Essential Biology Answers

B i o l o g y f o r C a m b r i d g e I G C S E ® 2 nd E d i t i o n
Introduction
The answers to the Practice Questions are based on the contents of the book.
The mark schemes are intended as a guide to marking the work of your students. You may wish to
adapt the expected answers and accept alternative or simpler wording for the marking points.
Answers given by students may well include other correct information which should be credited.
However, the information given must answer the questions.
In the answers to the Practice Questions each marking point ends with a semi-colon. In many
questions there are more marking points than the total marks for the question. Do not award more
than the maximum marks given in the book.
Many marking points have alternative answers. These are indicated by oblique lines. For example:
alimentary canal / gut; the mark can be awarded for either term.
Often a comma is used to indicate that there are alternatives:
a vertebrate is an animal with a, vertebral column / backbone;
this means that there are two possible correct answers:
1. a vertebrate is an animal with a vertebral column
and
2. a vertebrate is an animal with a backbone
Some marking points contain two or more ideas separated by commas. For example:
an enzyme is like a lock, the active site is the key hole, the substrate is the key;
The comma acts as a ‘plus’ in this marking point. The three ideas must be present to award the mark.
If all three are not included then no mark is awarded.
Brackets surround additional material that is not required to gain the mark. Material in brackets is
often included to make sense of the marking point or put it into context.
Italics are used to indicate instructions for marking, advice about marking and further information
which is not included in the expected answers.
The results of calculations should be rounded up or rounded down to the appropriate number of
significant figures. If the answer is incorrect, but the working is correct, then one mark may be
awarded.
Some questions start with the command word ‘Suggest’. This implies that there is no one correct
answer. It is not possible to give definitive mark schemes for questions like this so use your judgment
if marking answers to this type of question that are not on the mark scheme.
© OUP 2015: this may be reproduced for class use solely for the purchaser’s institute
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Unit 1 Characteristics and

classification of living
organisms
PRACTICE QUESTIONS:
Multiple Choice Questions (1 mark each)
1 D respiration
2 A excretion and respiration
3 B arthropods
4 D reptiles
5B
6 B release of heat from the skin
7 D Y and Z
8 B type of body covering
Short Answer Questions

9 (a) This is an example of the table you should make to compare the five arthropods.
arthropod
feature
A B C D E
number of legs many eight many six eight
legs longer than the width ✗ ✓ ✓ (some) ✓ ✓
of the body
wings ✗ ✗ ✗ ✓ ✗
antennae ✓ ✓ ✓ ✓ ✗
eyes clearly visible ✗ ✗ ✗ ✓ ✗
pointed abdomen ✗ ✗ ✓ ✓ ✓
answers tabulated with features in left hand column ;

at least three features ;
columns headed with the letters of the five arthropods ;
correct comparisons for at least three features ; ; ; [6]
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(b) This is an example of a numbered key.

1 a arthropod has more than ten legs go to 4
b arthropod has fewer than ten legs go to 2
2 a arthropod has wings D
b arthropod does not have wings go to 3
3 a arthropod has claws and long antennae B
b arthropod has a pointed abdomen E
4 a legs longer than the width of the body C
b legs shorter than the width of the body A
key set out with two choices for each numbered step ;
four pairs of questions ;
questions are unambiguous ;
questions come from the table ;
first question divides animals into two groups ;
the key works to identify the animals ; [6]
10 one mark per row
feature fish amphibian bird mammal

backbone ✓ ✓ ✓ ✓
fins ✓ ✗ ✗ ✗
wings ✗ ✗ ✓ ✗
fur ✗ ✗ ✗ ✓
homeothermic ✗ ✗ ✓ ✓
[5]
11 (a) all five correct = 3
three correct = 2
one correct = 1
A–3
B–4
C–2
D–5
E–1 [3]
(b) a species is a group of individuals that can, reproduce / breed together ;
produce fertile offspring ;
live in the same habitat ; [2]
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12 (a) (i) A and B are dicotyledons ; C is a monocotyledon ;

(ii) any three of the following
A and B have branching / network of, veins ;
B has a main vein ;
C has parallel veins ;
A and B have broad leaves ;
C has narrow leaves ; [5]
(b) any five of the following
A is divided into leaflets ;
B has a toothed edge ;
A and B have branching veins ;
C has parallel veins ;
A and B have a leaf stalk (petiole) ;
C is a narrow leaf ; [5]
(c) (i) any three of the following
leaves ;
stems ;
roots ;
cells with, cell walls / large vacuoles / chloroplasts ; [3]
(ii) fungi do not have, chloroplasts / chlorophyll ;
their cell walls are made of chitin not cellulose ;
they do not carry out photosynthesis ;
their bodies are made of hyphae ;
they do not have, leaves / stems / roots ; [3]
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Unit 2 Cells
PRACTICE QUESTIONS:
1 B chloroplast
2 B cell wall
3 D cell, tissue, organ, organ system
4 D 3.5mm
5 B permanent vacuole
6 D ×40,000
7 B CO2 out, O2 in, nutrients in
8 B cell wall, cell membrane, cytoplasm, ribosomes

9 1 mark for each row to max 6
cell structure palisade liver cell

mesophyll cell
cell wall ✓ ✗
cell membrane ✓ ✓
cytoplasm ✓ ✓
nucleus ✓ ✓
chloroplast ✓ ✗
large vacuole ✓ ✗
[6]
10 (a) A – ciliated (epithelial) cell ;
B – muscle cell ;
C – red blood cell / erythrocyte ; [3]
(b) A – moves mucus ;
B – contracts to move the body ;
C – transports / carries, oxygen / carbon dioxide ; [3]
(c) A – trachea / bronchus / lungs / oviduct ;
B – muscle / named muscle (e.g. biceps) ; NOT gut
C – blood (vessel) / named blood vessel(s) ; [3]
(d) height = 20 mm,
20/1000 ;
= 0.02 mm ; [2]
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11 (a) D – palisade mesophyll (cell) ;

E – root hair (cell) ;
F – xylem vessel ; [3]
(b) D – photosynthesis ;
E – absorption of, water / ions ;
F – transport of, water / ions or support of stem / leaves ; [3]
(c) D – leaf ;
E – root ;
F – stem ; [3]
(d) 30 mm long, 30/0.05 ;
×600 ; [2]
12 (a) (i) red blood cell ; [1]
(ii) xylem vessel cell / phloem sieve tube cell ; [1]
(iii) circulatory ; [1]
(iv) phloem ; [1]
(b) (i) organs are made of different tissues that together perform a major function
or functions ;
tissues are made of many cells that carry out the same function ; [2]
(ii) cytoplasm is the contents of the cell except the nucleus / it is where the
reactions of the cell take place ;
nucleus is where genetic information is stored / it controls the activities of the cell ; [2]
(iii) cell membranes, are in all cells / control movement of substances into and out of the
cell / are partially permeable ;
cell walls, are only found in plant cells (and fungi and bacteria) / allow large and small
substances to pass through / are fully permeable ; [2]
(iv) organ system is all the organs that work together for one major function of the body ;
organism is an independent individual living thing ; [2]
13 (a) all correct = 5
four or five correct = 4
three correct = 3
two correct = 2
one correct = 1
A–7
B–1
C–4
D–2
E–3
F–6
G–5 [5]
(b) 70/10 000 ;
7 µm ; [2]
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Unit 3 Movement in and out

of cells
PRACTICE QUESTIONS:
1 C cell wall
2 B net movement of molecules down a concentration gradient
3 A active transport
4 B soft, fairly firm, swollen and very firm
5 C the net diffusion of water molecules down a water potential gradient through a partially
permeable membrane
6 A water diffused down a water potential gradient from the cells to their surroundings

7 (a) (i) oxygen can enter the blood for transport around the body ;
oxygen is required for
aerobic respiration ; [2]
(ii) carbon dioxide can be, excreted / removed from the body ;
carbon dioxide is waste product from (aerobic) respiration ;
carbon dioxide is, poisonous / toxic ; [2]
(iii) glucose can enter the blood for transport around the body ;
glucose is required as a source of energy ;
energy is released from glucose in respiration ; [2]
(b) (i) carbon dioxide is required by plants for photosynthesis ;
carbon dioxide is used to make sugars ; [2]
(ii) magnesium is needed by plants to make chlorophyll ;
chlorophyll absorbs light energy in photosynthesis ; [2]
(c) osmosis is diffusion of water ; (from a higher to a lower concentration)
through a membrane ;
which is partially permeable ; [3]
8 (a) 154 – 149 = 5 g
5 / 154 × 100 ;
= −3.3 ;
this agrees with the other figures in the table which are given to one decimal place [2]
(b) Either
all the onions had different masses before they were immersed in the salt solution ;
Or
so that the results from different onions are comparable with each other ; [1]
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(c)
20
Percentage change in mass

15
10
–5
–10
0 50 100 150 200
Concentration of salt / gdm–3
• good use of space and axes correct with concentration of salt as the x-axis ;
• correct scaling on both axes ;
• both axes labelled as above with units on the x-axis ;
• data points plotted correctly ;
• straight lines between the points ;
Joining the points with straight lines indicates that we are not sure what happens
between concentrations investigated. [5]
(d) take an intercept at 0%
concentration of salt = 45 g dm−3 ; [1]
There is no change in mass because the water potential inside the onion cells is the same
as the water potential in the external solution. This means that there is no net diffusion of
water into or out of the onions.
9 (a) oxygen is required for respiration ;
respiration provides energy ;
energy is needed for active transport ;
by carrier proteins ; [3]
(b)
potassium ions / arbitrary units
25
20
Rate of uptake of
15
10
0
0 5 10 15 20 25 30 35 40
Temperature / °C
at least half the graph paper used ;

axes correctly orientated with temperature on the x-axis ;
x-axis labelled with unit ;
y-axis labelled with unit ;
points plotted accurately ;
joined by straight lines between points ; [6]
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(c) au = arbitrary unit

rate of uptake increases from 3 au at 5 °C ;
to 20 au at 30 °C ;
accept peak is at 20 au at 30 °C
steeper increase between 20 °C and 30 °C than between 5 °C and 20 °C ;
rate decreases to 15 au at 40 °C ; [4]
(d) the rate of respiration increases with temperature (between 5 °C and 30 °C) ;
more energy is available ;
to carrier proteins ;
for active transport ; [3]
10 (a) A concentration gradient is the difference in the concentration of a molecule or ion ;
between two places / any example ;
suitable examples
a cell and its surroundings
a leaf and the atmosphere
a root hair and soil water
air and blood in the lungs
on either side of a membrane [2]
(b) molecules move in both directions from one place to another (by random motion) ;
when diffusion occurs more molecules move in one direction than in the opposite
direction ; [2]
(c) glucose is moved by active transport ;
across cell membranes (of epithelial cells) ;
by carrier proteins ;
movement of glucose is against the concentration gradient ;
using energy ;
energy is made available by respiration ; [5]
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Unit 4 Biological molecules

