Gcse Biol Revised Support 7922

GCSE Biology
Specimen Assessment Materials

For first teaching from September 2011
For first assessment from Summer 2012
For first award in Summer 2013
Subject Code: 1010
Foreword
The awarding bodies have prepared new specifications to comply with revised GCSE and subject
criteria. The specimen assessment materials accompanying new specifications are provided to give
centres guidance on the structure and character of the planned assessments in advance of the first
assessment. It is intended that the specimen assessment materials contained in this booklet will help
teachers and students to understand, as fully as possible, the markers expectations of candidates
responses to the types of tasks and questions set at GCSE level. These specimen assessment materials
should be used in conjunction with CCEAs GCSE Biology specification.
BLANK PAGE
GCSE Biology
Specimen Assessment Materials
Contents
Specimen Papers
Unit B1:
Unit B1:
Unit B2:
Unit B2:
Foundation Tier
Higher Tier
Foundation Tier
Higher Tier
1
3
25
49
73
Mark Schemes
101
General Marking Instructions

Unit B1:
Foundation Tier
Unit B1:
Higher Tier
Unit B2:
Foundation Tier
Unit B2:
Higher Tier
103
105
113
123
131
Controlled Assessment
141
Controlled Assessment Task and Guidance Notes for Teachers

Controlled Assessment Task: Candidate Response Booklet A
Controlled Assessment Task: Candidate Response Booklet B
Controlled Assessment Mark Scheme
143
147
155
163
Subject Code
QAN
1010
600/1164/6
A CCEA Publication 2011
You may download further copies of this publication from www.ccea.org.uk
SPECIMEN PAPERS
Centre Number
71
Candidate Number
General Certificate of Secondary Education

2012
Science: Biology
Unit B1
Foundation Tier
[CODE]
SPECIMEN PAPER
TIME
1 hour 15 minutes
INSTRUCTIONS TO CANDIDATES
Write your Centre Number and Candidate Number in the spaces provided
at the top of this page.
Write your answers in the spaces provided in this question paper.
Answer all questions.
INFORMATION FOR CANDIDATES
For Examiners
use only
Question
Marks
Number
The total mark for this paper is 80.

Figures in brackets printed down the right-hand side of pages indicate the
marks awarded to each question or part question.
Quality of written communication will be assessed in questions
3, 5(a) and 11.
2
3
4
5
6
7
8
9
10
11
Total
Marks
Answer all questions

1
The key below shows a system of classification using five kingdoms.
(a)
Use the key to identify the kingdoms A, B, C and D.

Kingdom A ________________
Kingdom B ________________
Kingdom C ________________
Kingdom D ________________
[4]
(b)
The smallest group that living organisms can be classified into is a species.
What is a species?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
(c)
[2]
Explain why viruses are difficult to classify.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
[2]
The table below shows the number of organisms at each stage of a food chain.
Organisms
Oak Tree
Caterpillar
Blackbird
Hawk
Numbers
100
Source adapted from: M.Winterbottom and C.Jones, Science SCOPE BIOLOGY, Hodder &
Stoughton Educational, 2002
(a)
(b)
Complete the pyramid of numbers for this food chain.
[2]
The diagram shows the pyramid of biomass for this food chain.
(i)
Explain the size of the oak tree bar in the pyramid of biomass.
_________________________________________________________
_________________________________________________________
(ii)
[1]
Give two reasons why the biomass of the oak tree does not all become
biomass in the caterpillar.
1 ________________________________________________________
_________________________________________________________
[1]
2 ________________________________________________________
________________________________________________________
[1]
Explain how the structure of the ileum is adapted to the function of absorption of
digested food molecules.
In this question you will be assessed on your written communication skills
including the use of specialist science terms.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
[6]
The diagram below shows a lung model.
(a)
(b)
Name the structures of a human lung modelled by parts A and B.

A ____________________________________
[1]
B ____________________________________
[1]
Complete the flowchart, showing the pathway of a molecule of oxygen through

the lung and into the blood.
[3]
(c)
Describe the part played by the contraction of the intercostal muscles in the
breathing mechanism.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
[3]
The graph below shows the changes in the blood glucose level of two boys, Patrick and
Glen.
Both have fasted (had no food intake) for 12 hours before taking an energy drink at
time 0.
(a)
Compare the changes that take place in Patricks blood glucose levels with those
of Glen. Use the information in the graph to support your answer.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
10
[6]
(b)
Explain the changes taking place in Glens blood glucose levels.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
(c)
[2]
Blood glucose levels above 10mmol per litre result in glucose appearing in the
urine, a symptom of diabetes.
(i)
Use evidence from the graph to identify which of the boys has diabetes.
___________________________________________________________
(ii)
[1]
State another symptom of diabetes that this boy might have.

___________________________________________________________
11
[1]
The diagram below shows an experiment to investigate the diffusion of substances

through a membrane.
(a)
What is diffusion?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
(b)
[2]
After ten minutes the starch was a blue-black colour.

What caused the colour change after ten minutes?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
12
[2]
(c)
One student concluded that the membrane allowed substances to diffuse only in
an inwards direction.
(i)
Describe an experiment which could be set up to test that conclusion.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
(ii)
[2]
Give one variable, other than time, which should be kept constant during
this experiment.
___________________________________________________________
___________________________________________________________
13
[1]
(a)
The graph below shows the daily energy requirements for humans at different
ages.
Biology Now by K.G. Brocklehurst and Peter Fielden (1984) published by Hodder and Stoughton,
Reproduction by permission of Hodder and Stoughton Limited.
(i)
Describe the trend for males aged:

0 17 years
__________________________________________________________
__________________________________________________________
[1]
20 65 years
__________________________________________________________
__________________________________________________________
(ii)
[1]
Why does the body need energy?

__________________________________________________________
__________________________________________________________
14
[1]
(iii)
Why are the female energy requirements lower than those for males?
__________________________________________________________
__________________________________________________________
(iv)
Give one other factor which affects the energy requirements of adults.
__________________________________________________________
(v)
[1]
[1]
Describe, using the information on the graph, what a starvation diet

would be for a 25 year old female.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
15
[2]
(b)
The apparatus below shown was used to calculate the energy in a piece of pasta.
Biology Lives by Morton Jenkins (2001), published by Hodder and Stoughton Limited, Reproduced by
permission of Hodder and Stonghton Limited.
4.2J of energy will increase the temperature of 1cm3 of water by 1C.

The temperature of the water increased by 25C during the experiment.
(i)
Use the information above to help calculate the energy in the piece of
pasta.
Show your working.
Answer________________J [2]
(ii)
Suggest one reason why the results of this experiment may be considered
unreliable.
__________________________________________________________
__________________________________________________________
16
[1]
The table below shows the nutritional information for pasta.
(c)
Using two pieces of evidence from the table, explain why eating pasta may be
an advantage as part of a balanced diet.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
17
[4]
The diagrams below show an investigation to find out how light affects the growth of
seedlings.
(a)
Which of the terms below describes how the growth of the seedlings responds to
light?
A Respiration
B Phototropism
C Geotropism
D Photosynthesis
Answer________________
(b)
[1]
Explain how the slow rotation of the seedlings B caused them to grow straight.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
18
[3]
The maps show the distribution of lakes in Norway where fish stocks have been killed
by acid rain.
UNEP/Grid-Arendal
(a)
Describe the trend shown in the maps.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(b)
[1]
Give one other biological effect of acid rain.

_______________________________________________________________
_______________________________________________________________
(c)
[1]
Sulfur dioxide, produced when fossil fuels are burned in other parts of Europe,
is an important gas involved in the formation of acid rain.
Explain how sulfur dioxide forms acid rain and reaches lakes in Norway.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(d)
[2]
Since 2000, the number of lakes affected by acid rain has reduced. Surveys of
fish populations are one way of monitoring such environmental change.
Give one other example of biotic data which can help monitor pollution.
_______________________________________________________________
_______________________________________________________________
19
[1]
10
When placed in sunlight for eight hours, the apparatus below can be used to
investigate one of the requirements for photosynthesis.
(a)
Describe and explain the results of a starch test on the leaf after eight hours.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(b)
[3]
Describe how a leaf can be tested for starch.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
20
[4]
___________________________________________
QUESTIONS CONTINUED ON THE NEXT PAGE
___________________________________________
21
11
The graph below shows changes in the area of Arctic ice.
National Snow and Ice Data Centre
Scientists are researching reasons for these changes. The research suggests that an
increase in levels of carbon dioxide leads to global warming.
The graph below shows the concentration of carbon dioxide in the atmosphere
22
Describe the trends shown in each of the graphs. Explain how these trends provide
evidence for the theory that changing levels of carbon dioxide in the atmosphere are
linked to changes in the area of Arctic ice.
In this question you will be assessed on your written communication skills,
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
[6]
Total [80]
23
___________________________________________
THIS IS THE END OF THE QUESTION PAPER
___________________________________________
24
Centre Number
71
Candidate Number

2012
Science: Biology
Unit B1
Higher Tier
[CODE]
SPECIMEN PAPER
TIME
1 hour 30 minutes
For Examiners
use only
at the top of your page.
Question
Number
1
2
3

Quality of written communication will be assessed in questions
3, 5 and 12(e).
4
5
6
7
8
9
10
11
12
Total
Marks
25
Marks

1
The shaded areas on the maps show the distribution of lakes in Norway where fish
stock have been killed by acid rain.
UNEP/Grid-Arendal
(a)
Describe the trend shown in the maps.

_______________________________________________________________
_______________________________________________________________
(b)
Give one other biological effect of acid rain.

