Questionpaper Paper1B June2019
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dyuha82Questionpaper Paper1B June2019
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dyuha82Please check the examination details below before entering your candidate information
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Pearson Edexcel
International GCSE (9–1)
Tuesday 14 May 2019
Afternoon (Time: 2 hours) Paper Reference 4BI1/1B 4SD0/1B
Biology
Unit: 4BI1
Science (Double Award) 4SD0
Paper: 1B
You must have: Total Marks
Calculator, ruler
Instructions
• Use black ink or ball-point pen.
• centre
Fill in the boxes at the top of this page with your name,
number and candidate number.
• Answer allthequestions.
Answer
• – there may bequestions in the spaces provided
more space than you need.
• Show all the steps in any calculations and state the units.
• mind about
Some questions must be answered with a cross in a box . If you change your
an answer, put a line through the box and then mark your new
answer with a cross .
Information
• The total mark for this paper is 110.
• 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.
• Try toyour
Write answers neatly and in good English.
• Checkanswer every question.
• your answers if you have time at the end.
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P58564RA
©2019 Pearson Education Ltd.
1/1/1/1/1/
Answer ALL questions.
1 This is a three-dimensional diagram of a plant cell.
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A B
mitochondria
cytoplasm
C
E D
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(a) Name the structures labelled A, B, C, and D.
(4)
A ............................
vacuole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................ ........................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
B ............................
nucleus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
C ...........................
cell wall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................ ........................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
D ...........................
cell membrane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Structure E is a chloroplast.
Chloroplasts are not found in animal cells.
(i) Give the letter of another structure shown in the diagram but not found in
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animal cells.
(1)
(A) vacuole
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(ii) Explain why some plant cells contain many chloroplasts, some plant cells
contain few chloroplasts and some plant cells contain no chloroplasts.
(3)
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varied amounts of light reach different parts of the plant, hence chloroplast concentration.
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no light reaches the roots, some reaches the stem, but the most light reaches the leaves - which happen to
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contain the largest amount of chloroplasts, as they are the main site of photosynthesis.
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There is a relationship that can be drawn from the presence of chloroplasts, and recieved light intensity.
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(c) Ribosomes are found in plant cells and in animal cells.
Name the process that occurs at the ribosomes.
(1)
protein synthesis
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(Total for Question 1 = 9 marks)
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BLANK PAGE
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2 The photograph shows a type of fish called a salmon.
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(Source: © Alexander Raths/Shutterstock)
Some humans eat salmon as a source of protein.
Protein is a component of a balanced diet.
(a) Which statement describes what happens to salmon protein in the human stomach?
(1)
A it is digested into amino acids
B its surface area is increased by bile
C its pH is raised by hydrochloric acid
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D it is absorbed by villi
(b) The table lists other components of a balanced diet and their functions.
Complete the table by giving a function of each component.
The first one has been done for you.
(3)
Component Function
lipid store of energy
vitamin D assists in the absorption of calcium
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iron assists in the formation of hemoglobin, which carries oxygen in the blood
fibre assists peristalsis
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(c) A student investigates the effect of genetic modification on the growth of salmon.
The student measures the mass and length of one normal salmon and one
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genetically modified salmon when both salmon are 18 months old.
The table shows the student’s results.
Type of salmon Mass in g Length in cm
normal 1250 33
genetically modified 3000 61
(i) It is recommended that a 15-year-old person needs 50 g of protein per day for
a balanced diet.
A normal salmon contains 20% protein.
Calculate how many 15-year-olds can have their recommended daily allowance
of protein supplied by the 18-month-old normal salmon.
(2)
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number = ......................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(ii) The student concludes that his results show that genetically modified (GM) salmon
are useful in providing a balanced diet.
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Discuss the student’s conclusion.
(6)
There is a large difference in mass between normal and GM salmon. Compared to the normal salmon,
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the GM salmon is 2.4 times bigger. This means that available protein mass in each unit of GM salmon is
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much greater on average, assuming the percentage of macronutrient content remains the same.
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One normal salmon provides 250g of pure protein, one GM salmon provides 600g of pure protein.