PRACTICE QUESTIONS:
1 C carbon, hydrogen, nitrogen, oxygen and sulfur
2 A amino acids
3 D orange violet blue-black cloudy suspension
4 C solvent
5 C molecules with different sequences of amino acids
6B
7D
8 D thymine

9 (a) glucose ; [1]
(b) any two from
mesophyll cells / leaves ;
stems / tubers ;
roots ;
seeds ; [2]
(c) add iodine solution ;
to a sample of the plant tissue ;
use a syringe or dropping pipette ;
if blue-black starch is present then starch is in the sample ;
if no colour change / yellow or brown, starch is not present in the sample ; [4]
10 (a) amino acids ; [1]
(b) e.g. amylase ; haemoglobin ; protease ; lipase ; keratin ; collagen ; [2]
allow enzyme if no named enzyme(s) given
(c) e.g. liver ; pancreas ; salivary glands ; stomach ; intestine / ileum / duodenum ;
bone marrow ;
allow alimentary canal / gut if no named part of alimentary canal is given [2]
(d) crush up seed ;
add water to make a solution of any proteins ;
add biuret solution / copper sulfate and sodium hydroxide ;
violet / lilac / purple colour, indicates positive result ;
if solution is blue, negative result ; [4]
11 (a) X – glycerol ; Y – fatty acid ; [2]
(b) any two of:
under the skin ; around the major organs / any example ; in muscles ; breasts /hips
(in females) ; buttocks ;
examples of major organs liver / kidney [2]
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(c) any three of:

energy store ; thermal insulation ; storage of vitamins (e.g. D) ; protection of
organs against damage ; [3]
(d) crush the seeds and place into a test-tube ;
add ethanol and shake / leave for five minutes (approx) ;
this allows time for any oils to dissolve in the ethanol
pour the liquid from the top of the test-tube into a second test-tube of water ;
if there is a cloudy emulsion the seeds contain oils ;
if there is no emulsion then the seeds do not contain any oils ; [4]
12 (a) one result may not be representative / the result may be an anomaly ;
having three results allows an anomaly to be discarded ;
if the results are very different this suggests that there is a fault with the method ;
a mean result can be calculated which may be closer to the true result ; [3]
1.9
(b) orange juice = × 10 = 7.9 g dm−3 ;
2.4
1.9
grapefruit juice = × 10 = 6.1 g dm−3 ;
3.1
1.9
apple juice = × 10 = 2.0 g dm−3 ;
9.4
all the answers are expressed to two significant figures [3]
13 (a) DNA is composed of two strands ;
these strands are coiled around each other ; [2]
(b) chromosomes ;
in the nucleus ; [2]
(c) TATCTAGGGCTT ; [1]
(d) the sequence of triplets, TAT, CTA, GGG, CTT, determines the sequence of four
amino acids in the protein ; [1]
(e) the wild cat is the animal with the greatest similarity ;
domesticated cats and wild cats are very closely related ;
humans are the most closely related to cats of all the mammals tested ;
mice are more distantly related to domesticated cats than all the other species tested ;
use of any figure from the table, e.g. 99% similarity between wild cats and
domesticated cats ; [3]
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Unit 5 Enzymes
PRACTICE QUESTIONS:
1 A Enzymes are biological catalysts that function inside and outside cells.
2 B fatty acids are one of the products and they lower the pH
3 C 37 °C
4 D may change the rate or have no effect on the rate
5 A active site
6 C the protease is denatured
7C
8 C the rate of reaction is at its fastest

9 (a) (i) enzymes are not, changed / used up, during reactions ;
enzymes catalyse many reactions in short periods of time ; [2]
(ii) enzymes are specific to each reaction ;
each enzyme can catalyse only one type of reaction ; [2]
(b) this makes sure that temperature is the only variable ;
pH is a variable that influences the rate of a reaction ;
if the pH is not constant it would be difficult to tell what effect temperature has
on the enzyme ; [2]
(c)
35
30
25
Relative activity
20
15
10
0
0 10 20 30 40 50 60
Temperature / °C

axes correctly orientated with temperature on the x-axis ;
y-axis labelled ;
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(d) note: there is no unit for ‘relative activity’

a description of the general trend
the relative activity increases to a peak and then decreases ;
the relative activity of the enzyme increases from 4 at 5 °C to 32 at 35 °C ;
there is a slight decrease in relative activity between 32 at 35 °C and 30 at 45 °C ;
after 45 °C the relative activity decreases steeply to 7 at 55 °C ;
optimum temperature is 35 °C ;
allow this point about optimum temperature but explain that it could be anywhere
between 25 °C and 45 °C, more data is needed to be sure [4]
10 (a) (i) amylase has a shape that is complementary to starch / proteases do not have
a shape that is complementary to starch ; [1]
(ii) enzymes retain their shape at 37 C / 37 C is human body temperature ;
o o
at, high temperatures / 73oC, enzymes are destroyed ;

at high temperatures the shapes of enzymes change so they cannot act as catalysts ; [2]
(b) this makes sure that pH is the only variable ;
temperature is a variable that influences the rate of a reaction ;
if the temperature is not constant it would be difficult to tell what effect pH has
on the enzyme ; [3]
(c)
35
30
25
Relative activity
20
15
10
0
2 3 4 5 6 7 8 9 10 11 12
pH

axes correctly orientated with pH on the x-axis ;
x-axis labelled ;
y-axis labelled ;
(d) a description of the general trend
the relative rate increases to a peak and then decreases ;
the highest relative rate is at pH 7 ;
the optimum pH is between pH 5 and pH 9 ;
the rate is lowest at pH 3 and pH 11 ;
the rate increases steeply between pH 5 and pH 7 / decreases steeply between pH 7 and
pH 9 ;
any relative rate used, e.g 32 at pH 7 ; [4]
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11 (a) A – active site ; B – substrate ; C – products ; [3]

(b) substrate B has right shape to fit into active site ;
substrate fits active site (A) ;
reaction occurs ;
two products (C) are formed ;
products leave active site ; [4]
(c) substrate fits into an enzyme like a key fits into the key hole of a lock ;
the shape of the substrate must fit into the key hole ;
enzyme is like a lock, the active site is the key hole, the substrate is the key ; [2]
(d) shape of the enzyme changes ;
shape of active site changes ;
so B does not fit into A ;
no reaction can occur ; [4]
12 (a) a description of the general trend
the volume of oxygen produced increases and then remains constant ;
very steep increase between 0 s and, 30 s / 40 s ;
very slow increase between, 30 s / 40 s, and 100 s ;
volume of oxygen is constant / no more oxygen produced / no reaction /
reaction is complete, between, 100 s and 120 s / after 100 s ;
any volume with units, e.g 6.5 cm3 at 100 s ; [4]
(b) the shape of the active site (of catalase) is complementary to hydrogen peroxide ;
catalase is the only enzyme with an active site that accepts hydrogen peroxide ; [2]
(c) the substrate fits into the active site ;
the chemical reaction occurs / hydrogen peroxide is broken down to oxygen and water ;
products are formed / water and oxygen are the products ;
products leave the active site ; [4]
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Unit 6 Plant nutrition

PRACTICE QUESTIONS:
1 A chloroplast
2 D water and carbon dioxide
3 B chlorophyll
4C
5 B conversion of glucose to sucrose
6D
7 A large internal air spaces
8 C pondweed in Y had produced carbon dioxide, but the pondweed in Z had absorbed
carbon dioxide

9 (a) E – upper epidermis ;
F – palisade mesophyll ;
G – spongy mesophyll ;
H – lower epidermis ; [4]
(b) I – (cuticle on upper epidermis) reduces water loss ; NOT prevents water loss
J – (guard cells) open and close stomata ;
close to reduce water loss ;
open to allow carbon dioxide to diffuse in ; [3]
(c) F (palisade mesophyll cell) and G (spongy mesophyll cell) contain many chloroplasts ;
containing chlorophyll ;
to absorb much light ;
to provide energy for photosynthesis ; [3]
10 (a) to destarch them / make sure leaves contain no starch at the beginning ;
so any starch has been produced during the investigation ; [2]
(b) so no limiting factors / light energy and water are not limiting factors ;
so only item missing is carbon dioxide which is being investigated ; [2]
(c) take a leaf from the plant ;
decolourise the leaf ;
by boiling in ethanol until green colour disappears ;
test with iodine solution ;
yellow indicates that no starch has been made / blue-black indicates that starch
has been made ; [4]
(d) as a control ;
to show that absence of carbon dioxide causes lack of starch ;
keeping the plant inside a plastic bag did not cause lack of starch ; [2]
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11 (a) (i) move the lamp ;

to different distances ; [2]
(ii) Either
count the bubbles ;
over a stated time period (e.g. one minute / five minutes) ;
Or
measure the volume of gas collected in the test-tube ;
over a stated period of time ; [2]
(iii) keep temperature of water in the beaker constant ;
by adding hot / cold water as appropriate ;
by placing the beaker in a thermostatically-controlled water bath ;
use a thermometer to take the temperature of water in the beaker
(close to the plant) to check it is constant ;
add fresh sodium hydrogencarbonate solution at intervals ; [4]
(b) graph shows a slope and a plateau
slope – as light intensity increases, the rate of photosynthesis increases ;
(see X on Figure 6.5.1 on page 62)
light intensity is the limiting factor ;
not enough energy for the maximum rate of photosynthesis ;
plateau – as light intensity increases, the rate of photosynthesis remains constant ;
(see Y on Figure 6.5.1 on page 62)
light intensity is not the limiting factor ;
another factor is limiting / carbon dioxide concentration or temperature is limiting ; [4]
12 (a) M – cannot make amino acids so cannot make proteins ;
proteins are needed for growth ;
no nitrogen for making chlorophyll ;
N – cannot make chlorophyll ;
so cannot make its own food by photosynthesis ;
so no materials (carbohydrate / sugars) for growth ; [4]
(b) as a control ;
to show the design of the experiment is not responsible for the changes in colour
of leaves and growth ; [2]
(c) carbon dioxide – burn, butane / natural gas ; pump carbon dioxide into glasshouse ;
water – sprinklers ; humidifiers ;
light – artificial lighting ; blinds / shading ;
temperature – electric heaters ; ventilator flaps ;
ions / minerals – fertilisers added at appropriate times during the growth of the plants ; [6]
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Unit 7 Animal nutrition