_______________________________________________________________
(c)
[1]
[1]
Sulfur dioxide, produced when fossil fuels are burned in other parts of Europe,
is an important gas involved in the formation of acid rain.
Explain how sulfur dioxide forms acid rain which reaches lakes in Norway.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(d)
[2]
Since 2000 the number of lakes affected has reduced. Surveys of fish
populations are one way of monitoring such environmental change.
Give one other example of biotic data which can help monitor pollution.
_______________________________________________________________
_______________________________________________________________
26
[1]
When placed in sunlight for eight hours, the apparatus below can be used to
investigate one of the requirements for photosynthesis.
(a)
Describe and explain the results of a starch test on the leaf after 8 hours.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(b)
[3]
Describe how a leaf can be tested for starch.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
27
[4]
The graph below shows changes in the area of Arctic ice.
Scientists are researching reasons for these changes. The research suggests that an
increase in levels of carbon dioxide leads to global warming.
The graph below shows the concentration of carbon dioxide in the atmosphere.
28
Describe the trends shown in each graph. Explain how these trends provide evidence
for the theory that changing levels of carbon dioxide in the atmosphere are linked to
the changes in the area of Arctic ice.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
29
[6]
The graph below shows the average changes (based on measurements from 10 healthy
people) for blood glucose and insulin concentrations over a six hour period.
(a)
What evidence is shown in the graph to support the conclusion that changes in
glucose concentration cause changes in insulin concentration?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
(b)
[2]
Explain how the body reduces the blood glucose concentration between 4.5 and
6 hours.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
30
[3]
The graphs below show the summer populations of the Pied Wagtail and Swallow in
Britain between 1962 and 1965.
The Pied Wagtail is resident in Britain twelve months of each year while the Swallow
is only resident during the summer months.
Compare changes in the populations of these two species between 1962 and 1965.
Use the data above and your scientific knowledge to explain these changes and how
they may be linked.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
31
[6]
(a)
Describe the mechanism of breathing.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(b)
[3]
The graph below shows changes to the volume of air breathed and the number
of breaths taken while walking.
Using values from the graph, calculate the volume of each breath when walking
at 2km per hour.
Answer ________________
(c)
[1]
The volume of air taken in each breath changes as walking speed increases.
Explain how this helps gas exchange in the lungs.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
32
[2]
The diagram below shows part of a leaf
GCSE Biology for CCEA, authors Rose McIlwaine and James Napier,
publisher Hodder Education (2003), Reproduced by permission of Hodder Education.
(a)
(i)
(ii)
Name parts A and D.

A ____________________________
[1]
D ____________________________
[1]
Describe how part B is adapted to its function.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
(iii)
[2]
Describe the role of part C.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
(iv)
[2]
On the diagram label with:

an X the type of cell which carries out most photosynthesis.
[1]
a Y the type of cell which controls the movement of carbon dioxide in and
out of the leaf.
[1]
33
(b)
The graph shows the effect of increasing the light intensity on the rate of oxygen
production, which is a method for measuring the rate of photosynthesis.
Heinemann Coordinated Science: Higher Biology Student Book by Fosbery and McLean, ISBN: 9780435580001.
(i)
(ii)
On the graph, draw a curve showing the rate of photosynthesis at 0.04%

carbon dioxide and 25C.
[2]
Explain why market gardeners enrich the air in their greenhouses with
carbon dioxide.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
(iii)
[2]
Explain why the oxygen production is zero at point A.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
34
[3]
___________________________________________
___________________________________________
35
The chart below shows the body mass index (BMI) for age percentiles of males
between 2 and 20 years.
36
(a)
What is the advantage of using this percentile chart to compare the BMI
of males?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
(b)
[1]
Pauls BMI follows the 50th percentile.

Calculate the percentage change in the BMI for Paul from when he is 10 to
when he is 20 years old.
Show your working.
Answer ________________
(c)
[3]
Explain what causes obesity.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(d)
[1]
Give one example of how obesity affects society.

_______________________________________________________________
_______________________________________________________________
37
[1]
The table below shows reaction times in response to the stimulus of a light being
switched on.
Age/years
Reaction time/milliseconds
Males
Females
20
240
320
30
220
260
40
260
340
50
270
360
60
380
440
Adapted from www.sizes.com/people/reaction_time.htm 19/01/11
Based on data in the above table, the percentage increase in reaction times between
ages 20 and 60 was calculated.
Percentage increase in reaction
times between ages 20 and 60
Males
Females
58%
(a)
38%
Use the above data to compare the reaction times of males and females as
they age.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
38
[2]
(b)
The diagram shows a reflex arc.
GCSE Single Award Science CCEA, authors Theo Laverty, James Napier and Roy White
publisher Hodder Murrary, Reproduced by permission of Hodder Education.
(i)
Name part B ________________
(ii)
Describe how B is adapted to its function.
[1]
___________________________________________________________
___________________________________________________________
(c)
[2]
A is a synapse.
How does the nerve impulse pass across this synapse?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
(d)
[2]
Explain why the response to the drawing pin through the reflex arc would be
faster than those to the light being switched on.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
39
[2]
10
The diagram below shows the energy flow through a food chain.
(a)
Calculate the percentage of the energy received by the cow which is available to
the human.
Show your working.
Answer ________________________________ [2]

(b)
Explain in terms of energy, why it would be better for humans to eat barley
directly.
________________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
(c)
[3]
Fungi are one group of organisms which act as decomposers.

Describe how these fungi obtain their nutrients.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
40
[2]
11
The diagram below shows part of the nitrogen cycle.
(a)
(b)
Name the processes A and B.

A ________________________________
[1]
B ________________________________
[1]
Explain how nitrate passes into plants.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
41
[2]
(c)
The graph below shows the concentration of different nitrogen compounds in a

fish tank. A number of fish were placed in the fish tank on day 0.
(i)
Why do the ammonium compounds increase from day 0 to day 10?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
[2]
(ii) Why does the nitrate concentration increase?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
[2]
(iii) Why does the total nitrogen in the tank increase throughout the 50 days?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
42
[2]
___________________________________________
___________________________________________
43
12
Enzymes are present in the human digestive system and are used commercially in
biological washing powder.
(a)
What is an enzyme?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
(b)
Proteases are one type of enzyme used in biological washing powder. An

investigation was carried out to measure the performance of two different types
of protease, protease X and protease Y over a range of temperatures.
The results are shown on the table below.
Mass of protein broken down/arbitrary units
Temperature/C
Protease X
Protease Y
10
10
30
15
18
20
19
25
22
30
29
35
31
40
30
45
29
50
23
55
60
44
[2]
Use the data for protease Y from table on the previous page to complete the
graph below, comparing the effect of temperature on the two protease enzymes.
The data for protease X has already been plotted.
[3]
(c)
One possible conclusion of this investigation is that the protease enzymes would
be equally good at stain removal.
(i)
What evidence from the graph supports this conclusion?

___________________________________________________________
___________________________________________________________
(ii)
[1]
What evidence does not support this conclusion?

___________________________________________________________
___________________________________________________________
(d)
(i)
[1]
Based on this investigation, explain which of the protease enzymes would

produce a more environmentally friendly washing powder.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
45
[2]
(ii)
The manufacturers used a combination of protease X and protease Y in

their washing powder.
Why would they have decided on this?
___________________________________________________________
___________________________________________________________
(iii)
[1]
Explain why a washing powder containing only protease enzymes would

not remove grease and fat stains.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
46
[2]
(e)
The diagram below shows a model of part of a protein molecule and a molecule
of protease X.
Use information from the graph and the model above to describe and explain
the activity of protease X.
In this question, you will be assessed on using your written communication
skills, including the use of specialist science terms.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
[6]
Total [100]
47
___________________________________________
___________________________________________
48
Centre Number
71
Candidate Number

2013
Science: Biology
Unit B2
Foundation Tier
[CODE]
SPECIMEN PAPER
TIME
For Examiners
use only
Question
Marks
Number
1 hour 30 minutes
at the top of the page.
Write your answers in the spaces provided in this
question paper.
2
3
4
5
6

Quality of written communication will be assessed in questions 13 and 16.
8
9
10
11
12
13
14
15
16
Total
Marks
49

1
(a)
Complete the table on disease-causing microorganisms.

The first one has been done for you.
Disease
Type of microorganism
Gonorrhoea
Bacterium
Rubella
Salmonella
(b)
[2]
Rubella can be spread by droplet infection.

Explain what this means.
_______________________________________________________________
_______________________________________________________________
50
[1]
The diagram shows an external view of the heart.
Biology GCSE Edition by Geoff Jones and Mary Jones (1988) publisher Cambridge University Press.
(a)
Name the blood vessels A and B.

A ________________________
B ________________________
51
[2]
(b)
The diagram shows a section through a normal coronary artery and one from a
heart attack victim.
Use the diagram above to suggest how a fatty deposit on the wall of the coronary
artery causes a heart attack.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
(c)
[3]
Give two changes in lifestyle which could reduce the risk of a further
heart attack.
1 _____________________________________________________________
2 _____________________________________________________________
52
[2]
The diagram below shows one strand of a DNA molecule.
(a)
Complete the diagram by drawing the missing strand.
(b)
Name the two chemicals which make up the backbone.

_______________________________________________________________
(c)
[1]
[2]
Describe the three-dimensional shape of DNA.

_______________________________________________________________
53
[1]
An experiment was carried out to investigate the effect of a drug on the reaction time
of a car driver. A reaction timer was used to record how quickly the driver pushed a
button to stop the clock after a red light had flashed. The driver was tested three times
before and after taking the drug.
The results were recorded in the table below.
Reaction time/seconds
(a)
Before taking drug
After taking drug
0.2
0.3
0.1
0.5
0.2
0.6
What can be concluded about the effect of the drug?

_______________________________________________________________
_______________________________________________________________
(b)
[1]
Describe how these results can be made more:

reliable ________________________________________________________
_______________________________________________________________
[1]
accurate _______________________________________________________
_______________________________________________________________
54
[1]
AIDS is a sexually transmissible infection which may be prevented using a condom.

(a)
Explain what is meant by a sexually transmissible infection.

_______________________________________________________________
_______________________________________________________________
(b)
(i)
Name the type of microorganism which causes AIDS.
_______________________________________________________________
(ii)
[1]
[1]
Describe one other way this microorganism may be transmitted.
_______________________________________________________________
_______________________________________________________________
55
[1]
In the sweet pea plant when a red-flowered plant is crossed with a white-flowered plant,
the offspring are red-flowered plants.
Let R represent the allele (gene) for red flowers.
Let r represent the allele (gene) for white flowers.
Complete the diagram below by writing the correct letter or letters in each circle.
Two circles have been completed for you.
[4]
56
The diagram below shows a human life cycle.
(a)
Mark with an X on the diagram above where in the life cycle meiosis occurs.
(b)
Name the processes A and B.
[1]
A ________________________________
[1]
B ________________________________
[1]
57
(c)
The diagram shows a cell dividing by process B.
Use the diagram to complete the table.

Stage
Description of stage
[2]
[2]
[2]
58
The graph below shows the percentage of people with different blood groups. Blood
groups are an example of variation.
(a)
State the type of variation shown in the graph. Give a reason for your choice.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(b)
[2]
Give two factors which bring about variation in humans.