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This means per unit of GM salmon, more protein present makes it a more viable option to be part of a
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balanced diet.
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(d) The passage describes the role of enzymes involved in the genetic modification of salmon.
Complete the passage by writing a suitable word in each space.
(3)
All salmon contain a length of DNA called a ............................................................................................. , which controls the
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chromosome
production of growth hormone. Another length of DNA, from a different species of fish, is cut out
using a restriction
.......... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............... enzyme. This DNA is then joined to the salmon DNA
. . . .......................................................... .
using an enzyme called . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ligase
This causes the salmon to produce growth hormone at all times.
(Total for Question 2 = 15 marks)
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3 The diagram shows a food web.
herring gulls
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skunks
sandpipers
rats
ghost crabs
dms
mud worms dzms
dzmgr
dzmgs
zooplankton dzmgh
dzmgs
diatoms
(a) Use information from the food web to complete the table.
The first one has been done for you.
(3)
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number of organisms 8
number of producers 1
number of primary consumers 2
number of food chains 6
(b) Explain why the energy in the mud worms is not all transferred to the organisms
that eat them.
(4)
Every jump in the food chain allows for some energy to be lost.
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Loss of energy via excretion, reproduction and other life processes occurs at every
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trophic level. This means that the available biomass per trophic level decreases,
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leading to organisms further from producers having to consume more to meet
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their energy needs.
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(c) The diagram shows sandpipers feeding.
Sandpipers have long beaks so that they can dig for worms in the mud.
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(Source: © Birchside www.fotosearch.com)
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Explain how sandpipers evolved to have long beaks.
(4)
In any given population of sandpipers, when hunting for food, sandpipers with
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longer beaks, on average gained a selective advantage against other sandpipers
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without those traits. Hence, those who failed to evolve had a lesser chance of
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successful reproduction, reducing their population. Those, however, who were able
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to adapt, passed down the genes required for growing a longer beak over many
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generations. This means by evolution via natural selection, sandpipers were able to
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evolve to have longer beaks.
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(Total for Question 3 = 11 marks)
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4 This apparatus can be used to show osmosis.
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glass tube
sucrose solution
water
partially permeable membrane
(a) Explain what happens to the level of the sucrose solution in the glass tube.
(3)
Via osmosis,
................................ . . . . . . . . . . . water
. . . . . . . . . . . . . . . . . . . . particles
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .move from an area of higher to lower water potential,
. . . . . . . ............................................................................................................................................ ....................................
across a partially permeable membrane. In this case, water molecules will move
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into the sucrose solution, raising the volume of liquid, increasing the level of the
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solution.
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Describe how this apparatus could be modified to measure the rate of osmosis at
different temperatures.
(3)
The apparatus can be raised higher, and a thermometer placed inside the beaker.
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To test a range of temperatures, a heat and cooling source can be determined.
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A bunsen burner for heat, and ice cubes for cooling.
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The bunsen
................................ . . . . . . . . .burner
. . . . . . . . . . . . . . . . . . . . . . .can
. . . . . . . . . . . . . .be
. . . . . . . . . .placed underneath the beaker, while the ice can. . . . . .be
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placed inside the beaker.
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 4 = 6 marks)
10
*P58564RA01032*
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11
*P58564RA01132*
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5 Wheat seeds contain stores of a large insoluble molecule.
This molecule is digested by amylase as the seeds germinate.
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(a) What is the name of this large insoluble molecule?
(1)
A glucose
B lipid
C protein
D starch
(b) A student investigates the oxygen absorbed by germinating seeds at different temperatures.
The diagram shows some of the student’s apparatus.
syringe
scale
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tap
coloured liquid
germinating tube
seeds
gauze DO NOT WRITE IN THIS AREA
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soda lime
12
*P58564RA01232*
(i) Suggest why the student opens the tap after obtaining one set of results.
(2)
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For moisture: the seeds need to have enough moisture to germinate.
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For air: the seeds need some amount of oxygen to germinate.
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) What is the function of the soda lime?