PRACTICE QUESTIONS:
1 B digestion
2 B breaks down protein into amino acids
3 C enamel dentine pulp cement
4 B cholera
5 A gums bleed / bowing of leg bones / muscle weakness and cramps / tiredness
6 B to increase the surface area of fat droplets
7 A 1,6,2,3,5,4
8 D microvilli

9
Oesophagus
Stomach
E/F
Duodenum
F
Pancreas
(a) four labels as above ; ; ; ; [4]

(b) at least one arrow from oesophagus to stomach ;
at least one arrow from stomach to the duodenum ; [2]
(c) four letters as above, F can be used twice [4]
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10 (a) carbohydrates, proteins and fats ;

vitamins and minerals ;
water ;
fibre ; [4]
(b) three components each with an explanation
the explanations must be linked to the correct component
calcium ; for the development of, bones / skeleton / teeth, of the baby ;
protein ; for growth of the baby ;
carbohydrates / fats ; to provide energy for making milk / to provide energy to the baby ;
vitamin D ; to strengthen the, bones / skeleton / teeth, of the baby ; [6]
11 (a) (i) bile ; [1]
(ii) bile passes from the liver into the gall bladder ;
bile is stored in the gall bladder ;
from the gall bladder bile passes through the bile duct ;
the bile duct opens into the duodenum ; [3]
(iii) bile is alkaline
contains sodium hydrogencarbonate ;
to neutralise, stomach / hydrochloric, acid ;
provides, optimum / best, pH for enzymes in small intestine ; [2]
(iv) bile breaks down large globules of fat into smaller globules ;
the process is emulsification / bile emulsifies fat ;
does not change the chemical nature of the fat ;
increases the surface area of the globules ;
by reducing surface tension of the fat ; [4]
(b) movement of food molecules into cells ;
use of food molecules inside cells ;
any example ; e.g. to make large compounds such as muscle protein, glycogen
for short-term storage in the liver and muscles, fat for long term-storage [2]
12 (a) see Fig. 7.8.3 on page 85
label line to a capillary ;
label line to the lacteal ; [2]
(b) small intestine / ileum / duodenum ; [1]
(c) any 3 from
glucose ; amino acids ; vitamin C ; iron ; calcium ; water ; [3]
(d) villi have a large surface area ;
epithelial cells are covered in microvilli ;
increase the surface area of each cell ;
epithelial cells absorb food substances ;
by diffusion ;
by active transport ;
large surface area needed for movement of substances ;
e.g. to provide space for many carrier proteins ; [6]
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13 (a) starch is broken down to maltose ;

(catalysed by) amylase ;
hydrolysis / breakdown involves reaction with water ;
(amylase acts) in the mouth ;
(amylase acts) in the small intestine ;
maltose is broken down into glucose ;
(catalysed by) maltase ;
in the small intestine / on the surfaces of epithelial cells ; [5]
(b) 4 ; [1]
(c) enzymes are specific to their substrate ;
the shape of the active sites of the two proteases are different ;
protease 2 has a different active site to protease 1 ;
the two amino acids either side of the bond indicated by 2 in the diagram fit
into the active site of protease 2 ;
the active site of protease 2 is complementary to the shape of the two amino
acids either side of the labelled bond ; [4]
(d) stomach ;
small intestine ; [2]
(e) they are too large ;
to pass through the membranes of the epithelial cells ; [2]
(f) other enzymes break the fragments ;
into amino acids ; [2]
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Unit 8 Plant transport

PRACTICE QUESTIONS:
1 C hot and dry
2 B amino acids and sucrose / ions and water
3 B root hair cell, root cortex, xylem, leaf mesophyll cells, air spaces in mesophyll, stoma
4 C root hairs
5 C sucrose, leaves, tubers
6 C high, low, high
7 C xylem down a water potential gradient
8 D Evaporation of water from mesophyll cells and diffusion of water vapour from airspaces
through stomata into the atmosphere.

9 (a) xylem and phloem shaded differently. 1 mark for shading the two tissues correctly in each
transverse section, A, B and C [3]
A B
Xylem
Phloem
Xylem
C Phloem
(b) one mark for each cell in the table – three marks for phloem and three marks for xylem
feature phloem xylem
composition of the sap two of: water, ions ;
sucrose, ions, amino acids, water ;
direction of flow in the stem up and down ; up only ;
destinations two of: two of:
flowers, seeds, fruits, roots, stem, leaves, stem, flowers,
new leaves, growing points ; seeds, fruits ;
[6]
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(c) cut the stem ;

put stem into beaker containing water with a dye (e.g. food colouring) ;
leave for long enough for coloured dye to reach all the leaves ;
cut sections through the stem and a leaf ;
compare with, sections of another stem and another leaf stained to show the
xylem / prepared microscope slides of a stem and leaf ; [3]
10 (a)
conditions time taken for the water rate of water
to move 100 mm / min movement / mm min−1
cool, humid air, in daylight 2 50
cool, dry air, in daylight 6 17
warm, dry air, in daylight 1 100
warm, humid air, in daylight 3 33
warm, humid air, at night 60 2
column labelled correctly ; all rates correctly calculated ; rates rounded to a whole number ; [3]
(b)
100
90
Rate of water movement / mm min–1
80
70
60
50
40
30
20
10
0
A B C D E
Conditions

bar chart drawn (with spaces between the bars) ;
x-axis labelled with, conditions / letters ;
y-axis labelled with units ;
bars plotted accurately ; [5]
(c) air movement ;
temperature ;
light intensity / day and night ; [3]
(d) the air would be, still / not moving ;
the humidity of the air would increase ; [2]
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11 (a)
Rate of water loss
Rate of water absorption or 25
Rate of water
20 absorption
loss / g h–1
15
10
0
0000 0300 0600 0900 1200 1500 1800 2100 2400
Time / hours

axes correctly orientated with time on the x-axis ;
y-axis labelled with unit ;
points plotted accurately (allow +/– a small square) ;
joined by straight lines between points ;
lines identified by labels or a key ; [5]
(b) 24 – 12 = 12 grams per hour ;
12/12 × 100 = 100% change ; (the rate doubles) [2]
(c) water loss
increases to mid day (1200 hours) / peaks at mid day ;
decreases to midnight (2400 hours on graph) ;
water absorption
increases to 1800 hours / peaks at 1800 hours ;
higher at end of the day (2400 hours) than at the end of the previous day (0000 hours) ;
use of figures for water absorption and/or water loss to support description ;
each figure must include time and rate with units [4]
(d) water evaporates from cell walls ;
of mesophyll cells ;
water vapour diffuses (out of the leaf) through the stomata ;
loss of water drags more water through the leaf ;
cohesion between water molecules ;
chain of water molecules drawn up from cut end of stem ;
transpiration pull ; [4]
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Unit 9 Transport in humans

PRACTICE QUESTIONS:
1 B left ventricle
2C
3 B left ventricle → aorta → body → vena cava → right atrium
4 C transport of ions, clotting, oxygen transport
5 A deoxygenated blood at high pressure
6 B arteries to capillaries
7 C plasma and tissue fluid
8 D taking more exercise

9 (a) (i) F – phagocyte ;
G – lymphocyte ;
H – red blood cell / erythrocyte ; [3]
(ii) F – ingest / digest, bacteria ;
G – make / produce / release, antibodies ;
H – transport oxygen ; [3]
(b) diameter 7 mm = 7000 µm
magnification = 7000 / 1100 ;
= 6.4 µm / 6.36 µm ; [2]
(c) (i) K – white blood cells / phagocytes and lymphocytes ;
L – red blood cells / erythrocytes ;
there are many more red blood cells than white blood cells ; [3]
(ii) plasma ;
transport ;
any three of the following
(soluble) nutrients / named nutrient(s) ;
carbon dioxide ;
waste ;
heat ;
hormones ; [5]
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10 (a) regular swelling of the arteries ;

in response to contraction of the heart ;
can be felt at pressure points / named pressure point e.g. at the wrist ; [2]
(b) pulse rate increases at the start of exercise ;
remains high during exercise ;
pulse rate remains high immediately after exercise ;
pulse rate decreases gradually after exercise ; [4]
(c) listening to the heart sounds / closing of valves ;
using an electrocardiogram / ECG ; [2]
11 (a) (i) A – aorta ;
B – pulmonary artery ;
C – pulmonary veins ;
D – vena cava ;
E – atrioventricular valve ; [5]
(ii) A and C ; [1]
(b) oxygen absorbed ;
oxygen combines with haemoglobin ;
forms oxyhaemoglobin ;
carbon dioxide diffuses out of the blood ; [4]
(c) little resistance (to blood) in lungs (as full of spongy tissue) ;
high resistance in circulation through rest of body ;
lungs are closer to the heart / not so far for blood to travel ; [3]
12 (a)
feature arteries veins capillaries
relative thickness of wall thick ; thin very thin
muscle tissue lots ; some none
elastic tissue lots ; some none ;
direction of blood flow heart to organs organs to heart ; arteries to veins
[5]
(b) artery has
thick wall to withstand pressure ;
elastic fibres which stretch when heart beats ;
elastic fibres recoil to maintain blood pressure / keep blood flowing away from heart ; [3]
(c) oxygen ;
diffuses through thin walls (of capillaries) ; NOT cell walls
e.g. glucose (for respiration) / amino acids (for making proteins) ;
pass through pores in capillary wall ; [4]
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Unit 10 Diseases and immunity