1 ________________________________
2 ________________________________
59
[2]
The photograph below shows two forms of the peppered moth, a pale form and a
black form. Birds feed on both forms of moth.
Michael W. Tweedie / Science Photo Library
(a)
What would happen to the black moths in a woodland with light coloured tree
trunks?
_______________________________________________________________
_______________________________________________________________
(b)
[1]
A wood with light coloured tree trunks, had the following proportion of the two
forms of moth.
Percentage
Pale
Black
98
The tree trunks became blackened with soot from a nearby factory.
What would happen to the percentage of each type of moth in the wood?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
60
[2]
10
(a)
Down Syndrome can be caused by a mutation which results in an extra

chromosome.
(i)
Name the test used to determine whether a foetus has Down

Syndrome.
_________________________________________________________
_
(ii)
[1]
The diagram below shows a foetus in the uterus. To carry out this test,
a sample of cells is taken and analysed.
GCSE Single Award Science CCEA, authors Theo Laverty, James Napier and Roy White
publisher Hodder Murrary (2006), Reproduced by permission of Hodder Education.
Draw a circle around the letter to show where cells would be collected
from to carry out a test for Down Syndrome.
A
(iii)
[1]
What ethical dilemma could parents face if the test for Down
Syndrome is positive?
_________________________________________________________
_________________________________________________________
61
[1]
(b)
The table below shows how the age of the mother affects the number of babies born
with Down Syndrome.
Age of mother in
years
Risk
Number of babies born with Down

Syndrome per 1000 births
35 36
1 in 325
37 38
1 in 200
39 40
1 in 110
41 42
1 in 77
13
(i)
Complete the table above.

Show your working.
[2]
(ii)
Describe how the age of the mother affects the risk of having a baby with
Down Syndrome.
_______________________________________________________________
_______________________________________________________________
[1]
(iii) The information in the table could be shown in a graph.

What data would be plotted on the:
xaxis ________________________________
yaxis ________________________________?
62
[2]
11
(a)
The diagrams below show a cross-section through the bladder of a healthy man
and one with prostate cancer.
(i)
Give one way the cancer patients bladder differs from that of a healthy
man.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
(ii)
[1]
What is cancer?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
(b)
[2]
Men can be screened for prostate cancer.

Describe how this reduces deaths due to prostate cancer.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
63
[2]
12
The graph below shows the percentage of each age of young people who drink
alcohol in Northern Ireland.
(a)
How do the results for 16 year olds differ from all other age groups?
_______________________________________________________________
_______________________________________________________________
(b)
[1]
Describe two trends in the graph.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
64
[2]
13
The diagram below shows the menstrual cycle.
Use the information in the diagram to help describe the changes that occur in the
female reproductive system from day 1 of the menstrual cycle leading up to
pregnancy.
In this question you will be assessed on using your written communication skills
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
65
[6]
14
(a)
Complete the flow chart showing different forms of immunity using words from
the list below.
Antibody
Acquired
Active
Foreign
Natural
Antigen
[3]
(b)
A doctor was asked at short notice to travel abroad to help rescue survivors of
an earthquake.
To protect him against a disease, he was given an injection which provided him
with artificial passive immunity.
The table shows the level of antibodies in his blood over the next 15 weeks.
Time since
injection/weeks
Level of antibodies in
blood/arbitrary units
20
18
16
13
11
13
15
66
Use evidence from the table to help explain artificial passive immunity.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(c)
[4]
Explain how the antibodies in the injection and phagocytes in the doctors blood
would protect him if he was infected by the disease microorganism.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(d)
[4]
The minimum level of antibodies in the blood which protect against the disease
is 14.5 arbitrary units.
Using this information and the table in part (b) answer the following questions.
(i)
How long would it be safe for the doctor to stay abroad?

__________________________________________________________
(ii)
[1]
Explain why the doctor should return home before this time.
_________________________________________________________
_________________________________________________________
67
[1]
15
The diagram below shows a potometer used to measure the water uptake of a shoot.
Biology for AQA by Ann Fullick, publisher Pearson (2001).
(a)
Give the function of the reservoir.

_______________________________________________________________
_______________________________________________________________
(b)
[1]
Describe and explain one change that would be visible in the apparatus after it
was left in a warm place for 5 minutes.
Change _________________________________________________________
_______________________________________________________________
[1]
Explanation _____________________________________________________
_______________________________________________________________
_______________________________________________________________
68
[2]
(c)
The graph shows the effect of placing plastic bags over the leafy shoot.
The average rate of movement of the bubble in moist air is 0.9mm per minute.
(i)
Calculate the average rate of movement of the bubble in dry air over the
first ten minutes.
Show your working.
Answer ________________________________________
(ii)
[2]
Some buildings use air-conditioning which dries out the air.

Using these results explain why plants in buildings with air-conditioning
would need to be watered more often than plants in buildings without
air-conditioning.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
69
[3]
16
The diagram below shows the apparatus used by Pasteur in an experiment.
Pasteur, Louis. Scientific Papers. Vol. XXXVIII, Part 7. The Harvard Classics.
New York: P.F. Collier & Son, 1909-14; Bartleby.com, 2001. www.bartleby.com/38/7/. (19/10/10)
The broth in the flask remained clear for many weeks after boiling. It quickly turned
cloudy when Pasteur tilted the flask until the broth reached the bend in the neck.
Explain these two observations and describe how Pasteur used this experiment to
argue against the theory of spontaneous generation.
In this question you will be assessed on using your written communication skills
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
[6]
Total [90]
70
___________________________________________
___________________________________________
71
BLANK PAGE
72
Centre Number
71
Candidate Number

2013
Science: Biology
Unit B2
Higher Tier
[CODE]
SPECIMEN PAPER
TIME
For Examiners
use only
Question
Marks
Number
1 hour 45 minutes
at the top of this page.
2
3
4
5
6

The total mark for this paper is 115 marks.
Quality of written communication will be assessed in questions 3 and
7(c) and 14(f).
7
8
9
10
11
12
13
14
15
Total
Marks
73

1
The graph below shows the growth of humans.
(a)
(i)
Describe the trend in the data for humans:

from 4 to 11 years of age _____________________________________
_________________________________________________________
[1]
from 12 to 20 years of age ____________________________________

_________________________________________________________
(ii)
[1]
Give one other trend in the data.

_________________________________________________________
_________________________________________________________
(b)
[1]
What happens to the cells of the body to bring about growth?

1 _____________________________________________________________
2 _____________________________________________________________
74
[2]
The diagram below shows a potometer used to measure the water uptake of a shoot.
Biology for AQA by Ann Fullick, publisher Pearson (2001).
(a)
Give the function of the reservoir.

_______________________________________________________________
_______________________________________________________________
(b)
[1]
Describe and explain one change that would be visible in the apparatus after it
was left in a warm place for 5 minutes.
Change ________________________________________________________
_______________________________________________________________
[1]
Explanation _____________________________________________________
_______________________________________________________________
_______________________________________________________________
75
[2]
(c)
The graph shows the effect of placing plastic bags over the leafy shoot.
The average rate of movement of the bubble in moist air is 0.9mm per minute.
(i)
Calculate the average rate of movement of the bubble in dry air over the
first ten minutes.
Show your working.
Answer ______________________
(ii)
[2]
Some buildings use air conditioning which dries out the air. Using these
results, explain why plants in buildings with air conditioning would need
to be watered more often than plants in buildings without air
conditioning.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
76
[3]
The diagram below shows the apparatus used by Pasteur in an experiment.
Pasteur, Louis. Scientific Papers. Vol. XXXVIII, Part 7. The Harvard Classics.
New York: P.F. Collier & Son, 1909-14; Bartleby.com, 2001. www.bartleby.com/38/7/. (19/10/10)
The broth in the flask remained clear for many weeks after boiling. It quickly turned
cloudy when Pasteur tilted the flask until the broth reached the bend in the neck.
Explain these two observations and describe how Pasteur used this experiment to
argue against the theory of spontaneous generation.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
77
[6]
The diagram below shows the chromosomes in an animal cell dividing by meiosis.
(a)
(b)
Complete the diagram by drawing in the remaining cells, the re-assorted

chromosomes which would produce two genetically different cells.
[2]
Describe the change in the number of chromosomes during meiosis.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(c)
Where are chromosomes found in a cell?

_______________________________________________________________
(d)
[1]
Where in the body does meiosis occur?

_______________________________________________________________
(e)
[2]
[1]
Give two differences between mitosis and meiosis.

1 ______________________________________________________________
______________________________________________________________
2 ______________________________________________________________
______________________________________________________________
78
[2]
The diagram below shows part of a leaf and the pathway of water vapour through a leaf.
Biology GCSE edition by Geoff Jones and Mary Jones,

publisher Cambridge University press (1987).
(a)
(b)
Name parts A, B and C.

A __________________________
[1]
B __________________________
[1]
C __________________________
[1]
Look at the diagram.

Explain the movement of water along the arrow.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
79
[3]
(c)
Explain how the cuticle and guard cells help reduce the loss of water from
the leaf.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
80
[3]
In vitro fertilisation is one development which helps infertile couples.

(a)
Explain how a woman is made to produce a large number of ova at the start of
in vitro fertilisation.
_______________________________________________________________
_______________________________________________________________
(b)
[1]
Describe how the ova produced are fertilised during in vitro fertilisation.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(c)
[2]
Describe what must happen to the resulting embryos, if the woman is to become
pregnant.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(d)
[2]
There is some controversy associated with the use of in vitro fertilisation.

(i)
Give one argument for in vitro fertilisation.

_________________________________________________________
_________________________________________________________
(ii)
[1]
Give one argument against in vitro fertilisation.

_________________________________________________________
_________________________________________________________
81
[1]
(a)
The diagrams show the results of a breeding experiment using fruit flies.
(i)
Which allele is dominant?

__________________________________________________________
(ii)
Give the genotype of the first generation fly.

Genotype _________________________________________________
(b)
[1]
[1]
A male and a female from the first generation were crossed.

Complete the Punnett square to show the genotypes of the second generation
flies.
Long wing male gametes
l
L
Long wing female
gametes
[2]
82
(c)
Geneticists wanted to determine the genotype of a long wing fly.

Describe the procedure they would have to follow to determine its genotype.
In this question you will be assessed on using your written communication
skills including the use of specialist science terms.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
83
[6]
The diagram shows an early human foetus attached to its placenta.
Figure from Biology: A Modern Introduction by B S Beckett (OUP, 1986), copyright.

