named example / eq ;

8. and 9. Identification of up to two other variables

that could affect growth of bacteria ;

10. and 11. description of how these two identified

variables can be controlled ;

12. clear reference to need for repeats (at each (8)

concentration) ; + 2 SPG
(see
13. clear description of how the bacterial culture/plate below)
will
be set up e.g. lawn, inoculation of broth ;

SPG award up to 2 marks

level Mark Descriptor
Level 1 0 The account is very disorganised and is very difficult to follow.
Scientific vocabulary is very limited with many spelling and
grammatical errors.
Level 2 1 There is some disorganisation in the account which is not
always in the correct sequence. Some relevant scientific
vocabulary is used. The account is not always in continuous
prose and there are grammatical errors and some important
spelling mistakes.
Level 3 2 The account is well organised with no undue repetition and a
correct sequence. There is good use of scientific vocabulary in
the context of the investigation described. The account is
written in continuous prose which is grammatically sound with
no major spelling errors.
Question Answer Mark
Number
3(d)
1. clear table which matches method described with
headings and units ;

2. change in bacterial growth calculated e.g. by

measuring area of zone of inhibition / absorbance of
culture ;

3. means calculated from repeat data ;

4. graph type selected that matches the data to be

collected ;

5. reference to an appropriate statistical test e.g. use of

correlation test (Spearman’s Rank / eq) / suitable test
to compare bacteria growth with and without alcohol
(t- test / Mann-Whitney U test / Chi – squared / eq) ; (4)

Question Answer Mark

Number
3(e)
1. difficult to control all variables (affecting bacterial
growth) / eq ;

2. uneven spread of bacteria at start / eq ;

3. another variable may be acting as a limiting factor for

bacterial growth / eq ;

4. idea of need to test effect on more than one type of

bacteria / eq ;

5. idea that experimental conditions do not match use of

hand wash ;

6. reference to effects of diffusion / eq ;

7. reference to effects of ethanol evaporation ;

(3)
Further copies of this publication are available from
Edexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN

Telephone 01623 467467

Fax 01623 450481
Email publication.orders@edexcel.com
Order Code UA031789 Summer 2012

For more information on Edexcel qualifications, please visit our website

www.edexcel.com

Pearson Education Limited. Registered company number 872828

with its registered office at Edinburgh Gate, Harlow, Essex CM20 2JE

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