PRACTICE QUESTIONS:
1 B lives in an organism and causes disease
2 A cholera
3 C stomach acid
4 D vaccination
5 C any substance that stimulates an immune response
6 D specific lymphocytes divide to produce cells that make antibodies
7 D injecting snake anti-venom with antibodies produced in a horse
8 D memory cells are present in the blood and lymph

9 (a) pathogen ; [1]
(b) any two from
by a person who is a carrier of a disease ;
by contamination with (washing) water that contains microorganisms ;
by food handlers who do not wash their hands (thoroughly) ;
by contamination from other foods that are stored nearby / example, e.g. from uncooked
meat to cooked meat ;
by contamination from (named) kitchen utensils ;
food that is not cooked thoroughly to kill pathogens ;
food that is contaminated by animal wastes ; [2]
(c) stomach, secretes / produces, hydrochloric acid ;
bacteria are killed, by acid / in a low pH ; [2]
(d) phagocytes / white blood cells ;
ingest microorganisms ;
by phagocytosis ;
and, kill / digest, the bacteria ;
white blood cells produce antibodies ;
antibodies, help in the destruction of pathogens / stop the spread of pathogens through
the body / prevent pathogens entering cells ; [4]
(e) any four from
direct contact / a person touching an infected person / a person touching an object used by
an infected person ;
through the air ;
via an, animal / insect, vector ;
blood to blood contact ;
during sexual activity ; [4]
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10 (a) any six points from the following:

(i) personal hygiene: removes pathogens from the body ;
removes pathogens before they can, enter the body / cause disease ;
any example to illustrate ;
(ii) sewage treatment: microorganisms / pathogens, that are transmitted in water ;
are destroyed in sewage treatment plants ;
any example, e.g. cholera / typhoid, bacteria ;
(iii) proper waste disposal: microorganisms / pathogens, that could be transmitted by
vermin / rats / mice / flies / AW ;
e.g. pathogens transmitted in food ;
waste is buried in the ground where animals cannot reach them ; [6]
(b) vaccine contains, rubella (pathogen / virus) ;
white blood cells / lymphocytes, respond to presence of virus in the body ;
white blood cells / lymphocytes, produce antibodies ;
if a child is infected by rubella pathogens these lymphocytes respond very quickly to stop
the spread of bacteria / development of the disease ;
response involves producing antibodies quickly ; [3]
11 (a) the body has a very small number of lymphocytes that are specialised to respond to the
measles antigens ;
during the first week these lymphocytes were dividing ;
and becoming specialised to produce antibodies ; [3]
(b) the response is immediate ;
there is no time lag between the vaccination and the increase in concentration of
antibodies ;
the time lag for the first vaccination is about two weeks between the vaccination and the
first appearance of antibodies in the blood ;
the response produces a much higher concentration of antibodies ;
the concentration reaches 3–4 times as much as during the first response ; [4]
(c) there are memory cells ;
a large number of the lymphocytes specialised to produce antibodies to measles ;
(memory cells) recognise the measles antigens immediately ;
(memory cells) divide immediately ;
start, making / releasing, antibodies ; [4]
(d) further boosters, maintain / increase, protection against the disease ;
in case, no / few, memory cells were made in the first and second vaccinations ;
e.g. some children do not respond very well to the vaccine ; [2]
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12 (a) (i) Z ; [1]

(ii) Z has a shape complementary to the antigen-binding sites of the antibody ; [1]
(b) antibodies are specific to the antigens associated with different pathogens ;
as a result of a vaccination against one disease a person only has the ability to produce
antibodies quickly to that disease ;
these antibodies will not protect against other pathogens ;
e.g. an antibody against Z will not attach to any of the other antigens (W, X, Y) ; [4]
(c) vaccinations are given to as many people as possible in the country ;
if the disease arises in the country ;
e.g. because someone with a disease enters a country ;
the disease will not spread as most people are immune ;
if the pathogen enters people who are immune it is destroyed before it causes symptoms ;
people who are immune do not transmit the pathogen to others ;
if there are no cases of a disease for a certain period of time then it has been eradicated ; [3]
(d) people can still bring the disease into a country ;
travellers returning home ;
immigrants / tourists, from other countries where a disease still exists ;
if people are not vaccinated there is a risk that there will be an epidemic ; [3]
13 (a) four marks for (i) and (ii) combined
(i) lymphatic vessels transport lymph from tissues into the blood ;
lymph flows through lymph nodes ;
vessels have valves to, stop backflow / ensure one way flow ;
(ii) lymph nodes contain lymphocytes ;
lymphocytes divide to make more cells during an infection ;
lymphocytes make antibodies ; [4]
(b) phagocytes ingest bacteria ;
digest / destroy, bacteria ;
lymphocytes make antibodies ;
antibodies, agglutinate bacteria / clump bacteria together ;
antibodies dissolve cell membranes of bacteria ;
antibodies / antitoxins, neutralise toxins released by bacteria ;
antibodies prevent pathogens entering host cells ; [5]
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Unit 11 Gas exchange in humans

PRACTICE QUESTIONS:
1 C nose → larynx → trachea → bronchus → bronchiole → alveolus
2 A The cross became invisible in a shorter time
3 C tube A no change, tube B cloudy
4 C thin walled, large surface area, many capillaries
5 D prevents trachea from collapsing
6 D relaxes, moves up, contract, relax
7 C goblet cell
8 C oxygen is absorbed and carbon dioxide is excreted

9 (a) (i) 450 cm3 ; [1]
(ii) the volume of each breath increases when the student exercises ;
exercising at 20 step-ups per minute increased the volume of each breath by 250 cm3 ;
increasing to 50 step-ups per minute increased the volume of each breath by another
450 cm3 ;
overall the volume of each breath increased by 700 cm3 ; [2]
(b) (i) two marks for the correct answer (140%), if no answer or answer is incorrect
then one mark for giving the correct working
1200 − 500 = 700 cm3
700
percentage change = × 100
500
= 140% ; [2]
(ii) the rate of breathing increases when the student exercises ;
exercising at 20 step-ups per minute increased the rate of breathing by
7 breaths per minute ;
increasing to 50 step-ups per minute increased the rate of breathing by another
9 breaths per minute ;
overall the rate of breathing increased by, 16 breaths per minute / 89% ; [2]
(c) any two of the following features that should be kept the same
same height for step-ups ;
same time for rest, before doing the step-ups / between doing step-ups at 20 per minute
and 50 per minute ;
age of the boys and girls ;
air temperature ;
relative physical fitness ;
identical way to measure the volume of breaths for each participant ; [2]
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10 (a) A – sternum / breast bone ; allow ribs as not easy to see on the diagram
B – diaphragm ;
C – intercostal muscles ; [3]
(b) (i)
structure inspiration expiration
diaphragm contracts and, moves relaxes and moves upwards ;
downwards / flattens ;
external intercostal contracts to move the relaxes (ribs move downwards
muscle ribs upwards ; under influence of gravity) ;
internal intercostal relaxes ; contracts (during forced
muscle breathing) to move rib cage
downwards and inwards ;
[6]
(ii) inspiration
volume of lungs increases ;
air pressure in lungs decreases ;
atmospheric pressure is greater than air pressure in the lungs
(so air moves into the lungs) ;
expiration
volume of lungs decreases ;
air pressure in lungs increases ;
air pressure inside the lungs is greater than atmospheric pressure
(so air moves out of the lungs) ; [5]
11 (a) volume of breaths increases / breathe more deeply ;
data quote, e.g. 500 cm3 at rest to 1200 cm3 at 50 step-ups per minute / increases by a
factor of 4 ;
number of breaths increases ;
data quote, e.g. 18 breaths per minute at rest to 34 at 50 step-ups per minute / increase
by a factor of 1.9 ; [5]
(b) increases total volume of air into the lungs per minute ;
to allow, uptake of more oxygen / getting rid of more carbon dioxide ;
to fill alveoli completely / to stretch alveoli to their maximum volume ;
to increase surface area for, gas exchange / diffusion ;
to allow more oxygen into the blood / more carbon dioxide out of the blood ;
exercise requires an increase in supply of energy ;
increase in rate of aerobic respiration ;
requires more oxygen ;
produces more carbon dioxide ; [6]
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Unit 12 Respiration
PRACTICE QUESTIONS:
1 A diffusion of oxygen across the alveolar wall
2 B carbon dioxide and alcohol
3 D release energy
4 C little energy from each molecule of glucose
5 D red blood cell
6 D substrate
7 A carbon dioxide from anaerobic respiration needs to be removed from the muscles
8 B metabolism of lactic acid in the liver