Oxford University Press 1976, 1982, 1986, reprinted by permission of Oxford University Press.
(a)
(b)
On the diagram, draw an arrow to show the direction of the blood flow in
vessel A.
Name one substance, other than oxygen, which passes from the mothers blood
to the foetus.
_______________________________________________________________
(c)
[1]
[1]
Give one feature of the placenta and explain how it maintains a high rate of
exchange of substances between the mother and the foetus.
Feature _________________________________________________________
[1]
Explanation _____________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
84
[2]
Read the following passage about blood donation and answer the questions which
follow.
A blood donation occurs when a healthy person voluntarily has blood taken to be used
for transfusion.
In Northern Ireland over 62,000 blood donations are given each year from
approximately 65,000 donors. Anyone between the ages of 17 and 65 can give blood
for the first time, provided there is nothing in their medical history that would
endanger their own health or might make their blood unsafe for the recipient.
Donors can continue to give blood up to three times a year until the age of 70.
Around 500 patients each week in Northern Ireland need blood. To meet supply
needs, the transfusion service tries to keep enough blood for 5 days in stock.
To maintain this stock the service needs to recruit about 9,000 new donors each year.
(a)
Line
1
3
5
7
8
10
Explain why a person with a medical history of anaemia would not

be accepted as a blood donor. (Line 5)
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(b)
[2]
Give two reasons why a patient may need blood. (Line 8)

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(c)
[2]
Suggest two reasons why there is a shortage of blood donors. (Line 10)
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
85
[2]
10
(a)
The diagram below shows the location and function of DNA in a cell.
BBC GCSE Bitesize http://www.bbc.co.uk/schools/gcsebitesize
(i)
Name structure A.
_________________________________________________________
(ii)
[1]
Describe the effect on the final protein of a mutation, where G (guanine)

was replaced by C (cytosine), in the DNA strand.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
86
[2]
(iii)
Use evidence from the diagram to suggest why a mutation of a single

base may not have any effect on the organism.
_________________________________________________________
_________________________________________________________
(iv)
[1]
Give one environmental cause of mutations.

_________________________________________________________
_________________________________________________________
(b)
(i)
[1]
Chemical analysis of DNA molecules, from a wide variety of cells,

shows that the total number of molecules of A (adenine) and G (guanine)
equals the total amount of T (thymine) and C (cytosine).
What conclusion could early scientists have made from this observation?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
(ii)
[2]
Describe two other lines of evidence which enabled Watson and Crick to
discover the structure of DNA.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
87
[2]
11
In an experiment to demonstrate natural selection, populations of fish were placed in

ponds which had coarse gravel and left to breed.
Some ponds had predators present while others did not.
(a)
Describe what happened to the number of fish with large spots in each of the
populations after 15 generations.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
88
[2]
(b)
Explain how natural selection could have brought about the changes in the pond
with a predator present.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
89
[3]
12
The diagram below shows how genetic engineering can be used to produce human
insulin from bacteria. Ampicillin and tetracycline are two types of antibiotic.
Study the diagram carefully and answer the questions which follows.
90
In experiments like these, some bacteria take up the plasmid (ring of DNA) containing
the insulin gene. Other bacteria fail to take up a plasmid, or they take up an
unmodified plasmid (a ring of DNA which has not been cut open and which does not
contain the insulin gene).
Complete the table by putting a tick () in the correct boxes to show which bacteria
would be able to multiply in the presence of ampicillin and which bacteria would be
able to multiply in the presence of tetracycline.
Bacterium multiply in the
presence of
Ampicillin
Tetracycline
Bacterium + plasmid with the insulin gene

Bacterium without a plasmid
Bacterium with an unmodified plasmid
91
[3]
13
Haemophilia is a genetic disorder which is sex-linked.

The diagram below shows a family tree.
Let XH represent a normal X chromosome

Xh represent an X chromosome carrying the haemophiliac allele
Y represent a Y chromosome
(a)
(b)
Give the genotypes of the parents.

Father
____________________
Mother
____________________
[2]
Give the phenotype and genotype of Janet.

Phenotype ____________________
Genotype
____________________
92
[2]
(c)
Explain how Michael is not a haemophiliac even though his father is.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(d)
[2]
Michael and Siobhan have children.

What proportion of the children will have haemophilia?
_______________________________________________________________
(e)
[1]
Why are there fewer haemophiliac females than males?

_______________________________________________________________
_______________________________________________________________
93
[1]
14
A pupil carried out the following investigation to find a sugar solution which would
prevent potato chips gaining or losing mass.
Potato chips were weighed and placed in test tubes containing a range of sugar
solutions.
After 24 hours the chips were removed, dried on a paper towel and reweighed.
The experiment was repeated three times for each concentration of solution.
The results are shown in the table.
Concentration Initial
Final Change in Percentage (%)
Average
of sugar
mass/g mass/g
mass/g change in mass percentage (%)
solution in
(+/-)
(+/-)
change in mass
M (Moles)
(+/-)
2.5
3.3
+0.8
0
3.3
4.0
+0.7
21
2.0
2.5
+0.5
25
3.5
3.4
-0.1
-2.8
0.50
-4
3.1
3.0
-0.1
-3.2
1.4
1.3
-0.1
-7.1
3.4
2.5
-0.9
-26.5
1.00
-33
3.2
2.0
-1.2
-37.5
1.4
0.9
-0.5
-35.7
(a)
Complete the table by calculating:

(i)
the percentage (%) change in mass for the first chip in 0 molar
sugar solution.
Show your working.
[2]
(ii)
the average percentage (%) change in mass of the three chips in 0 molar
sugar solution to the nearest whole number.
Show your working.
[1]
(b)
Why is it necessary to calculate the percentage (%) change in mass for each
potato chip?
_______________________________________________________________
_______________________________________________________________
94
[1]
(c)
Draw a graph of these results, showing the average percentage (%) change in
mass against the concentration of sugar solution.
[4]
(d)
(i)
Describe the trend shown by the results.

_________________________________________________________
_________________________________________________________
(ii)
[1]
Use the graph to estimate the concentration of the sugar solution which
would prevent potato chips losing or gaining weight.
________________M
95
[1]
(e)
Suggest two ways this investigation should be improved.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(f)
[2]
The photograph shows cells from the potato chips in the strong sugar solution.
Describe and explain, in detail, the appearance of these cells.

In this question, you will be assessed on your written communication skills,
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
96
[6]
15
An investigation was carried out to compare the recovery of pupils of different

athletic ability after a period of strenuous exercise.
Two athletic and two non-athletic pupils ran 200 metres. Their pulses were counted
over the two minutes immediately after the exercise.
Pulses were recorded for each of four consecutive 30 second periods.
The results for each pupil are given below:
Athlete A: 75, 55, 40, 30
Athlete B: 78, 53, 42, 28
Non-athlete C: 71, 64, 58, 39
Non-athlete D: 67, 58, 46, 41
(a)
Organise these results into an appropriate table below.

Your table should have suitable column heading and include results.
[3]
97
(b)
Describe two trends in the results.

1 ______________________________________________________________
______________________________________________________________
2 ______________________________________________________________
______________________________________________________________
(c)
(i)
Which group had the greatest decrease in pulse in the first minute
after exercise?
__________________________________________________________
(ii)
[2]
[1]
Suggest why this group had the greatest decrease in pulse in the first
minute after exercise.
_________________________________________________________
_________________________________________________________
[1]
Total [115]
98
___________________________________________
___________________________________________
99
BLANK PAGE
100
MARK SCHEMES
101
102
Science: Biology
GENERAL
MARKING
INSTRUCTIONS
103
General Marking Instructions and Mark Grids

Introduction
Mark schemes are intended to ensure that the GCSE examination is marked consistently and fairly.
The mark schemes provide markers with an indication of the nature and range of candidates
responses likely to be worthy of credit. They also set out the criteria that they should apply in
allocating marks to candidates responses. The mark schemes should be read in conjunction with
these marking instructions.
Quality of candidates responses
In marking the examination papers, examiners should be looking for a quality response reflecting
the level of maturity which may reasonably be expected of a 16-year-old which is the age at which
the majority of candidates sit their GCSE examinations.
Flexibility in marking
Mark schemes are not intended to be totally prescriptive. No mark scheme can cover all the
responses which candidates may produce. In the event of unanticipated answers, examiners are
expected to use their professional judgement to assess the validity of answers. If an answer is
particularly problematic, then examiners should seek the guidance of the Supervising Examiner.
Positive marking
Examiners must be positive in their marking, giving appropriate credit for description, explanation
and analysis, using knowledge and understanding and for the appropriate use of evidence and
reasoned argument to express and evaluate personal responses, informed insights and differing
viewpoints. Examiners should make use of the whole of the available mark range of any particular
question and be prepared to award full marks for a response which is as good as might reasonably
be expected of a 16-year-old GCSE candidate.
Awarding zero marks
Marks should only be awarded for valid responses and no marks should be awarded for an answer
which is completely incorrect or inappropriate.
Types of mark scheme
Mark schemes for questions which require candidates to respond in extended written form are
marked on the basis of levels of response which take account of the quality of written
communication.
Other questions which require only short answers are marked on a point for point basis with marks
awarded for each valid piece of information provided.
104

2012
Science: Biology
Unit B1
Foundation Tier
[CODE]
SPECIMEN
MARK
SCHEME
105
(a)
Kingdom A Animals/Animalia
Kingdom B Plants/Plantae
Kingdom C Fungi
Kingdom D Bacteria/Monera/Prokaryote
[1]
[1]
[1]
[1]
(b)
Group of organisms with similar features/characteristics

Capable of reproducing fertile/viable offspring
[1]
[1]
(c)
Lack of cellular organisation

Considered by many (biologists) as non-living
[1]
[1]
[8]
(a)
Bars drawn correctly for caterpillar and blackbird

All bars correctly labelled
(b)
(i)
(ii)
[1]
[1]
Each oak tree is a very large organism/contains large amount of living

material
[1]
Any two from:
Energy lost by respiration/as heat
Energy lost to decomposers/with excretion
Caterpillar cannot eat/digest parts of the oak tree
[2]
[5]
106
Indicative content
Length/folds/villi provide a large surface area
Thin epithelium/membrane gives a short diffusion distance
Permeable epithelium/membrane allows digested food molecules to pass
through easily
Good blood supply/capillaries in villi maintain a high diffusion gradient
Response
Mark
Candidates must use appropriate specialist terms throughout to explain, using all of
the four points how the structures of the ileum are related to the function of
absorption. They use good spelling, punctuation and grammar and the form and
style are of a high standard.
[56]
Candidates use some appropriate specialist terms to partially explain, using two or
three of the points above, how the structures of the ileum are related to the function
of absorption. They use satisfactory spelling, punctuation and grammar and the
form and style are of a satisfactory standard.
[34]
Candidates make little use of specialist terms to explain how the structures of the
ileum are related to the function of absorption or use some or all of the points above
but fail to relate structure to function. They use limited spelling, punctuation and
grammar.
[12]
Response not worthy of credit
[0]
[6]
(a)
A Bronchus
B Chest/thorax wall/ribs
[1]
[1]
(b)
Bronchus
Bronchiole
Alveolus
[1]
[1]
[1]
(c)
Ribs move up and out to increase lung/chest/thorax volume [1]

