Answers To ESQ Combined Biology

● Answers to Exam-style questions
Living organisms: variety and common features
To help you understand the mark schemes

Using the mark schemes is a good way to check your understanding of the topic or skills being
tested in the questions and to ensure you understand exactly what the examiner is looking for in an
answer. These mark schemes show you what would be accepted for an answer to a question and
how many marks you would get for answer that you have written.
The table below gives you some of the shorthand symbols we use in this book and other helpful
notes about the mark schemes.
Dash ( - ) at the start of Each point in the mark scheme starts on a separate line, shown by a dash ( - ) at the
the line start of the line.
Oblique ( / ) Often there are different possible answers, any of which is acceptable, so these
alternative answers are separated by an oblique ( / ).
Sometimes there is only one word (or group of words) that is acceptable for an
answer, so this word must be given to gain the mark.
‘eq’ ‘eq’ stands for ‘equivalent’ – there could be other ways of phrasing the answer
(provided it is close to the word given) or there may be other suitable examples (but
only a few are listed).
More mark descriptions Sometimes there are more mark descriptions than the total for that part of the
than the total question. There could, for example, be a list of six marking points but only 4 marks
for the question part. The maximum marks awarded would be 4, but you can see that
there is some flexibility as to how you achieve those marks. Even if you give six
points that are all correct, you can score only a maximum of 4 marks.
‘Internal maximum’ In certain questions – e.g. when making comparisons between two features – there
may be an ‘internal maximum’ showing how you must refer to both features to gain
full marks. You cannot just write all your answer about one feature and expect to
gain full marks.
Words in (brackets) Some words are given in brackets - this means that the words need not be repeated
in giving the information for the marking point, but the context or reference must be
clear. Sometimes these words may have been given credit earlier in an answer.
Words in italics Words in italics generally give further explanations or other examples that could be
used.
Show your working in In calculations you are always advised to show the steps in your working. This may,
calculations for example, show that you have read off two figures correctly from a graph but
made a mistake in doing the rest of the calculation so that the answer is incorrect. In
this case, you would get some marks for the correct readings but not for the final
answer. If, however, you show no working but do get the correct answer, usually
you get the full marks.
‘Example’ ‘Example’ indicates that you can give further support to your answer (and gain more
marks) by referring to a relevant example that helps illustrate the point.
Marks for each part The marks for each part are shown in a separate column. You cannot ‘transfer’
marks and get a mark for saying something (even though it is correct) in a different
part of the question.
For the answers included in this book, we have kept closely to the limits of the specification. If you
give an answer that goes beyond your specification, say into A level work, an examiner may give
you credit (provided it is relevant to the question set), but we have not included these answers in
this book. You should be able to gain full marks for a question using material in the specification.
Section 1
Edexcel International GCSE Biology © 2017 Erica Larkcom and Roger Delpech
Exam-style questions: Section 1

Question Part Mark scheme Mark
1 (a) This group are eukaryotic. They cannot carry out Choice B 3
photosynthesis and feed by absorbing the products fungi
of extracellular digestion
(b) This group have cells with no nucleus or Choice A
mitochondria. Their cytoplasm contains DNA in a bacteria
single circular chromosome
(c) Which one of the following is a carbohydrate Choice C
molecule formed from glucose units that may be glycogen
stored in animal cells and some fungi?
(d) (i) lactic acid bacteria / Lactobacillus 1
(ii) • lactose / milk sugar to lactic acid 3
• (lactic acid) causes the milk to acidify / lower pH below 7
• (low pH) leads to coagulation of milk protein / casein
• makes milk thicker / form a thick gel / eq
(e) (i) yeast / baking yeast / Saccharomyces 1
(ii) • (anaerobic respiration) glucose / sugar to ethanol and carbon 3
dioxide
• carbon dioxide gas / bubbles of gas make dough rise / increase in
volume
• bubbles of gas / carbon dioxide trapped inside dough
• (when baked) forms holes in bread
11

2 (a) Feature Plant cell Animal cell
contains cytoplasm ✓ ✓ 7
has a cell wall made of cellulose ✓
contains DNA in the nucleus ✓ ✓
has a cell membrane ✓ ✓
stores glycogen in the cell ✓
never has chloroplasts ✓
usually has large vacuoles ✓
(b) (i) 1. bacteria - cell wall does not have cellulose / cell wall contains 2
polymer of sugars and amino acids / peptidoglycan / eq
2. fungi - cell wall contains chitin / cell wall does not contain
cellulose
(ii) - DNA not in nucleus / DNA in circular chromosome / eq 1
1 mark per line (per feature) 10
Section 1
Question Mark scheme Mark

3 Statement / description Name of large Basic unit
molecule
found in cell walls of plants cellulose glucose
some of these are enzymes in plants and proteins amino acids
animals
Carries oxygen / found in red blood cell / haemoglobin amino acids
eq
large molecule, stores energy in liver and glycogen glucose
muscles
carbohydrate stored in seeds and broken starch glucose
down when seed starts to germinate
does not mix with water and forms part of lipid / fat / oil fatty acids +
cell membrane glycerol
1 mark per line 6

4 Observation Explanation
(a) Mineral ions can accumulate in • Active transport 3
cells even though their • Moves ions against
concentration in the soil water concentration gradient
is very low • Requires energy / ATP
(b) A gardener had some tomato • Sea / salt water is a more 3
plants ready to plant in his concentrated solution than that in
polytunnel. He left them on the root cell /eq
beach and a wave of seawater • Water drawn out of roots / root
completely covered them. Later hair cell by osmosis
he saw the plants had wilted • Plant cells lose support of
and become floppy water in vacuoles / lose turgor /
cells flaccid
(c) Some red blood cells were • Water is less concentrated 3
placed in a few drops of water solution than that in red blood
and observed under the cells / eq
microscope. Soon the blood • Water drawn into red blood
cells seemed to break up and cells by osmosis
were no longer whole cells • Red blood cell membranes
rupture, destroying cells / eq
9
Section 1
Nutrition and respiration

To help you understand the mark schemes, refer to the guidance in the answer document for Section
1.