(1)
A it absorbs carbon dioxide
B it absorbs oxygen
C it releases carbon dioxide
D it releases oxygen
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(iii) The student measures the distance moved by the coloured liquid and converts this
to volume of oxygen absorbed.
The volume of oxygen absorbed can be calculated using the formula
volume = π × radius2 × distance
Calculate the volume of oxygen absorbed when the coloured liquid moves a
distance of 6.0 mm.
[diameter of tube = 1.0 mm]
(3)
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volume = ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . cm3
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*P58564RA01332* Turn over
(c) The graph shows the results of the student’s investigation.
1.6 germinating seeds at 22 °C
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1.4
1.2
oxygen absorbed
in cm3 1.0
0.8 germinating seeds at 12 °C
0.6
0.4
0.2
0
0 5 10 15 20
time in minutes
(i) Calculate the percentage increase in the rate of oxygen absorption at 22 °C
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compared to the rate of oxygen absorption at 12 °C.
(2)
percentage = ....................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Suggest why the rate of oxygen absorption is greater at 22 °C than at 12 °C.
(2)
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Enzymatic actions at 22 C happen faster, requiring more energy - therefore more
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respiration as to compared to the levels at 12 C. This means that the optimum
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temperature
................................ . . . . . . . . . .for
. . . . . . . . . . .these
. . . . . . . . . . . . . . . . . . . particular enzymes is closer to 22 C as compared to. . .12
. . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . C.
.......................
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 5 = 11 marks)
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*P58564RA01432*
6 The diagram shows a sperm cell from a rat.
A B
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(a) (i) Describe the role of a sperm cell.
(1)
carry male genetic material towards the female ova
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Describe the structures found in part B.
(2)
Nucleus: contains genetic material of the male organism; chromosomes, which
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
come in 22. . . . . pairs.
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Sacromere: present at the end of the sperm head, produces enzymes that are
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responsible for the digestion of the ovum wall during fertilization.
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(iii) Explain why part A contains many mitochondria.
(2)
Part A contains many mitochondria because it produces the energy required for
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propulsion of the sperm cell via the tail. This process requires energy (ATP)
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which mitochondria produce via aerobic respiration.
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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15
*P58564RA01532* Turn over
(b) Nicotine is a chemical found in cigarettes.
A scientist investigates how nicotine affects sperm cells.
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The scientist gives male rats different concentrations of nicotine.
He then calculates the percentage of damaged sperm cells in the semen
produced by each rat.
The table shows his results.
Concentration of nicotine Percentage of
in mg per kg of rat damaged sperm cells (%)
0.0 6.4
0.5 16.8
1.0 24.8
(i) The sample of semen from a rat given a nicotine concentration of 1.0 mg per kg
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contains 5.8 × 107 sperm cells.
Calculate the number of damaged sperm cells in this sample.
(2)
number = ....................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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*P58564RA01632*
(ii) The scientist concludes that cigarette smoking could make male humans infertile.
Discuss this conclusion.
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(5)
Fertility is measured by the concentration of viable sperm in a given semen sample.
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A person with healthier sperm samples overall would be deemed an individual with
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higher fertility. The opposite is true for this as well.
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Nicotine, found in cigarette smoke is proven to damage sperm cells, reducing their
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count and quality. This would reduce the concentration of viable sperm in a given
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sperm sample, affecting overall fertility. Chronic exposure to nicotine could result in
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low sperm count and quality - hence deeming the man infertile.
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 6 = 12 marks)
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*P58564RA01732* Turn over
7 (a) A student investigates the sugar content of four different fruit juices.
This is the student’s method.
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• add 5 cm3 of fruit juice to a boiling tube
• add 5 cm3 of Benedict’s solution to the boiling tube
• place the boiling tube in a water bath at 70 °C for three minutes
• remove the boiling tube and record the colour of the solution
The student uses this method for each of the four fruit juices.
The table shows the student’s results.
Colour of solution after heating
Fruit juice
for three minutes
A blue
B brick red
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C yellow
D green
(i) Give two variables that the student controls in his investigation.
(2)
the volume
1 ............................ of fruit juice added
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
the temperature
2 ............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . of
. . . . . . . . .the
. . . . . . . . . . . .experiment
. . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Give the juices A, B, C and D in order of sugar content, from highest to lowest.