9 (a) glucose ; + (oxygen) → carbon dioxide ; + water ; + energy released ; [4]
(b) to the right / towards the tube ;
oxygen used by crickets ;
in aerobic respiration ;
carbon dioxide given out by cricket ;
absorbed by soda lime ;
so volume of air in the tube decreases ;
air pressure in the tube decreases ;
atmospheric pressure is greater than air pressure in the tube ;
drop of liquid moves, to the right / towards the tube [4]
(c) to introduce air ;
with oxygen ;
so crickets continue to respire aerobically ; [2]
(d) temperature ; [1]
10 1 mark per row to max 5 marks
feature photosynthesis respiration

occurs only in plant cells ✓ ✗
produces oxygen ✓ ✗
consists of a series of enzyme-catalysed reactions ✓ ✓
produces carbon dioxide ✗ ✓
releases energy ✗ ✓
takes place all the time (night and day) ✗ ✓
[5]
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11 (a) (i) a water bath was used to maintain a constant temperature ; [1]
(ii) allow the beans to acclimatise to, the temperature / 27 °C ;
to make sure that the rate of respiration becomes constant before results are taken ; [2]
(b) droplet travelled 162 mm in 25 minutes (10 to 35 minutes) ;
162
= 6.48 mm min−1
25
volume of a cylinder = π r2 h
π = 3.14
r = 0.4 mm
h = 6.48
volume of oxygen = 3.14 x (0.4 × 0.4) × 6.48 ;
volume of oxygen = 3.26 mm3 min−1
oxygen uptake per hour = 3.26 × 60 ;
= 195.6 mm3 hour−1 ; [3]
(c) at 17 °C the rate would be slower / droplet would not move as far ;
there would be fewer collisions between enzyme and substrate ;
at 37 °C there would be no rate of respiration / the position of the droplet would remain
unchanged ;
increase in temperature increases enzyme activity up to the enzyme’s optimum temperature
before the enzyme denatures. (In plants enzymes denature below 50 °C) ; [4]
12 (a) mitochondria ; [1]
(b) the oxygen consumption increases steeply and then more gradually and then decreases ;
oxygen consumption increases from 0.2 dm3 min−1 at 5 minutes to 2.2 dm3 min−1
at 10 minutes ;
increases from 2.2 dm3 min−1 at 5 minutes to 2.4 dm3 min−1 at 20 minutes ;
decreases from 2.4 dm3 min−1 at 20 minutes to 0.2 dm3 min−1 at 30.5 minutes ; [4]
(c) (i) 5 – 10 minutes increase
there is more muscle contraction during exercise ;
exercise requires an increase in supply of energy ;
increase in aerobic respiration ;
to release more energy (from glucose / fat) ;
requires more oxygen ;
so oxygen consumption increases ;
10 – 20 minutes
breathing supplies insufficient oxygen for aerobic respiration ;
leading to anaerobic respiration ; [6]
(ii) 20 – 30 minutes
oxygen debt is repaid ;
body has produced lactic acid ;
during exercise ;
in anaerobic respiration ;
oxygen is required to respire lactic acid ;
in the liver ; [5]
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Unit 13 Excretion
PRACTICE QUESTIONS:
1 D salts and water
2 C liver
3 A excess amino acids
4 C renal vein
5 A active transport
6 D protein synthesis
7 C liver
8 D the concentration of the blood plasma increased at night

9 (a) (i) A – (right) kidney ;
B – renal artery ;
C – ureter ;
D – bladder ; [4]
(ii) A – filters blood / makes urine ;
B – delivers (oxygenated) blood to the kidney ;
C – carries urine from kidney to bladder ;
D – stores urine ; [4]
(b) (i) urea, salts, water ; [1]
(ii) any three examples of factors that influence volume and concentration of urine
(air) temperature ;
water intake / volume of water drunk ;
exercise ;
rate of sweating ;
amount of salt eaten ;
type of diet ; e.g. more protein may result in production of more urea that needs
more water for excretion in urine [3]
10 (a) excess amino acids in the body cannot be stored ;
amino acids are broken down ;
to release nitrogen-containing part ;
in deamination ;
which becomes ammonia ;
ammonia is toxic ;
this is combined with carbon dioxide (to form urea) ; [3]
(b) (i) protein is too large to be filtered ;
the others are small enough to pass through the walls of the capillaries in the
glomeruli ; [2]
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(ii) both are reabsorbed, in the proximal convoluted tubule / by active transport ;
both are required in the body ;
glucose for respiration / amino acids for protein synthesis ; [2]
(iii) urea and (excess) salt are excreted ;
water is reabsorbed from the filtrate ;
water is reabsorbed from the urine ;
this conserves water in the body ; [3]
(iv) the renal artery transports blood with a high concentration of urea that has come
from the liver via the heart ;
urea is filtered from the blood, but not all of it is reabsorbed ;
urea is removed from the blood entering the kidney in the renal artery ;
the renal vein carries filtered blood with a lower concentration of urea away
from the kidney ; [2]
(c) blood flows into glomeruli ;
at high pressure ;
lining of capillaries, is a mesh / acts as a sieve ;
small molecules and ions pass through ;
blood cells and large molecules do not pass through ;
urea, water, salts, glucose are filtered ;
into Bowman’s capsule ; [4]
11 (a) 8 ;
steep decrease in urea concentration each time dialysis occurs (over 17 days) ; [2]
(b) 2.3 – 0.2 g dm−3 ;
= 2.1 g dm−3 ; [2]
(c) (i) concentration of urea fluctuates for 20 days ;
between 2.75 g dm−3 and 1.2 g dm−3 ;
nine, peaks / troughs ;
after day 20 concentration of urea increases and then decreases ;
decreases to very low concentration on day 26 ;
any other use of figures for concentration of urea for at least two of the days ; [4]
(ii) the concentration of urea decreases on the eight occasions between day 0 and
day 17 as a result of dialysis treatment ;
urea, diffuses from the blood to the dialysis fluid / is removed from the blood ;
the concentration of urea increases after each dialysis treatment as urea is
produced in the liver ;
kidneys do not function so urea concentration is not kept constant / below a
certain concentration ;
after day 17 the kidneys recover and dialysis treatment is stopped ; [3]
(d) can lead a normal life ;
no need to, attend a clinic regularly / have dialysis treatment ;
no need to maintain a restricted diet ;
less pain ; [3]
(e) if the blood group is different / if tissue type is different ;
immune system recognises transplanted kidney as foreign ;
destroys the tissues ;
high risk of rejection ; [3]
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Unit 14 Coordination and

response
PRACTICE QUESTIONS:
1 D sensory cell → sensory neurone → relay neurone → motor neurone → effector
2 B spinal cord
3 C 70 m s−1
4 D testosterone – stimulates development of sperm
5 C dilate / active / relax
6 D Auxins stimulate cells on the side away from the light to grow faster than cells on
the opposite side
7 C thirst and unexplained weight loss
8 B all nerves between his spinal cord and the effectors in his arm are cut

9 (a) (i) A – cornea ;
B – lens ;
C – iris ;
D –retina ;
E – optic nerve ; [5]
(b) eye contains receptor cells ;
receptor cells convert energy of stimulus to (electrical) impulses in neurones ;
eye / receptor cells, detect changes in surroundings ;
send information to the CNS ; [2]
(c) (i) pupils, decrease in size / constrict ; [1]
(ii) the retina is protected against damage by bright light ; [1]
10 (a) (increase in blood glucose concentration)
↓
detected by pancreas ;
↓
(insulin secreted)
↓
liver cells respond by converting glucose to glycogen ; [2]
(b) (decrease in blood glucose concentration)
↓
↓
glucagon secreted ;
↓
liver cells respond by converting glycogen to glucose ; [3]
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(c) any change in the body acts as a stimulus ;

e.g. increase in concentration of glucose in the blood ;
pancreas secretes insulin ;
insulin stimulates liver to absorb glucose and convert it to glycogen ;
blood glucose concentration decreases to normal ;
e.g. decrease in concentration of glucose in the blood ;
pancreas secretes glucagon ;
insulin stimulates liver to convert glycogen to glucose and release it ;
blood glucose concentration increases to normal ;
body takes corrective actions to maintain, a (near) constant blood glucose concentration /
blood glucose concentration within narrow limits ; [5]
11 (a) X = blind spot ;
blind spot is the part of the retina that has no cones ;
Y = fovea ;
fovea is the part of the retina with the highest, number / density / concentration,
of cones ; [2]
(b)
Number of rod cells
✓
✓ ✓
A X Y B
3 marks for no cells at X and Y and cells at the other places across the retina [3]
(c) (i) one from
blinking, pupil constricting, pupil dilating, accommodation or focusing ; [1]
(ii) in an involuntary action impulses travel from receptor to CNS and then direct to
effector ;
impulses to and from the higher centres of the brain are not involved in controlling
the response ;
in a voluntary action impulses travel from the brain to the effector ;
after a decision is made ; [3]
(d) nervous system coordinates fast responses to stimuli ;
information is conducted to specific, organs / tissues, by neurones ;
endocrine system coordinates slow acting processes such as growth ;
hormones in the blood can coordinate the whole body ;
does not use as much energy as nervous system ;
so good for coordinating slow acting processes that occur all over the body ; [3]
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12 (a) nerve impulse arrives at the end of a sensory neurone

vesicles containing (neuro)transmitter substance move towards the presynaptic membrane ;
vesicles fuse with the (presynaptic) membrane ;
release of transmitter substance into synaptic, cleft / gap ;
transmitter substance diffuses across, cleft / gap ;
transmitter substance, interacts / binds to, receptors on (post-synaptic) membrane of relay
neurone ;
binding of neurotransmitter substance stimulates an impulse to pass along the relay
neurone [4]
(b) synapses are interconnections between neurones ;
allow impulses to travel from one neurone to another ;
(synapses) allow information from one neurone, to travel to different neurones e.g. allow
information from one, receptor / sense organ, to travel to different areas of the CNS ;
(synapses) allow information from one area of the CNS to travel to many, areas of
the body / effectors ;
allow many neurones to influence activity of a single neurone ;
(synapses) allow integration of information ;
allow past experiences to be used in decision making ; [3]
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Unit 15 Drugs
PRACTICE QUESTIONS:
1 A any substance taken into the body that influences chemical reactions in the body
2 C nicotine
3 A the drug is a stimulant
4 D tar
5 D testosterone
6 B combines with receptors on nerves that transmit information about pain
7 D many bacteria are resistant to some antibiotics
8 B reduces the oxygen-carrying capacity of haemoglobin

9 (a) (i) antibiotics are substances taken into the body ;
that alter the metabolism of, the pathogen / bacteria inside the body ; [2]
(ii) kill / stop growth of, pathogen / bacteria ;
which harms the body / causes disease ; [2]
(b) (i) any one of the following examples
heroin / ecstasy / amphetamine / cocaine / LSD / marijuana / alcohol / nicotine ; [1]
(ii) any two suitable points, e.g.
addictive ;
withdrawal symptoms ;
increased risks of transmission of disease (e.g. by needles contaminated with
pathogens in blood) ;
social consequences, e.g. increased violence / loss of income / family breakdown /
isolation from friends and family ;
damage to organs, e.g. liver / brain ; [2]
10 (a) increase in deaths from 1991 to 2006 ;
in both males and females ;
more steeply in males than in females ;
death rate in males higher than for females ;
rate of increase in deaths is constant (for both males and females) ;
figures used to support any of these points ; for example:
figures used to compare death rates of males or females over time (read vertically in this
table) or to compare death rates of males with death rates of females for one year (read
horizontally in this table)
deaths per 100 000 population
year
males females
1991 9 5
2006 18.5 / 19 9
[3]
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(b) 18.5 – 9 = 9.5/18.5 × 100 ;