This decreases lung/chest/thorax/pressure [1]
So its lower than atmospheric pressure/
air moves/drawn into lungs (down the pressure gradient) [1]
[3]
[8]
107
Indicative content
Patricks blood glucose level is 6 at the start whereas Glens is 4
Patricks blood glucose level rises more steeply/quicker than Glens
to reach a maximum of 20.75(2021) for Patrick
compared to a mark of 8.5(89) for Glen
Patricks blood glucose level is approximately 2.5 times/over twice that for Glen
2 hours after taking energy drink, Patricks blood glucose is 11 whereas Glens is 5
(then) sharper decline in Patricks blood glucose level compared to Glen
Response
Mark
Candidates compare the changes using at least 5 of the above points. They use good
spelling, punctuation and grammar and the form and style are of a high standard.
[56]
Candidates compare the changes using at least 3 of the above points. They use
satisfactory spelling, punctuation and grammar and the form and style are of a
satisfactory standard.
[34]
Candidates describe at least one of the differences indicated above. They use limited
spelling, punctuation and grammar and the form and style are of a limited standard.
[12]
[0]
[6]
(b)
(c)
Blood glucose levels increase as glucose absorbed from digestive system

Insulin then causes blood glucose levels to decrease/insulin converts glucose to
glycogen/glucose is respired
[1]
(i) Patrick
(ii) thirst/lethargy
[1]
[1]
[1]
[10]
108
Movement of molecules/particles
From where they are in high concentration to where they are in
low concentration
[1]
(b)
Iodine diffused through membrane

Iodine reacted with the starch/iodine caused starch to turn blue-black
[1]
[1]
(c)
(i)
Same apparatus/set up
Iodine inside membrane and starch outside
[1]
[1]
(ii)
Temperature/same concentration of iodine/starch
[1]
(a)
[1]
[7]
109
(a)
(i)
017: Steep increase in daily energy requirement

2065: Slowly reducing daily energy requirement
[1]
[1]
(ii)
Growth/repair/reproduction/movement/active transport/nerve
impulses
[1]
Males have more muscle

Allow converse for female
[1]
(iv)
Activity
[1]
(v)
Any two from:

Below required energy
Starvation
Cause weight loss
[2]
25 20 4.2 [1]
2100 [1]
Correct answer gets full marks
[2]
Any one from:

Heat loss from around the sides of the boiling tube/tin can
Pasta not burning completely
Heat use to raise the temperature of the thermometer/boiling tube
Heat added to the pasta to start it burning
[1]
(iii)
(b)
(i)
(ii)
(c)
Any two pairs [evidence + advantage] from:

High fibre
Reduced risk of constipation/colon cancer
Low salt
Reduced risk of high blood pressure/stroke
Low cholesterol/fat
Reduced risk of obesity/
Reduced risk of cardiovascular disease
Accept named example
Source of calcium
Healthy bones
or
Source of iron
Needed for formation of red blood cells/prevents anaemia
[4]
[14]
110
(a)
Phototropism
[1]
(b)
Any three appropriately linked points from:

Rotation causes light to be evenly distributed on all sides of seedlings
Accept converse for no rotation/one-sided light
This causes an even distribution/same concentration of auxin/hormone
on all sides of seedling
Auxin causes cells of stem to lengthen/grow
All cells of stem lengthen at the same rate causing straight growth
[3]
[4]
(a)
More lakes affected/fish killed each year
[1]
(b)
Kills trees/plants
[1]
(c)
Any two from:

Rises into atmosphere
Reacts/combines with water in clouds to form acid
Blown by winds towards Norway
[2]
Lichens/blood worms
[1]
(d)
[5]
10
(a)
(b)
Result: No colour change/remains yellow-brown/no starch present [1]

Explanation: Sodium hydroxide absorbs CO2 [1]
No photosynthesis [1]
[3]
Place in boiling water/reference to dipping in water after step below [1]

Boil in ethanol/alcohol [1]
Add iodine [1]
Blue-black colour positive result [1]
[4]
[7]
111
11
Indicative content
Description
First graph shows that the area of arctic ice is decreasing (19792010)
Second graph shows carbon dioxide concentration/levels increasing
(19592010)
Explanation
Thicker layer of carbon dioxide allows less heat energy to escape the
earth/pass back into space
Heat is trapped/global temperatures rise/global warming
Causes increased ice melting
Which is shown in first graph
Response
Mark
Candidates describe and explain the trends using both description points and at
least 3 explanation points. They use good spelling, punctuation and grammar
and the form and style are of a high standard.
[56]
Candidates use both description points and one explanation point to describe and
partially explain the trends above. They use satisfactory spelling, punctuation
and grammar and the form and style are of a satisfactory standard.
[34]
Candidates describe or explain one of the trends using at least one of the above
points. They use limited spelling, punctuation and grammar and the form and
style are of a limited standard.
[12]
[0]
[6]
Total
112
[80]

2012
Science: Biology
Unit B1
Higher Tier
[CODE]
SPECIMEN
MARK
SCHEME
113
(a)
More lakes affected/fish killed each year
[1]
(b)
Kills trees/plants
[1]
(c)
Any two from:

Rises into atmosphere
Reacts/combines with water in clouds to form acid
Blown by winds towards Norway
[2]
Lichens/blood worms
[1]
(d)
[5]
(a)
(b)
Result: No colour change/remains yellow-brown/no starch present [1]

Explanation: Sodium hydroxide absorbs CO2 [1]
No photosynthesis [1]
[3]
Place in boiling water/reference to dipping in water after step below [1]

Boil in ethanol/alcohol [1]
Add iodine [1]
Blue-black colour positive result [1]
[4]
[7]
114
Indicative content
Description
First graph shows that the area of arctic ice is decreasing (19792010)
Second graph shows carbon dioxide concentration/levels increasing
(19592010)
Explanation
Thicker layer of carbon dioxide allows less heat energy to escape the earth/pass
back into space
Heat is trapped/global temperatures rise/global warming
Causes increased ice melting
Which is shown in first graph
Response
Mark
Candidates describe and explain the trends using all of the above points. They use
good spelling, punctuation and grammar and the form and style are of a high
standard.
[56]
Candidates use both description points and one explanation point to describe and
partially explain the trends above. They use satisfactory spelling, punctuation and
grammar and the form and style are of a satisfactory standard.
[34]
Candidates describe or explain one of the trends using at least one of the above
points. They use limited spelling, punctuation and grammar, and the form and
[12]
[0]
[6]
(a)
Increase in glucose before increase in insulin

Changes in glucose higher than changes in insulin
Accept converse
(b)

Pancreas monitors blood glucose level and produces insulin
Glucose is absorbed in liver
Excess glucose is changed into glycogen/fat
Stored in liver/around organs
Causes increased respiration of glucose in other cells
[1]
[1]
[3]
[5]
115
Indicative Content
Pied Wagtail [PW]
[PW] population decreases during winter 6263/between summer 62 and 63
High [PW] death rate
[PW] resident during harsh winter/low temperatures/lack of food
[PW] population increases summer 63 to summer 65
[PW] birth rate + [PW] immigration greater than [PW] death rate + [PW]
emigration
Swallow [S]
[S] population remains constant/shows little change 62 and 65
[S] birth rate + [S] immigration equals [S] death rate + [S] emigration
Not resident during harsh winter/low temperatures/period of food shortage due to
emigration/migration
Response
Mark
Candidates explain the changes in the population of the two species referring to at
least 2 of the above points from each category above. They use specialist terms
throughout and link changes in the population of each species. They use good
spelling, punctuation and grammar and the form and style are of a high standard.
[56]
Candidates explain the changes in the population of the two species referring to at
least one of the points from each category above. They use some specialist terms and
link changes in the population of each species. They use satisfactory spelling,
punctuation and grammar and the form and style are of a satisfactory standard.
[34]
Candidates explain the changes in population of only one of the species and may not
use any specialist terms. They use limited spelling, punctuation and grammar and the
form and style are of a limited standard.
[12]
[0]
[6]
116

Intercostal muscles contract moving ribs up and out
Diaphragm contracts become lower/flatter
Increased volume/decreased pressure
Higher atmospheric pressure forces air into lung
[3]
(b)
10 28 = 0.36 litre per breath
[1]
(c)
More air breathed in per min/per breath

Increases concentration gradient of O2/CO2
[1]
[1]
(a)
[6]
117
(a)
(b)
(i)
A Upper epidermis
D Spongy Mesophyll
[1]
[1]
(ii)
Clear/thin [1] allows light through [1]

Accept reference to: preventing evaporation of water from leaf [1] due to
its being waterproof/waxy [1]
[2]
(iii)
Allow gases to move/gas exchange [1] quickly/easily [1]
[2]
(iv)
X on palisade layer/cell
Y on a guard cell
[1]
[1]
(i)
Line joined to 0.04% CO2 15C line

Line levels off above 0.04% CO2 15C line
[1]
[1]
(ii)
Increased CO2 increases the rate of photosynthesis

Plants show increased growth/yield or more profit
[1]
[1]
(iii)
Low light intensity

Low rate of photosynthesis/production of O2 same as rate of
respiration/use of O2
Compensation point
[1]
[1]
[1]
[15]
(a)
Can compare BMI for a range of children of the same age and sex
[1]
(b)
23, 16.5 [1]

(6.5 100) 16.5 [1]
= 39.39% [1]
Accept 39.4% or 39%
[3]
(c)
Energy intake greater than energy requirements/energy used during exercise
[1]
(d)
Increased costs to NHS treating illness related to obesity/cardiovascular

disease/diabetes/arthritis
[1]
[6]
118
(a)
(b)
(c)
(d)
Any two from:

Males faster than females/Reaction times increase with age
Both males and females have fastest reaction times at age 30
Percentage increase is greater in males than females (with age)
[2]
(i)
Sensory neurone
[1]
(ii)
Any two from:

long
branched ends
insulating sheath
[2]
Diffusion [1]
of a transmitter substance [1]
Accept correct named example
[2]
Any two points from:

Shorter distance
Fewer neurones/synapses
No coordination by brain/only involves spinal chord
[2]
[9]
10
(a)
136 3060 100

4%
[1]
[1]
(b)

Energy lost at each trophic level
As heat/by respiration
Shorter food chain/fewer steps
More energy available/less energy lost in total
[3]
Any two appropriately linked points from:

Saprophytic nutrition/extra-cellular digestion
Secretion of enzymes
Absorption of digested molecules
[2]
(c)
[7]
119
11
A: Nitrogen fixation [1]

B: Consumption/eating[1]
[2]
(b)
Absorbed by roots
By active transport
[1]
[1]
(c)
(i)
(a)
Any two appropriately linked points from:

Produced by breakdown/decomposition
By bacteria/saprophytes
Of excretion/urine/egestion/faeces
[2]
(ii) Nitrifying bacteria

Convert ammonia compounds to nitrates
[1]
[1]
(iii) Any two appropriately linked points from:

All the compounds contain nitrogen/part of the nitrogen cycle
A continuous chain of reactions
Fish continue to produce faeces etc.
No nitrogen/nitrogen compounds are removed from the fish tank
[2]
[10]
12
(a)
(b)
Any two from:

Protein
Speeds up reactions
Biological catalyst
Not used up in the reaction
[2]
Accurate plots
[2]
[-1] for each inaccuracy [max -2]

Line drawn
Single line through all plotted points
(c)
(d)
[1]
(i)
Both remove same/similar mass of protein
[1]
(ii)
(Their performance) depends on temperature used
[1]
(i)
Protease x it works best at lower temperatures [1]

so less energy used to heat water (for washing) [1]
[2]
(ii)
Cleans across a range of temperatures
[1]
(iii)
Enzymes are specific/lipase needed to digest fat/grease [1]

Protease works only on protein/wouldnt breakdown grease or fat [1]
[2]
120
(e)
Indicative content
Protease X works because it exactly fits part of the protein
molecule/reference to lock and key model
Protease X works in the temperature range 025C
Its optimum temperature is 10C when 30 arbitrary units of protein are
broken down
Higher temperatures/above 10C changes shape of enzyme
Denatures the enzyme
Enzyme no longer fits/compliments the protein molecule
Less protein digested/broken down
Response
Mark
Candidates must use appropriate specialist terms throughout to describe and explain,
using at least six of the points above in a logical sequence, the activity of protease X.
They use good spelling, punctuation and grammar and the form and style are of a
high standard.
[56]
Candidates use some appropriate specialist terms to partially describe and explain,
using at least four of the above points in a logical sequence, the activity of protease
X. They use satisfactory spelling, punctuation and grammar and the form and style
are of a satisfactory standard.
[34]
Candidates make little use of specialist terms to describe and explain the activity of
protease X and use some of the points above but fail to present them in a logical
sequence. They use limited spelling, punctuation and grammar and the form and
[12]
[0]
[6]
[18]
Total [100]
121
BLANK PAGE
122

2013
Science: Biology
Unit B2
Foundation Tier
[CODE]
SPECIMEN
MARK
SCHEME
123
(a)
(b)
Virus [1]
Bacterium/Bacteria [1]
[2]
Carried in water droplets from coughs/sneezes
[1]
[3]
(a)
(b)
(c)
A Aorta
B Vena Cava
[2]
Any three from:

Deposit reduces size of lumen
Less blood flows/less glucose or oxygen/less respiration
To heart muscle
Heart muscle dies/fails to beat
[3]
Any two from:

Increase exercise
Stop smoking
Eat less fatty food
Reward other appropriate response
[2]
[7]
(a)
Complementary strand drawn with bases paired to each other
[1]
(b)
Sugar [1]
Phosphate [1]
[2]
Double helix
[1]
(c)
[4]
(a)
The drug increases reaction time
[1]
(b)
Reliable: Repeat more times [1]

Accurate: Measure to 2 decimal places [1]
[2]
[3]
124
(a)
Spread in sexual fluids/during intercourse
[1]
(b)
(i)
Virus
[1]
(ii)
Mother to baby/across placenta/blood-to-blood contact/named example
[1]
[3]
rr and r [1]
Rr, Rr [1]
R,r,R,r [1]
RR,Rr,Rr,rr [1]
[4]
[4]
(a)
X between adult and gamete
[1]
(b)
A Fertilisation [1]
B Mitosis [1]
[2]
(c)
Stage
Description of stage
Nucleus/nuclear membrane breaks down

Chromosomes shorten/become visible
B
C
Chromosomes replicate/make a copy

Each chromosome has 2 strands
Any two from:
Chromatids separate/described; cytoplasm splits
two new cells produced
[2]
[2]
[2]
[9]
(a)
(b)
Discontinuous [1]
Categoric/no in-between values [1]
[2]
Genetics/inherited/from parent/genes/mutation [1]

Environment/surroundings/diet/correct description [1]
[2]
[4]
125
(a)
More of the black moth eaten by birds
[1]
(b)
% black increases [1]

% pale decreases [1]
[2]
[3]
10
(a)
(b)
(i)
Amniocentesis
[1]
(ii)
D circled
[1]
(iii)
Whether or not to continue the pregnancy or other appropriate response
[1]
(i)
1/200 1000/1 [1]

5 [1]
[2]
(ii)
The older the mother, the greater the risk of Down Syndrome
[1]
(iii)
xaxis age of mother [1]

yaxis no. of DS babies [1]
[2]
[8]
11
(a)
(b)
(i)
Thicker wall/smaller lumen
[1]
(ii)
Abnormal/uncontrolled cell division
[2]
Test those at risk for presence or absence of the disease [1]

Early detection improves the survival rate/no symptoms in
early stages of disease [1]
[2]
[5]
12
(a)
(b)
Bigger difference in percentage of boys and girls who drink alcohol/

highest percentage of boys who drink alcohol
[1]
More boys drink than girls

The percentage of drinkers increases with age up to 16 years
[2]
[3]
126
13
Indicative content
Days 613 or 14 uterus thickens/develops
Uterus becoming more vascular
Day 14 ovulation occurs/egg released
From ovary
Day 1528 fertilisation occurs
In oviduct
Embryo/ball of cells implants in uterus lining
Response
Mark
Candidates must use appropriate, specialist terms throughout to describe the changes
that occur in the menstrual cycle leading up to pregnancy and explain, in a logical
sequence, the processes of vascularisation, fertilisation and implantation using all of [56]
the above points. They use good spelling, punctuation and grammar and the form
and style are of a high standard.
Candidates use some appropriate specialist terms to describe two changes that occur
in the menstrual cycle leading up to pregnancy and partially explain, in a logical
sequence, the processes of vascularisation, fertilisation and implantation using 5 or 6 [34]
of the above points. They use satisfactory spelling, punctuation and grammar and
the form and style are of a satisfactory standard.
Candidates describe some or all of the changes that occurs in the menstrual cycle
leading up to pregnancy, vascularisation, fertilisation or implantation using some or
all of the above points. However, these are not presented in a logical sequence. The
spelling, punctuation, grammar, form and style are of a limited standard and they
have made little use of specialist terms.
[12]
[0]
[6]
127
14
(a)
(b)
(c)
(d)
Natural [1]
Active [1]
Acquired [1]
[3]
Any four from:

Antibody level immediately high/20 arbitrary units
Injection contains antibodies, produced by another animal
Continuous decline (after 2 weeks)
Body does not produce own antibodies
White blood cells/lymphocytes are not stimulated by appropriate antigen
[4]
Antibodies attach to antigens of disease microorganism [1]

Causes clumping of microorganism [1]
Stops spreading/reproduction of microorganisms [1]
Phagocytes digest/break them down with enzymes [1]
[4]
(i)
(ii)
Between 5 and 6 weeks

Accept 5 weeks
[1]
Any one from:

May become ill/life threatening
Could infect others
[1]
[13]
15
(a)
Reset bubble/described
[1]
(b)
Bubble moves to left/towards plant [1]

Water lost from leaves/shoot [1]
Due to transpiration/causes shoot to absorb more water [1]
[3]
(c)
(i)
(ii)
27 10 = 2.7 [1]
mm per min [1]
[2]
Dry air bag has higher rate of water uptake/2.7>0.9/

Water uptake in dry air is 3 times faster [1]
More water uptake/more evaporation/more transpiration [1]
Less water vapour in dry bag or air conditioned building/
bigger diffusion gradient [1]
[3]
[9]
128
16
Indicative content:
Microbes get trapped in swan neck/s-bend
No microbes can enter flask
But air can enter
No decay means microbes not produced by broth
Therefore spontaneous generation theory disproved
Tilting allows microbes to enter broth and cause decay
Response
Mark
Candidates must use appropriate specialist terms throughout to explain the

observations (points 1, 2 and 6) and describe, in a logical sequence, Pasteurs
conclusions (points 3, 4 and 5). They use good spelling, punctuation and grammar
[56]
Candidates use some appropriate specialist terms to explain the observations (point 2
or 6) and partially describe, in a logical sequence, Pasteurs conclusions (using 2 or 3
[34]
of points 1, 3, 4 and 5). They use satisfactory spelling, punctuation and grammar and
the form and style are of a satisfactory standard.
Candidates explain one conclusion or describe one observation, using some or all of
the above points. However, these are not presented in a logical sequence. They use
limited spelling, punctuation and grammar and they have made little use of specialist
terms.
[12]
[0]
[6]
Total
129
[90]
BLANK PAGE
130

2013
Science: Biology
Unit B2
Higher Tier
[CODE]
SPECIMEN
MARK
SCHEME
131
(a)
(b)
(i)
girls grow faster than boys

boys grow faster than girls
[1]
[1]
(ii)
boys and girls have similar heights up to the age of 3 years
[1]
increase in cell length/mass/volume/size

increase in the number of cells/cell division
[2]
[5]
(a)
Reset bubble or correct description of this
[1]
(b)
Bubble moves to left/towards plant [1]

Water lost from leaves/shoot [1]
Due to transpiration/caused shoot to absorb more water [1]
[3]
(c)
(i)
(ii)
27 10 = 2.7 [1]
mm per min. [1]
[2]
Dry air bag has a higher rate of water uptake/2.7 > 0.9/water uptake in
dry air is 3 times faster [1]
More water uptake/more evaporation/more transpiration [1]
Less water vapour in dry bag or air conditioned building/bigger diffusion
gradient [1]
[3]
[9]
132
Indicative content
Microbes get trapped in swan neck/s-bend
No microbes can enter flask
But air can enter
No decay means microbes not produced by broth
Therefore spontaneous generation theory disproved
Tilting allows microbes to enter broth and cause decay