(2)
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B C D A
highest lowest
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*P58564RA01832*
(iii) The student is now given sugar solutions with concentrations of 1%, 5%, 10%
and 20%.
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Explain how the student could use these solutions to estimate the
concentration of sugar in the four fruit juices.
(3)
Color matching.
................................ . . . . . . . . . . . . . . . . . . . . .The
. . . . . . . . . . . . . . .student
. . . . . . . . . . . . . . . . . . . . . . . . . .should repeat the same experiment in the same
. . . . . . ............................................................................................................................................ . . . . . . . . . . .way,
.........................
with the same volumes of solution, for each respective sugar solution. Once done,
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match the results by color to the previous experiments.
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For example, if solution C turns brick red, and so does a 20% sugar solution, it is
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safe to assume that the two are close in the concentration of sugars present.
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(b) Some fruit juices contain high concentrations of sugar.
These fruit juices increase the number of bacteria in the mouth.
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This may lead to an increase in tooth decay.
(i) Suggest why high concentrations of sugar may increase tooth decay.
(2)
Bacteria in the mouth respire anaerobically, via the digestion of sugars to produce
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
lactic acid.. . . .The
................................ . . . . . . . . . . . . . . .higher
. . . . . . . . . . . . . . . . . . . . . .the
. . . . . . . . . . . . concentration of sugars, the easier it is for a large
. . . . . . . . . . . . . . . ............................................................................................................................................ ....................................
population
................................ . . . .of
. . . . . . . .bacteria
. . . . . . . . . . . . . . . . . . . . . . . . . . . .to
. . . . . . . .fester. This increases the likelihood of exacerbating
. . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . .tooth
...........................
decay.
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(ii) Explain another health risk to children who drink fruit juices with high
concentrations of sugars.
(2)
The development of pre-diabetes in children can be common for those who
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
consume high sugar diets. If such a diet is followed for a long period of time, the
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body develops a resistance to insulin, the hormone that regulates blood sugar:
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Irregularities in the control of blood sugar in the body leads to many other problems.
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If no change occurs, the individual may develop type II diabetes.
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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8 A scientist investigates the effect of exercise on breathing rate.
She measures the breathing rate in breaths per minute of two people, P and Q, every
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5 minutes for 30 minutes.
This is her method.
• measure their breathing rate every 5 minutes while they exercise for 20 minutes
• measure their breathing rate every 5 minutes for a further 10 minutes while
they recover from the exercise
The table shows her results.
Breathing rate in breaths per minute
Time in minutes
Person P Person Q
0 12 15
5 20 24
10 22 24
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15 25 23
20 24 20
25 16 19
30 12 15
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(a) (i) Plot a line graph of the results for person P and person Q.
Use a ruler to join your points with straight lines.
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(6)
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(ii) Explain the change in breathing rate during exercise.
(3)
During exercise, muscles in the body respire to release energy, which is used for
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the contraction and relaxation of muscle tissue. Mitochondria within muscle tissue
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require oxygen for respiration. The increased demand for energy in muscles during
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exercise demands for more oxygen. In order to maintain homeostasis, the body
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begins to breathe faster and deeper, in order to increase the level of oxygen in the
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
body.
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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*P58564RA02332* Turn over
(iii) Explain why the breathing rates of persons P and Q remain high for five minutes
after they have finished exercising.
(2)
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During exercise, when the demand for oxygen is not met by breathing, the body
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switches to anerobic respiration, which produces energy and lactic acid.
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A build up of lactic acid in muscle can be harmful, so it must be removed, via
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oxidation. The volume of oxygen required to fully oxidise a given amount of
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lactic acid, is called "oxygen debt". This "debt" is repaid after exercise, explaining
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an elevated breathing rate post exercise.
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(b) The time taken to recover from exercise is often a good measure of fitness.
The scientist concluded that person P is much fitter than person Q.
Comment on the validity of this conclusion.