51.4 / 51% ;
accept 19 instead of 18.5 to give 52.6 / 53% [2]
(c) ask each person who is diagnosed as having cirrhosis about their alcohol consumption ;
and for other information about, health / drinking habits ;
study alcohol consumption and number of cases of cirrhosis over time ;
look for a correlation ; [2]
note that any correlation could be coincidental – it does not prove cause and effect
(d) alcohol slows reaction time ;
takes longer to respond to stimuli ;
judgment may be poor ;
may be overconfident and take risks ;
e.g. risky overtaking while driving a car, driving too fast ; [3]
11 (a) danger of selling antibiotics, ‘over the counter’ / without prescription / by unqualified
people ;
doctors (should) know which antibiotics are appropriate ;
have up-to-date information about suitable antibiotics to use ;
some antibiotics do not work on some pathogens ;
dangers of using in excess (e.g. resistance) ;
some people are allergic to some antibiotics ;
antibiotics may interfere with other drugs that a person is taking ; [2]
(b) viruses consist of, genetic material / DNA, and protein coat ;
they do not have cells ;
antibiotics target activities of cells ;
antibiotics, inhibit / target, activities in cells ;
e.g. ribosomes for protein synthesis / enzymes for making cell walls ; [3]
(c) examples of points about dangers of overuse of antibiotics – also see page 239
overuse may lead to resistance of pathogens to antibiotics ;
antibiotic kills all susceptible bacteria ;
some bacteria have a mutation that makes them resistant ;
e.g. have an enzyme to breakdown penicillin ;
these bacteria survive and reproduce ;
they, are selected / have a selective advantage ;
e.g. MRSA (see page 175) ;
maybe no effective antibiotics left ;
few new ones are being discovered ;
some bacteria have become resistant to several antibiotics ;
e.g. multi-drug resistant TB ;
some antibiotics should, be kept to be used as a ‘last resort’ / not be used very often so
resistance does not evolve ;
some bacteria have become resistant to these as well ; [4]
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12 (a) (i) 1938 ; accept 1937 or 1939 [1]

(ii) 1965 ; accept 1964 or 1966 [1]
(b) as there are no gridlines on the graph, accept approximate readings from the three scales
on the graph – mark (i) and (ii) to 5 marks
(i) increased steeply from 1910 to 1938 ;
to (nearly) 5000 cigarettes per person per year ;
other use of figures ;
fluctuated to 1970 ;
decreased steeply from 1970 to 1980 ;
(ii) low and unchanging death rate until 1920 ;
increase from 1000 per year to 28 000 per year in mid 1960s ;
decreased to 20 000 in 1980 ; [5]
(c) smoking reached a peak in 1940s ;
highest death rate was 30 years later ;
lung cancer takes a long time to develop ;
so increase in death rate suggests a link ;
but does not prove it ;
correlation should not be confused with cause and effect [3]
835516_answers.indd 39 28/09/2015 14:07

Unit 16 Reproduction
PRACTICE QUESTIONS:
1 A anther, stigma, petal, sepal
2 C stigmas receive pollen grains, ovaries contain ovules, anthers produce pollen grains
3 D production of eggs, fertilisation, implantation
4 D testis
5 C 1, 4, 3, 2
6 D progesterone
7 B 13-15, 1-4, 6-25
8 C production of stem tubers

9 (a) A – placenta ;
B – umbilical cord ;
C – uterus ;
D – amniotic, fluid / cavity ;
E – cervix ; [5]
(b) A – separates from uterus ;
B – tied and cut after baby is born ;
C – contracts to push baby through birth canal ;
D – amnion breaks and fluid passes out ;
E – dilates / widens, to allow baby to enter the birth canal ; [5]
10 (a) method of reproduction that involves fusion of gametes ;
to form a zygote ;
production of offspring that are genetically different from each other ; [3]
(b) (i) an ovule is a structure within the ovary of a plant that produces the female gamete
and grows into a seed after fertilisation ;
an ovary contains one or more ovules and grows into a fruit after fertilisation ; [2]
(ii) pollination is the transfer of pollen from an anther to a stigma ;
fertilisation is the fusion of gametes to form a zygote ; [2]
(c) oxygen ; suitable / warm, temperature ; water ; [3]
835516_answers.indd 40 28/09/2015 14:07

11 (a) no FSH to stimulate the ovary ;

no follicle develops ;
no egg develops in follicle ; [2]
(b) question says ‘social issues’ not biological issues. The following is a list of possible issues
that could be mentioned.
couples can have many children if many embryos are implanted (multiple births) ;
donor sperm may be used in which case should children know the identity of their
biological father? ;
which people should receive fertility treatment? ;
should fertility treatment be available to those who are too old to have children naturally? ;
stated problem(s) for child with elderly parents ;
should fertility treatment be available to those who have had unsuccessful treatment(s)? ;
should the fertility treatment be free (provided by the state / health service) or not? ;
if free, should the money be spent on more important treatments? ;
medical staff / medical facilities, could be used for other more important treatments ; [4]
(c) inhibit the release of FSH from the pituitary ;
so new menstrual cycle does not start ;
maintain lining of uterus ;
so it stays thick during pregnancy ;
stimulates changes in the breasts to provide milk immediately after the baby is born ; [3]
835516_answers.indd 41 28/09/2015 14:07

Unit 17 Inheritance
PRACTICE QUESTIONS:
1 C meiosis produces haploid gametes
2 B 25%
3 C is not expressed when in a genotype with a dominant allele
4 C production of egg cells
5 B 50%
6 C 6, 3
7 A blood group
8 D the triplet of bases in DNA and RNA that code for the different amino acids in proteins

9 (a) inheritance – transmission of, genetic information / genes / DNA ;
from generation to generation ; [2]
(b) (i) genotype is the genetic make-up of an organism in terms of the alleles present ;
phenotype is the observable features of an organism ; [2]
(ii) gene is a length of DNA that codes for a protein ;
an allele is a version of a gene ; [2]
10 (a) (i) dominant ; [1]
(ii) appears in every generation ;
all individuals who have the condition have one parent who also has the condition
(4, 5, 6, 11 and 14) ;
if recessive and rare then more likely that two parents who do not have the condition
will have a child with the condition ;
also if recessive and rare likely that 3 and 7 would be related to 4 and 6 respectively
(i.e. cousins) and this would be shown in the family tree ; [3]
(b)
parental phenotypes without condition × with condition
parental genotypes bb × Bb
parental gametes
b + B , b ;
B b
b Bb bb
offspring genotypes Bb, bb ;

offspring phenotypes with condition, without condition
ratio 1:1, 50% chance of another child with the condition ; [3]
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It is possible that the allele for brachydactyly could be recessive, but only if 1, 3 and 7 were
all heterozygous, Bb. The pedigree diagram does not show that these three are related as is
often the case with recessive conditions.
11 (a) (i)
parental phenotypes parallel stripes × blotched pattern
parental genotypes TT × tt ;
parental gametes
T + t ;
F1 genotype Tt ;
F1 phenotype all parallel stripes ; [4]
(ii)
parental phenotypes parallel stripes × blotched pattern
parental genotypes Tt × tt ;
parental gametes
T , t + t ;
T t
t Tt tt
offspring genotypes Tt , tt ;
offspring phenotypes parallel stripes, blotched
ratio 1:1, 50% parallel stripes: 50% blotched ; [4]
(b) allele t is recessive, so only genotype for blotched is tt ;

if the dominant allele, T, is present then the cat has parallel stripes ;
parallel stripes can be homozygous dominant, TT, or heterozygous, Tt, because only one
dominant allele needs to be present to give the dominant phenotype, parallel stripes ; [3]
(c) neither has a dominant allele ;
only possibility is tt × tt which gives rise to offspring that are all homozygous recessive, tt ;
[2]
(d) the gene is a length of DNA that controls the pattern of stripes ;
there are two versions of this gene which give different patterns in the coat ;
T is the allele for parallel and t is the allele for blotched ; [3]
12 (a) cross individual with unknown genotype with one which is homozygous recessive ;
observe the offspring ;
if there are two different phenotypes ;
then the individual with unknown genotype is heterozygous ;
if only show one phenotype then it seems likely that the individual with the unknown
genotype is homozygous dominant ;
if individual with unknown genotype is heterozygous there is a 50% chance of offspring
with the recessive phenotype – this is quite high so some should appear [3]
835516_answers.indd 43 28/09/2015 14:07

(b) (i) codominance ;

alleles for red and white flower colour are codominant ;
pink is intermediate between other phenotypes ;
both alleles are expressed ; [3]
(ii) CW = allele for white ; CR = allele for red ;
parental phenotypes pink × pink
parental genotypes C CR × CWCR ;
W
parental gametes CW CW CR
, C +
R
, ;
CW CR
CW CWCW CWCR
CR CWCR CRCR
offspring genotypes CWCW , CWCR , CRCR ;

offspring phenotypes white, pink, red ;
ratio 1:2:1; [5]
(c) (i) pink flowered-plants have the genotype CW CR

red flowered-plants have the genotype CR CR
parental phenotypes pink × red
parental genotypes C CR × CR CR ;
W
parental gametes CW
, C + C ;
R R
CR
CW CWCR
CR CRCR
offspring genotypes CWCR , CRCR ;

offspring phenotypes pink, red ;
ratio 1:1; [5]
(ii) there are no white flowered-plants because there are no plants in the offspring with
the genotype CW CW ;
red flowered-plants have the genotype CR CR so cannot pass on the CW allele ;
white-flowered plants are only possible if pink is crossed with pink or with white ; [3]
835516_answers.indd 44 28/09/2015 14:07