Response
Mark
Candidates must use appropriate specialist terms throughout to explain the

observations (points 1, 2 and 6) and describe, in a logical sequence, Pasteurs
conclusions (points 3, 4 and 5). They use good spelling, punctuation and grammar
[56]
Candidates use some appropriate specialist terms to explain the observations (point
2 or 6) and partially describe, in a logical sequence, Pasteurs conclusions (using 2
or 3 of points 1, 3, 4 and 5). They use satisfactory spelling, punctuation and
grammar and the form and style are of a satisfactory standard.
[34]
Candidates explain one conclusion or describe one observation using some or all of
the above points. However, these are not presented in a logical sequence. They use
limited spelling, punctuation and grammar and they have made little use of
specialist terms.
[12]
[0]
[6]
One solid and one dashed chromosome in each cell [1]

Different length chromosomes in each cell [1]
[2]
Diploid [1] to haploid [1]

Allow [1] for: number of chromosomes halved
[2]
(c)
Nucleus
[1]
(d)
Testes/ovaries
[1]
(a)
(b)
133
(e)
Any two from:

Mitosis produces two daughter cells, meiosis 4
Mitosis produces identical daughter cells (clones), meiosis different
Mitosis diploid, meiosis haploid (must give comparison)
[2]
[8]
(a)
(b)
(c)
A upper epidermis [1]

B palisade mesophyll (layer) [1]
C spongy mesophyll (layer) [1]
[3]
Water evaporates from cell surface [1]

Diffuses [1]
Through air space/stomata [1]
[3]
Cuticle is waterproof/waxy [1]

Prevents evaporation [1]
Guard cells close stomata [1]
[3]
[9]
(a)
(Given) hormone treatment
[1]
(b)
Sperm sample collected [1]

Mixed with ova in glass dish [1]
[2]
Placed back into uterus [1]

Where implantation occurs [1]
[2]
(c)
(d)
(i)
Gives an infertile couple the chance to have a child
[1]
(ii)
Some embryos may be destroyed/against nature/religious objections/too

expensive
[1]
Reward other appropriate responses for both (i) and (ii)

[7]
134
(a)
(b)
(c)
(i)
Long wing/L
[1]
(ii)
Ll
[1]
L and l (gametes correct) [1]

Offspring completed correctly from gametes [1]
[2]
Indicative content
Carry out a test cross/back cross
Cross long winged fly with short winged fly(ll)
Short winged fly has double recessive genotype
If offspring all long, then parent is homozygous
If half offspring long and half short, parent is heterozygous
Response
Mark
Candidates must use appropriate specialist terms throughout to describe a test cross
(point 1) and describe, in a logical sequence, the procedure using all of points 2 to 5.
They use good spelling, punctuation and grammar and the form and style are of a
high standard.
[56]
Candidates use some appropriate specialist terms to describe a test cross (point 1)
and partially describe, in a logical sequence, the procedure (using 2 or 3 of points 2
to 5). They use satisfactory spelling, punctuation and grammar and the form and
style are of a satisfactory standard.
[34]
Candidates describe a test cross or the procedure using some or all of the above
points. However, these are not presented in a logical sequence. They use limited
spelling, punctuation and grammar and they have made little use of specialist terms.
[12]
[0]
[6]
[10]
135
(a)
Arrow pointing from placenta to foetus
[1]
(b)
Amino acids/glucose/water/hormones/drugs/other correct response
[1]
(c)
Villi; increases surface area; for diffusion

or thin membranes; short distance; for diffusion
or good blood supply; maintains gradient; for diffusion
[3]
[5]
(a)
(b)
(c)
Any two from:

Low red cell count/haemoglobin
Lack of O2 transport to the tissues
Would endanger patients own health/may cause heart problems
[2]
Any two from:

One of blood loss/accident/childbirth/haemorrhage
Ongoing blood diseases/anaemia/cancer
Major surgery/transplant
Need for part of blood/platelets/red cells/white cells/plasma/factor VIII
[2]
Any two from:

9000 new donors is a difficult target to meet
Some donors/3,000 (65,00062,000) do not donate every year
Some will become too old/>70 and have to stop donating
Some may become ill and not be allowed/able to donate
Accept: History of blood transfusions/tattoos/recent travel to certain parts of
the world/surgery/pregnancy/childbirth/CJD in family/AIDS/hepatitis
[2]
[6]
10
(a)
(i)
A chromosome
[1]
(ii)
Amino acid 3 incorporated instead of 1 [1]

Different sequence of amino acids/different protein [1]
[2]
(iii)
CAT and TAT both code for same amino acid
[1]
(iv)
UV light/other suitable response
[1]
136
(b)
(i)
(ii)
A pairs with T or A pairs with C

or G pairs with T or G pairs with C
[2]
Model building [1]

X-ray crystallography [1]
[2]
[9]
11
(a)
(b)
Without a predator spots remain small/lighter colour [1]

With a predator spots became bigger/darker colour [1]
[2]
Any three from:

Better camouflage
Less predation
More survive
Pass genes for spots on
[3]
[5]
12
[1]
[1]
[1]
[3]
13
Xh Y [1]
XH XH [1]
[2]
Carrier [1]
XH Xh [1]
[2]
Receives normal XH from mother [1]

and Y from father [1]
[2]
(d)
One quarter/one out of four/25%/1:3
[1]
(e)
Female haemophiliac must get Xh from both parents/father must be a

haemophilic and mother a carrier
[1]
(a)
(b)
(c)
[8]
137
14
(a)
(i)
(ii)
0.8
[1] x 100 = 32 [1]
2.5
[2]
26
[1]
(b)
So results can be compared/potato chips are different sizes
[1]
(c)
Axes correct way round (x solution, y % change) and appropriate (linear)

scaling on both axes [1]
Labels and units on axes [1]
Accurate plots [1]
Line [1]
[4]
(d)
(e)
(i)
As concentration of solution increased, % change in mass decreased
[1]
(ii)
0.44 or correct reading from graph

Allow square tolerance
[1]
Any two from:

Bigger range of solutions
More replicates
Measure mass to two decimal places
Accept other appropriate responses
[2]
138
(f)
Indicative content
Cells plasmolysed
Lost water
To hypertonic solution by osmosis
Through selectively permeable membrane
So cell membrane pulls away from cell wall
Sugar solution fills space between membrane and wall
Response
Mark
Candidates must use appropriate specialist terms throughout to describe and explain
the appearance of the cells using at least 5 of the above points. They use good
spelling punctuation and grammar and the form and style are of a high standard.
[56]
Candidates use some appropriate specialist terms to describe and explain the
appearance of the cells using at least three of the above points. They use
satisfactory spelling, punctuation and grammar and the form and style are of a
satisfactory standard.
[34]
Candidates describe or explain the appearance of the cells using at least 1 of the
above points. They use limited spelling, punctuation and grammar and they have
made little use of specialist terms.
[12]
Response worthy of credit
[0]
[6]
[18]
139
15
(a)
Logical construction (reading across or down)

Row/column heading explanatory
Time units within headings
Time interval
A
Athletes
B
C
Non-athletes
D
(b)
(c)
[3]
Pulse rate per 30 sec after 200 metre run

0 to 30s
30 to 60s
60 to 90s
90 to 120s
Athletes have higher pulse at 0 to 30 sec (accept at start)

Athletes have lower pulse from 30 to 60 sec (onwards)/60 to 90 sec/90 to 120 sec
Accept converse for non-athletes
[2]
(i)
Athletes
[1]
(ii)
Athletes recover faster/fitter/hearts more efficient/heart pumps out more

blood with each pulse
[1]
[7]
Total [115]
140
CONTROLLED ASSESSMENT
141
142
GCSE Biology
SPECIMEN
CONTROLLED
ASSESSMENT TASK (CAT)
AND
GUIDANCE NOTES FOR
TEACHERS
143
Guidance on Controlled Assessment

Controlled Assessment Task (CAT) Food Tests: Vitamin C
Scurvy is a condition caused by a lack of vitamin C in the diet. Its symptoms include gum
disease and pains in the muscles and joints. Scurvy was a common problem for sailors on long
voyages during the eighteenth century because their diet lacked fresh fruit and vegetables.
Today, scurvy is much less common because we have more fruit and vegetables in our diet.
However, vitamin C deficiency can still be a problem for certain groups of people with poor diets
which dont contain citrus fruits or vegetables.
Plan and carry out an investigation on one of the factors which affect vitamin C content in a range
of juices.
Guidance Notes for Teachers
Candidates should be given the opportunity to carry out an investigation on one of the different
factors which affects vitamin C content in a range of juices.
One possible method would be to make up a 0.1% solution of vitamin C (100mg in 100 cm3 of
water giving a concentration of 1 mg cm-3) and a 1% solution of DCPIP. Measure how much
DCPIP needs to be added to this known quantity of vitamin C until the end point is reached.
This amount of DCPIP corresponds to 1mg cm-3 of vitamin C. Repeat with the range of juices
to be tested. Compare results with the known quantity of vitamin C to determine the
quantity of vitamin C in each juice.
Candidates must identify the independent variable as either comparing boiled with non-boiled juice
or age of juice, for a range of juices.
Candidates will be expected to process their results so that they calculate the vitamin C content for
at least 3 juices in different conditions. This data must be contained within their results table and
will be required for plotting a bar chart or other appropriate graph in the assessed Part C of the
controlled assessment task (CAT).
Note: This is only one suggested method. Candidates should be encouraged to engage with the
scientific process by making their own planning decisions.
During the CAT, candidates must complete Part A: Planning and Risk Assessment and
Part B: Data Collection in the Pupil Response Booklet A enclosed with this document. Part A is to
be carried out under a medium level of supervision and is assessed. Part B it to be carried out under
a limited level of supervision and is not assessed.
Candidates must complete Part C: Processing, Analysis and Evaluation in Pupil Response Booklet B
enclosed with this document. Part C of the CAT is carried out under high control and is assessed.
144
Confidentiality
The above notes and subsequent Candidate Response Booklet B must be kept confidential at all
times and stored in a secure place e.g. a metal lockable cabinet.
Health and Safety
Centre must ensure that all health and safety issues are addressed and that teachers supervise
candidates to ensure that there is compliance with the necessary health and safety requirements
during the data collection part of the CAT.
Marking
Part A of the CAT should be marked using the generic mark descriptors for Planning and
Risk Assessment as described in section 6.6 of the specification.
Part C of the CAT should be marked using the mark scheme provided.
Please refer to the specification for more detailed guidance on the procedures and controls for
carrying out the controlled assessment task.
145
BLANK PAGE
146
Centre Number
71
Candidate Number
GCSE Biology
Controlled Assessment Task
Candidate Response Booklet A
Part A: Planning and Risk Assessment
Part B: Data Collection
SPECIMEN
Complete your candidate name and centre number.
Answer all questions in the spaces provided.
You may ask your teacher for extra paper if required.
The maximum mark for this part of the task is 18.
Quality of written communication will be assessed in
Part A (Planning and Risk Assessment).
Teacher
Mark
Moderator
Mark
Planning
Risk
Assessment
Total
Candidate Name: ______________________________________ Date: _____________________________
Signature of candidate: _________________________________
Signature of teacher: ___________________________________ Date: _____________________________
147