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(4)
Post-exercise, oxygen needs to be absorbed to repay oxygen debt, which is the
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
volume of . .oxygen
................................ . . . . . . . . . . . . . . . . . . . . . . . . . .required
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .to
. . . . . . . .fully oxidise lactic acid in muscle tissue. This. . .oxygen
. . . ............................................................................................................................................ .................................
is absorbed by the lungs, and pumped around the body by the heart. A person with
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
higher fitness levels has a reinforced heart and lungs, which means that these
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systems operate more efficiently, doing the same job in less time.
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A person who
................................ . . . . . . . . . . . . . . .is
. . . . . . . more
. . . . . . . . . . . . . . . . . . .unfit,
. . . . . . . . . . . . . . . . . .would take longer to recover, because these systems
. . . . . . . . . ............................................................................................................................................ ....................................
are ill adapted
................................ . . . . . . . . . . . . . . . . to
. . . . . . . . the
. . . . . . . . . . . . .stress
. . . . . . . . . . . . . . . . . . . . .of
. . . . . . . . exercising. The validity of this experiment is . .good,
. . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .but
..............
can be improved by having a larger sample, monitoring the intensity of exercise,
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and biodata such as age, height, and body composition, to see whether it would be
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true for all groups.
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9 Pollution can occur in the atmosphere and in rivers.
(a) Carbon monoxide can pollute the atmosphere.
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Describe the effects of carbon monoxide pollution on humans.
(3)
Carbon monoxide is a gas that is harmful to humans.
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It inhibits the absorption of oxygen in blood by binding to hemoglobin in erthrocytes
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which makes it impossible for affected hemoglobin molecules to bind to oxygen.
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This reduces the amount of oxygen in an individuals' body. This could lead to cell
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
death in some cases, and over a long period of time, can lead to organ failure.
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(b) Water pollution can occur if sewage enters a river.
Explain the biological consequences of sewage pollution on a river ecosystem.
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(6)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(Total for Question 9 = 9 marks)
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*P58564RA02732* Turn over
10 (a) Animals produce hormones to communicate between cells.
(i) Which hormone causes the development of secondary sexual characteristics in girls?
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(1)
A adrenaline
B oestrogen
C progesterone
D testosterone
(ii) Which hormone causes an increased blood flow to the muscles during exercise?
(1)
A adrenaline
B insulin
C progesterone
D testosterone
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(iii) Which of these is a correct statement about hormones?
(1)
A they always produce short-term changes
B they are carried by neurones
C they are transported in the plasma
D they always produce a rapid response
(b) Plants produce plant growth substances such as auxin.
Suggest why some biologists do not consider auxin to be a hormone.
(2)
the effects of auxin last for an extended period of time, because due to it, new tissue
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is formed. Hormones do not act for extended periods of time, and eventually their
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effects decay.
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*P58564RA02832*
(c) Plant growth substances stimulate root growth from a cut stem.
Describe an investigation to find the best concentration of plant growth substance
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to stimulate root growth.
You should include experimental details in your answer and write in full sentences.
(6)
Collect your materials: plant growth substance of conc. 1%, 5% 10% and 20%.
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agar medium,
................................ . . . . . . . . . . . . . . . with
. . . . . . . . . . . . . . . basic
. . . . . . . . . . . . . . . . . . . .nutrients, sterilization equipment
. . . . . . . . . . . . . . . . . . ............................................................................................................................................ ....................................
Sample stems from a plant, using sterilized equipment. Separate the stem sample
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into 4 divisions,
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. . . . . . . . . .each
. . . . . . . . . . . . . . . . . .plant
. . . . . . . . . . . . . . . . . .growth substance. Sterilize each sample. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. ............................................................................................................................................
Enrich agar
................................ . . . . . . . .with
. . . . . . . . . . . . . . .respective
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . plant growth substance, and place sample stem
. . . . . . . . . . ............................................................................................................................................ . . . . . . . inside.
.............................
Wait for a few days, and check back with each sample, to see which has grown the
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most.
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 10 = 11 marks)
TOTAL FOR PAPER = 110 MARKS
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*P58564RA02932*
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*P58564RA03032*
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30
31
*P58564RA03132*
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*P58564RA03232*
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