Unit 18 Variation and selection

PRACTICE QUESTIONS:
1 D selective breeding
2 A blood group
3 D mutation
4 D natural selection
5 A Beetles are well camouflaged so that predators cannot see them
6 B genes and environmental factors, genes only
7 D people with the allele for sickle cell have a resistance to malaria
8 D the probability that individuals survive and reproduce in the environment

9 mutation change in DNA ;
variation range of forms found in a species ;
selection organisms best adapted to their environment survive and breed ;
phenotype outward appearance of an organism ;
genotype genetic constitution of an organism ; [5]
10 (a) (i) 34/150 × 100 ; 22.7(%) ; [2]
(ii) 160 – 229 = 69 ; / 69 ; [1]
may be less, e.g. if the largest handspan in first group is 169 and smallest handspan in last
group is 220 – in which case it is 169 – 220 (without the raw data it is impossible to tell)
(b) frequency histogram
35
30
25
Frequency
20
15
10
0
9
9
16
17
18
19
20
21
22
0–
0–
0–
0–
0–
0–
0–
16
17
18
19
20
21
22
Handspan / mm
at least half the graph paper used and axes scaled correctly ;
axes correctly orientated with handspan on the x-axis ;
y-axis labelled ;
835516_answers.indd 45 28/09/2015 14:07

columns plotted accurately, all same width with no gaps between them ; [5]
(c) (i) continuous (variation) ; [1]
(ii) range of values between two extremes (160 mm to 229 mm) ;
an example from the data ; [2]
11 (a) bar chart
60
50
Percentage of sample
40
of each country
30
20
10 Pakistan
New Zealand
0
A B AB O
Blood groups

axes correctly orientated with blood group on the x-axis ;
y-axis labelled ;
columns plotted accurately, gaps between them ;
bars for two countries shown and labelled ;
(above – blue = Pakistan, orange = New Zealand) [5]
(b) (i) discontinuous (variation) ; [1]
(ii) different categories (A, B, AB and O) ;
no intermediates ; [2]
(c)
parental phenotypes blood group B × blood group B
parental genotypes IBIO × IBIO ; both must be
heterozygous carrying the
IO allele
parental gametes
IB , IO + IB , IO ;
IB IO
IB IBIB IBIO
IO IBIO IOIO
offspring IBIB , IBIO , IOIO this box shows the

genotypes genotype that gives rise to
blood group O ;
offspring blood groups B, B, O ; [5]
phenotypes
835516_answers.indd 46 28/09/2015 14:07

(d) blood group must be compatible ;

usually the same ;
so no rejection ;
recipient may produce antibodies against antigens on the red blood cells of the donor ; [3]
explanation is the same as for matching for blood transfusions – the table below shows
the possible matching of donors to recipients
blood type of donor blood type of the recipient explanation
no A or B antigens on red
O O or A or B or AB
blood cells of donor
no anti-A antibodies are
A A or AB
produced by recipient
no anti-B antibodies are
B B or AB
produced by recipient
no anti-A or anti-B antibodies
AB AB
are produced by recipient
12 (a) the inherited functional features of an organism ;

that increase its fitness ; [2]
(b) any three from:
small leaves / leaves reduced to spines ;
thick waxy cuticle ;
swollen stems ;
long, shallow roots ;
deep roots ;
shiny surface of, leaves / stem ;
stomata close during the day ; [3]
(c) adaptive feature(s) for survival in very dry conditions arise by mutation ;
any example(s) of these features (see list for (b)) ;
plants that have these adaptive feature(s) compete well with plants of the same
species that do not have these adaptive features ;
these (better adapted) plants survive and reproduce ;
pass on their alleles to the next generation ;
plants that are not able to survive die ;
leave, no / few offspring ; [6]
13 (a) when antibiotics are used most bacteria are killed ;
some may have gene for resistance ;
mutation gave rise to this gene ;
gene may code for enzyme that breaks down the antibiotic ;
bacteria with this gene survive ;
reproduce (asexually) to pass on gene ;
these bacteria have little competition as other bacteria (without the gene) are killed by the
antibiotic ; [3]
835516_answers.indd 47 28/09/2015 14:07

(b) bacteria reproduce by, asexual reproduction / binary fission ;

DNA is, copied / replicated ;
DNA is passed to both of the new cells before they separate from each other ;
plasmids are small circular forms of DNA and these can be exchanged between bacteria ;
bacteria also exchange lengths of DNA between each other ; [2]
(c) see page 175
to find out if the bacteria are resistant to any antibiotics ;
antibiotics that do not kill bacteria in the agar plate should not be prescribed ;
alternatively
to find out which antibiotics kill the bacteria ;
antibiotics which kill the bacteria should be prescribed ; [2]
(d) viruses consist of, genetic material / DNA, and protein coat ;
they do not have cells ;
antibiotics target activities of cells ;
antibiotics, inhibit / target, activities in cells ;
e.g. ribosomes for protein synthesis / enzymes for making cell walls ; [3]
(e) use antibiotics less often ;
do not prescribe antibiotics when it is not absolutely necessary ;
do not prescribe antibiotics to treat viral disease ;
change the antibiotics prescribed for some diseases so they are not used all the time ;
use antibiotics in combination rather than singly (less likely for bacteria to develop
resistance when several antibiotics are used at the same time) ; [3]
835516_answers.indd 48 28/09/2015 14:07

Unit 19 Organisms and their

environment
PRACTICE QUESTIONS:
1A
2 A decomposers
3 A combustion and respiration
4 B the flow of energy between the organisms
5 D phytoplankton → mollusc larvae → small fish → tuna → humans
6 A compounds of nitrogen
7 D no limiting factors
8 A Biomass decreases less between primary consumers and secondary consumers than
between producers and primary consumers

9 (a) pollen and nectar → flower beetles → kookaburras
arrows point from food to feeder ;
organisms are in the sequence as above ; [2]
(b) plant – producer ;
flower beetles – primary consumer ;
kookaburra – secondary consumer ; [3]
(c) population – all the organisms of the same species ;
male and females can breed together ;
living in the same area ;
at the same time ; [3]
(d) food ; predation ; disease ; [3]
(e) any four from the following:
increase in food available / better food available ;
less malnutrition ;
any example of improvements in agriculture ;
decrease in death rate ;
less importance of infectious diseases ;
improved medical facilities ;
drugs / antibiotics ;
vaccination ;
improved nutrition ;
better housing ;
better, sanitation / sewage treatment ;
drinking water treated / safe drinking water ;
better hygiene ; [4]
835516_answers.indd 49 28/09/2015 14:07

10 (a) 480 – 0.9 = 479.1

479.1/480 × 100 ; 99.8% loss ; [2]
(b) much biomass is used up by green plants ;
not available for primary consumers ;
primary consumers / herbivores, use much of the biomass ;
in their respiration ;
some plant biomass is not edible ;
some plant biomass is not digestible ; [3]
the figures do not indicate the quantity of biomass eaten by herbivores ; herbivore
population may be small if much of the biomass is not edible
(c) water content differs between organisms ;
some are very dry / some are mostly water ;
water content of plants varies during the day / from season to season ;
because of rates of transpiration ;
energy comes from carbon compounds (carbohydrates, proteins and fats) not water ;
dry mass is better indication of energy available ; [3]
11 (a) (i) any two from e.g. starch ; cellulose ; protein ; fats ; [2]
(ii) large surface area ;
palisade cells arranged close together ;
packed with chloroplasts ;
much chlorophyll to absorb light ;
arrangement of leaves on the stem to maximise absorption of light ; [3]
(b) (i) e.g. growth of roots ;
absorption of ions by active transport ; [2]
(ii) 1/100 × 400 000 = 4000 kJ absorbed by plant ;
10/100 × 4000 = energy passed from plant to herbivore
400 ; kJ per m2 ; [3]
(c) respiration ; [1]
(d) antelope eats plants, cheetah eats meat ;
plants contain lots of indigestible material / almost all meat is digestible ;
e.g. lignin in xylem vessels in plants ;
antelope does not have any enzymes to digest this material ; [2]
(e) cheetah is top carnivore ;
a predator has not evolved that can outrun cheetahs ;
very little energy would be available to a predator of cheetahs ;
energy is lost along the food chain ;
e.g. respiration of antelopes ;
some predators may take young cheetahs or sick cheetahs, but nothing is adapted to
feed on them in the same way that cheetahs are adapted to feed on herbivores, such as
antelope ; [4]
835516_answers.indd 50 28/09/2015 14:07

12 (a) (i) urea ; [1]

(ii) nitrate ions ; [1]
(iii) ammonia ; [1]
(iv) amino acids ; [1]
(v) nitrate ions ; [1]
(b) nitrogen fixation ;
bacteria absorb nitrogen gas (N2) ;
convert it to ammonia ;
many of these bacteria are in root nodules ;
of legumes ;
pass N-containing substances to host ;
when they die their N-containing compounds are released and recycled as nitrate ions for
absorption by plants ; [4]
835516_answers.indd 51 28/09/2015 14:07

Unit 20 Biotechnology and

genetic engineering
PRACTICE QUESTIONS:
1 B a gene
2 D yeast cells respire without oxygen to produce alcohol
3 D washing temperature, volume of water, pH of washing mixture
4 A carbon dioxide
5 C bacteria reproduce slowly under optimum conditions
6 A at high temperatures enzymes denature
7 D 1, 2, 7, 5, 6, 3, 4
8 B there is less competition between weeds and soya plants

9 (a) (i) water ; [1]
(ii) any three from the following :
mass of the pectinase powder ;
temperature ;
pH ;
volume / mass, of the apple pulp ;
the way in which the apple pulp is prepared ;
length of time to collect the juice ;
type / variety, of apple ; [3]
(b) (i) pectinase has broken down pectin in the apple pulp ;
into sugars ;
breaking down cell walls ;
releasing more liquid from the cells in the apple pulp ; [3]
(ii) the juice in sample A was, clearer / less cloudy, than juice in sample B ;
the juice in sample A looked, more appetising / better to drink ; [2]
(c) some suggestions
1 repeat the investigation using at least three samples with pectinase (A) and three
samples without pectinase (B) ;
this will find out if the same results are obtained if repeated
2 repeat the investigation using different quantities of pectinase to a known mass of
apple pulp ;
this will find out the best ratio of mass of pectinase to mass of apple pulp
3 repeat at different temperatures ;
this will find the best temperature to use – enzyme activity is influenced by
temperature – see Topic 5.2
835516_answers.indd 52 28/09/2015 14:07