Food Tests: Vitamin C
Candidates should read the information below carefully.
Scurvy is a condition caused by a lack of vitamin C in the diet. Its symptoms include gum disease
and pains in the muscles and joints. Scurvy was a common problem for sailors on long voyages
during the eighteenth century because their diet lacked fresh fruit and vegetables. Today, scurvy is
much less common because we have more fruit and vegetables in our diet. However, vitamin C
deficiency can still be a problem for certain groups of people with poor diets which dont contain
citrus fruits.
Plan and carry out an investigation on one of the factors which affect vitamin C content in a range of
juices.
148
Part A: Planning and Risk Assessment

When completing your Hypothesis and Plan you will be assessed on your written communication
skills, including the use of specialist, scientific terms.
Your Hypothesis (Say what you think will happen.)
________________________________________________________________________________
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149
Your Plan
________________________________________________________________________________
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________________________________________________________________________________
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________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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150
________________________________________________________________________________
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151
Risk Assessment
152
Part B: Data Collection

Draw a blank results table in which to record and process your data.
153
BLANK PAGE
154
Centre Number
71
Candidate Number
GCSE Biology
Candidate Response Booklet B
Part C: Processing, Analysis and Evaluation
SPECIMEN
Complete your candidate name and centre number.
Answer all questions in the spaces provided.
You may ask your teacher for extra graph paper or lined paper if required.
The maximum mark for this part of the task is 27.
You may consult all the information and results
contained in your Candidate Response Booklet A.
Question
Teacher
Mark
Moderator
Mark
1
2
3
4
5
6
7
Total
Candidate Name: ______________________________________ Date: _____________________________
Signature of candidate: _________________________________
Signature of teacher: ___________________________________ Date: _____________________________
155
On the graph grid below, draw an appropriate graph to show your results. Remember to
include a title and to label each of the axes. Where appropriate, state the units used.
[3]
156
Use your results and information from your graph to explain what you found out in
your investigation and whether this agreed with the hypothesis you made at the start.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
(a)
[5]
State one factor that you kept the same in your investigation. Explain how this
made it a fair test.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
157
[2]
(b)
If you were doing your experiment again, state one improvement you would
make and explain why you would make it.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(a)
[2]
You may have repeated readings in your experiment.

Give two reasons why this would be a good idea.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(b)
[2]
Are there any readings that you would repeat again if you could? Explain your
answer.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
158
[2]
___________________________________________
___________________________________________
159
The following graphs show information from investigations to measure the

vitamin C content of a range of fruit and vegetable juices under different conditions.
Graph 1
Graph 2
160
Graph 3
(a)
Which graph is from an investigation most similar to your own? Explain your
answer.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
[2]
The following questions relate to the graph you have chosen in part 5(a).
(b)
Describe fully the trend shown by the results on the graph and compare this
trend with the results for your own investigation.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
161
[3]
You will need to look at graphs 1, 2 and 3 to answer this question.

(a)
Using evidence from these given graphs, describe the results for orange juice.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(b)
[2]
Explain why there are different height bars for tomato juice.
_______________________________________________________________
_______________________________________________________________
[1]
Evaluate your own results and the information in graphs 1, 2 and 3 to make some
recommendations on how to increase the amount of vitamin C in our diet.
You must use the available data/information to support your answer.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
162
[3]
GCSE Biology
Controlled Assessment
[CODE]
SPECIMEN
MARK
SCHEME
(Part C Processing, Analysis and Evaluation)
163
GCSE Biology Controlled Assessment Task

Food Tests: Vitamin C
Marking Guidelines
Question
Answer
Both axes drawn, scaled and

labelled correctly
[1]
At least three bars drawn

correctly
[1]
3(a)
3(b)
Mark
Bars of equal width

Gaps between bars
(discrete data)
[1]
Valid statement which

reflects the trend seen
[1]
Reference to graph/results
[1]
Links independent and

dependent variables
[1]
Correctly states if outcomes

agree with hypothesis
[1]
Valid statement explaining

why their conclusion either
agrees of disagrees with their
hypothesis
[1]
Any controlled variable
[1]
Only one factor can be

changed
[1]
State one valid improvement
[1]
Explains correctly why

improvement should be
made
[1]
164
Additional Guidance
Tolerance for plotting top of each bar is

+/- 2mm
If bar chart not drawn:
Allow [1] for three points correctly
plotted
Where appropriate allow [1] for graph line
drawn
Question
Answer
4(a)
To ensure they are

similar/ensure consistency
[1]
To calculate average
(to reduce errors)
[1]
4(b)
5(a)
5(b)
Yes [1]: refer to reading that

is anomalous in their results
[1]
or
No [1]: All readings are
similar/fit into trend [1]
Graph 1 [1]
Because fresh (natural) and
boiled juices are being
compared [1]
or
Graph 2 [1]
Because fresh (natural) and
juices left for a time are
being compared [1]
Mark
Additional Guidance
[2]
Mark according to agreement with

independent variable investigated in
candidates own investigation
[2]
No mark awarded for graph 3
Award marks as appropriate to graph chosen

in part 5(a) even if incorrect graph chosen in
part 5(a)
(Carry error through/CET)
Graph 1:
When the juice was boiled
the vitamin C content was
reduced [1]
To about half of what it had
been before boiling [1]
or
Graph 2:
When the juice has been left
(for 48 hours) the vitamin C
was reduced [1]
Slightly/not by a significant
amount or equivalent [1]
or
Graph 3:
Processed juice contained
less vitamin C than fresh
(natural) juice [1]
Only slightly reduced/not
reduced by a significant
amount [1]
[2]
Valid comparison with their

own results
[1]
165
Question
Answer
6(a)
Amount of vitamin C in
orange juice is reduced by
boiling and/or leaving for a
time in the fridge;
[1]
Boiling has a greater

effect/causes a greater
reduction that leaving for a
time in the fridge
[1]
The two graphs have

different scales
[1]
6(b)
Mark
Additional Guidance
Or equivalent
Any 3 from:
Blackcurrant juice at
1.52 (mg cm-3) is the
richest source of vitamin C
or correct ref to higher
reading from own results.
Accept value of 152mg 100cm-3 or

152mg/100cm3 for blackcurrant
Carrot juice at 0.6 (mg cm-3)

is the least rich source of
vitamin C or correct ref
to lower reading from
own results.
Correct unit used in one
of readings:
mg cm-3/mg 100cm-3
[3]
Referring to another poor

source of vitamin C and
citing amount contained
Referring to another rich
source of vitamin C and
citing amount contained
Fresh sources richer than
boiled/ageing sources
166
Accept mg/cm3, mg/ml.mg ml-1,

mg/100cm3, mg/100ml
Allow mark if correct unit given in (i) or (ii)
No mark if incorrect unit given for (i) or (ii)
BLANK PAGE
167
Permission to reproduce all copyright material has been applied for.

In some cases, efforts to contact copyright holders may have been unsuccessful and CCEA
will be happy to rectify any omissions of acknowledgement in future if notified.
168

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GCSE Biology

Specimen Assessment Materials

General Marking Instructions

Controlled Assessment Task and Guidance Notes for Teachers

A CCEA Publication 2011

You may download further copies of this publication from www.ccea.org.uk

General Certificate of Secondary Education

The total mark for this paper is 80.

Answer all questions

The key below shows a system of classification using five kingdoms.

Use the key to identify the kingdoms A, B, C and D.

Explain why viruses are difficult to classify.

Complete the pyramid of numbers for this food chain.

The diagram below shows a lung model.

Name the structures of a human lung modelled by parts A and B.

Complete the flowchart, showing the pathway of a molecule of oxygen through

Explain the changes taking place in Glens blood glucose levels.

State another symptom of diabetes that this boy might have.

The diagram below shows an experiment to investigate the diffusion of substances

After ten minutes the starch was a blue-black colour.

Describe an experiment which could be set up to test that conclusion.

Describe the trend for males aged:

Why does the body need energy?

Describe, using the information on the graph, what a starvation diet

4.2J of energy will increase the temperature of 1cm3 of water by 1C.

The table below shows the nutritional information for pasta.

Describe the trend shown in the maps.

Give one other biological effect of acid rain.

Describe how a leaf can be tested for starch.

The graph below shows changes in the area of Arctic ice.

National Snow and Ice Data Centre

National Snow and Ice Data Centre

General Certificate of Secondary Education

INFORMATION FOR CANDIDATES

Answer all questions

Describe the trend shown in the maps.

Give one other biological effect of acid rain.

Describe how a leaf can be tested for starch.

The graph below shows changes in the area of Arctic ice.

National Snow and Ice Data Centre

National Snow and Ice Data Centre

Describe the mechanism of breathing.

The diagram below shows part of a leaf

Name parts A and D.

Describe how part B is adapted to its function.

Describe the role of part C.

On the diagram label with:

On the graph, draw a curve showing the rate of photosynthesis at 0.04%

Explain why the oxygen production is zero at point A.

Pauls BMI follows the 50th percentile.

Explain what causes obesity.

Give one example of how obesity affects society.

Adapted from www.sizes.com/people/reaction_time.htm 19/01/11

The diagram shows a reflex arc.

Name part B ________________

Describe how B is adapted to its function.

Answer ________________________________ [2]

Fungi are one group of organisms which act as decomposers.

The diagram below shows part of the nitrogen cycle.

Name the processes A and B.

Explain how nitrate passes into plants.

The graph below shows the concentration of different nitrogen compounds in a

Why do the ammonium compounds increase from day 0 to day 10?

(ii) Why does the nitrate concentration increase?