4 repeat the investigation but continually mix the apple pulp with the pectinase for
20 minutes ;
this will increase the contact between pectinase molecules with the substrate
5 repeat but leave pectinase with the apple pulp for longer than 20 minutes ;
this will increase the length of time that pectinase can be active at breaking down
apple cell walls [3]
10 (a) genetic engineering – changing the genetic material of an organism ;
by removing, changing or inserting individual genes ; [2]
(b) bacteria reproduce rapidly ;
they can make complex molecules ;
they have simple requirements ;
any e.g. ; examples
cheap substrates to provide energy
need low temperatures (unlike chemical processes) [2]
(c) some examples
making human medicines ;
making insulin ;
making human growth hormone ; (see Q.12)
making blood clotting agents ;
herbicide resistance in crop plants ;
insect / pest, resistance in crop plants ;
improving nutritional value of food / changing rice so it makes
carotene (used in humans to make vitamin A) ; [3]
11 (a) penicillin ; [1]
(b) conditions (c) how maintained why maintained
(any five of:)
pH addition of alkalis enzymes in Penicillium are influenced
by pH ; extremes of pH would denature
them
temperature cooling jacket enzymes in Penicillium are influenced by
around fermenter temperature ; high temperatures would
denature them
oxygen sterile air pumped Penicillium needs oxygen to respire
into fermenter aerobically
turbidity / degree paddles stir contents Penicillium is mixed with nutrients so are
of stirring of fermenter not in short supply
nutrients sugar and ammonium Penicillium needs sugars to respire and
salts added ammonium salts to make amino acids for
proteins
no competitors sterile conditions bacteria and other fungi would use
up nutrients and produce substances
that would contaminate contents in
fermenter
1 mark for each condition (up to 5) and 1 mark for each correct description of how each
condition is maintained and 1 mark for each correct reason why these conditions are
maintained [15]
835516_answers.indd 53 28/09/2015 14:07

(d) fermenter is drained ;

contents is filtered ;
penicillin is in the filtrate ;
penicillin is extracted as a salt-like material ; [2]
12 (a) (i) 564 ; [1]
(ii) genetic code ;
groups of three bases code for each amino acid ; [2]
(b) gene is obtained from a source (e.g. human gene for insulin) ;
restriction enzyme used to cut gene from human DNA ;
restriction enzyme used to cut open plasmids ;
plasmids and gene mixed together so DNA of gene and plasmid join together ;
bacteria mixed with plasmids containing human gene ;
bacteria take up plasmids ;
bacteria use human gene to make human protein ; [5]
(c) genetically modified bacteria can produce large quantities of human proteins ;
difficult to obtain enough human proteins in any other way ;
the gene can be modified so that different forms of HGH can be produced ;
this might be an advantage when treating children who have different forms of slow
growth ; [3]
13 (a) people with ineffective immune system
at greater risk of infectious diseases ;
cannot produce, many / enough, antibodies ;
to protect against pathogens ;
may have slow growth ;
if they catch infectious diseases these may be fatal ; [4]
(b) selective breeding involves crossing different varieties of the same species or different
species of closely related species ;
the genes involved in producing beta carotene were not in a plant that would cross breed
with rice ; [2]
(c) three examples
protect against herbicides so these can be sprayed during growth of the crop to reduce
competition with weeds ;
protect against pests which are consumers of plants and reduce yields ;
delay ripening of fruits so there is less wastage of food ; [3]
(d) at least one argument for GM and one against GM
for
increase quantity of food produced ;
increase quality of food produced ;
reduce wastage of food to pests ;
reduce losses to competition to weeds ;
using transfer of genes that is not possible by traditional methods (selective breeding) ;
835516_answers.indd 54 28/09/2015 14:07

against
unforeseen consequences of changing DNA of, plants / livestock ;
adverse health effects on humans eating GM food ;
transfer of ‘foreign’ genes, to wild plants / relatives of crop plants ;
weeds may gain genes for herbicide-resistance and become ‘superweeds’ ;
spraying of more herbicides may decrease biodiversity ;
GM crops may become weeds ; [3]
835516_answers.indd 55 28/09/2015 14:07

Unit 21 Human influences on

ecosystems
PRACTICE QUESTIONS:
1 B herbicides
2 C insecticide
3 B organisms in an area and the physical factors that influence them
4 B eutrophication
5 A carbon dioxide and methane
6 A decreasing the mesh size of nets
7 A alleles
8 A decomposers are respiring aerobically

9 (a) at least one mark from each stage
primary stage
waste water / effluent, screened to remove materials that cannot be broken down by
microorganisms ;
grit and organic solids allowed to settle in tanks ;
secondary stage
microorganisms break down large biological molecules ;
carry out aerobic respiration ;
air containing oxygen pumped into tanks containing microorganisms ;
sewage sprayed over beds of gravel coated with microorganisms ;
tertiary stage
liquid from secondary stage allowed to settle ;
removes any solids that are put back into secondary stage ;
sludge may be put into anaerobic tanks where bacteria produce methane ; [6]
(b) water borne pathogens are killed when sewage is treated ;
e.g. cholera bacteria ;
organic wastes are broken down ;
so do not lead to eutrophication (if deposited in, waters / rivers) ;
reduces pollution ; [3]
sewage works may release water enriched with ions, such as nitrate ions, that can cause
pollution
(c) microorganisms secrete enzymes to breakdown, biological molecules / example ;
e.g. starch to glucose
microorganisms respire (biological molecules / glucose) to release carbon dioxide ; [2]
835516_answers.indd 56 28/09/2015 14:07

10 (a) pollution – harm done to the environment ;

by release of substances (and heat) produced by human activity ; [2]
(b) endangered species – a species that has small numbers ;
at risk of becoming extinct ; [2]
(c) (i) tusked weta
could not compete with introduced predatory insects for food ;
was eaten by introduced predators ;
was infected by a disease transmitted by introduced species ; [2]
(ii) keep the tusked weta in a, zoo / breeding centre ;
avoid inbreeding / mate males and females that are not closely related ;
maintain animals in an area similar to their natural habitat ; [2]
11 (a) the forest is too dense to be able to see them ;
from inside the forest or from the air ;
difficult to identify individual elephants so not counted twice ;
not enough people to do the counting ;
elephants migrate within the park (do not stand still to be counted) ; [3]
(b) need to know whether population is changing or stable ;
to find out whether conservation methods are effective ;
or numbers are decreasing due to, poaching / unlawful killing / natural methods of
population control ;
if numbers are critical, then species should be removed to, protected areas / zoos /
botanical gardens ;
restrictions on trade in species should be, tightened / enforced more carefully ; [3]
(c) (i) any four of:
competition for food ;
shortage of water ;
disease (especially young and old animals) ;
competition with people who may kill elephants that cause, damage / eat crops ;
poaching for, ivory / meat ; [4]
(ii) important position in the ecosystem ;
e.g. knock over trees ;
create forest clearings for new growth in the forest ;
distribute seeds in their dung ;
dig holes that fill with water for other animals ;
overpopulation may lead to loss of trees ;
change in habitat ;
may migrate outside the park and cause damage ; [5]
835516_answers.indd 57 28/09/2015 14:07

12 (a) 354 − 290 = 64, 64/290 × 100 ;

22% ; [2]
(b) (i) at least one mark for carbon dioxide and one for methane
carbon dioxide – burning of fossil fuels ;
increase in transport ;
increase in industry ;
deforestation ;
burning of forests ;
(ii) methane – lots of rubbish ;
in rubbish tips / landfill ;
decays anaerobically ;
increase in areas growing rice ;
increase in number of cattle ;
extraction of, oil / natural gas ; [4]
(c) builds up in the atmosphere ;
solar radiation passes through atmosphere ;
radiated from Earth’s surface as infra-red radiation ;
trapped / absorbed, by greenhouse gases ;
radiated back to Earth ; [5]
(d) need to know which gas to deal with first to limit the enhanced greenhouse effect ;
cut emissions of this gas first ;
assess improvements in controlling emissions in terms of effect ;
(so important to tackle methane as well as carbon dioxide) [3]
835516_answers.indd 58 28/09/2015 14:07

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B i o l o g y f o r C a m b r i d g e I G C S E ® 2 nd E d i t i o n

835516_answers.indd 1 28/09/2015 14:06

Unit 1 Characteristics and

Short Answer Questions

answers tabulated with features in left hand column ;

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(b) This is an example of a numbered key.

feature fish amphibian bird mammal

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12 (a) (i) A and B are dicotyledons ; C is a monocotyledon ;

835516_answers.indd 4 28/09/2015 14:06

Short Answer Questions

cell structure palisade liver cell

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11 (a) D – palisade mesophyll (cell) ;

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Unit 3 Movement in and out

Short Answer Questions

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Percentage change in mass

at least half the graph paper used ;

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(c) au = arbitrary unit

835516_answers.indd 9 28/09/2015 14:06

Unit 4 Biological molecules

Short Answer Questions

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(c) any three of:

835516_answers.indd 11 28/09/2015 14:06

Short Answer Questions

at least half the graph paper used ;

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(d) note: there is no unit for ‘relative activity’

at, high temperatures / 73oC, enzymes are destroyed ;

at least half the graph paper used ;

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11 (a) A – active site ; B – substrate ; C – products ; [3]

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Unit 6 Plant nutrition

Short Answer Questions

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11 (a) (i) move the lamp ;

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Unit 7 Animal nutrition

Short Answer Questions

(a) four labels as above ; ; ; ; [4]

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10 (a) carbohydrates, proteins and fats ;

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13 (a) starch is broken down to maltose ;

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Unit 8 Plant transport

Short Answer Questions

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(c) cut the stem ;

at least half the graph paper used ;

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at least half the graph paper used ;

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Unit 9 Transport in humans