1 (a) (i) - 26 1
(ii) - 34 / reading 2 + 20 cm distance 1
(b) (i) - provides / maintains supply of carbon dioxide for photosynthesis 1
(ii) - keeps temperature constant / avoids heating by lamp / eq 1
(c) - higher light intensity / lamp closer, faster rate of photosynthesis, 2
ref figures / eq
(d) - same set up for apparatus (including hydrogencarbonate in water) 3
/ eq
- choose suitable distance for lamp and keep the same / eq
- vary temperature of water bath
- suggest range
- repeat readings of bubbles as before
(e) (i) - LHS correct molecules (6CO 2 + 6H 2 O = ) 3
- RHS correct molecules (C 6 H 12 O 6 + 6O 2 )
- correctly balanced
(ii) - carbon dioxide / light / temperature 2
- situation to match factor
14

2 (a) (i) - blue / blue-black / eq 1
(ii) - add Benedict’s solution / eq + heat 2
- colour red / orange / yellow / eq
(b) (i) - suitable table with labelled headings 3
- water in beaker A has no starch + no glucose / eq
- water in beaker B has no starch, glucose present / eq
(expect presence or absence rather than colours)
(ii) - starch is too large to pass through tubing (both beakers) 3
- in B, amylase converts starch to glucose
- glucose is small enough to pass through the tubing
9
Section 2
Nutrition and respiration

3 (a) (i) - oxygen 1
(ii) - LHS correct molecules (C 6 H 12 O 6 = ) 3
- RHS correct molecules (2C 2 H 5 OH + 2CO 2 )
- correctly balanced
(b) - growth 2
- synthesis new molecules / named / eq
- active transport / active uptake (ions) / eq
- eq
(c) - stems above water level 3
- air taken in (by diffusion) / exchange gases / eq
- air diffuses through internal air spaces / eq
- oxygen available for cells in root / aerobic respiration
- no anaerobic respiration / no build-up of alcohol / eq
9
Section 2
Movement of substances in living organisms

1.

1 (a) - photosynthesis occurring (in leaf) 2
- uses carbon dioxide in air (around leaf)
(b) (i) - graph falls less / stays level / rises 1
(ii) - snails + respiration / eq 2
- adds carbon dioxide to air inside bag / eq
(c) (i) - light + dark (e.g. cover over bag) / use lamp at different distances 4
from bag (to alter light intensity) / eq
- look at graph plot / change in graph
- over same time
- repeat readings (same leaf)
- open bag between each change to allow fresh air to enter
- same size leaf each time / same species of leaf / eq
- eq
(ii) limitations 2
- leaf detached from plant so no water supply / eq
- lamp may alter temperature / eq
- only single leaf being used
- eq
improvements - to match limitations
- use sensor in bag but keep leaf attached to plant
- place screen / eq to help maintain same temperature
- repeat with more leaves
- eq
11

2 - blood (in capillary) to alveolus by diffusion 6
- (route =) alveolus + bronchiole + bronchus + trachea + nose / mouth
- intercostal muscles relax
- ribs down and in
- diaphragm muscle relaxes
- diaphragm dome shaped (from flat position)
- decreased volume / reduced pressure in lungs inside ribcage
- air at higher pressure than atmosphere / air forced out
6
Section 3

3 (a) (i) xylem 1
(ii) - size reference 3
- small organisms have larger surface area to volume ratio
- (Chlorella) single-celled, (flowering plant) multicellular / eq
- distance for materials to travel (in multicellular)
- diffusion rate too slow / eq
(b) - tubes / trachea heavy (with chitin strengthening) / eq 2
- so limits size / eq
- gas exchange sufficient if small, would not work if insect larger /
eq
- eq
6

4 Structure Location Molecules Direction of
movement
villus (villi) small named digested - intestine into blood 1
intestine food (e.g. glucose,
amino acids)
mesophyll cells leaf oxygen - mesophyll cells into 1
(in the light) air space
mesophyll cells leaf carbon dioxide - mesophyll cells into 1
(in the dark) air space
alveolus - lung 1. oxygen 1. from alveolus into 5
(alveoli) 2. carbon dioxide blood
2. from blood into
alveolus
root hair cells - young root / - water from soil / in air 3
near root tip - mineral ions spaces, into root hair
- oxygen cell
11
Section 3

5 (a) - 1 mark for correct minus sign for B and C (allow mark for 3
calculation if sign not included)
- B = −63.6% + C = −5%
- E + F (both) = 0%
(b) (i) - (loss of water through) stomata 3
- Vaseline / grease blocks stomata
- more stomata on lower side of leaf
- more water lost when Vaseline only on upper surface / less water
lost when Vaseline on lower surface / eq
(ii) - repetition / replication / eq 1
(c) - less change in mass / less water lost for leaves A and B 3
- not much difference for other leaves (C, D, E, F)
- stomata closed at night / in dark
- so less water lost by transpiration through stomata / eq
10

6 (a) (i) - (more) red blood cells 1
(ii) - shape 3
labels for
- cell membrane
- cytoplasm
- nucleus (accept different as appropriate for white blood cells)
(iii) - biconcave / eq shape 4
- provides large surface area, for diffusion oxygen / eq
- no nucleus
- allows plenty of haemoglobin inside cell / eq
(iv) - ensure person is not low in red blood cells / eq 1
(b) - white blood cells’ role in defence against disease / pathogen / 2
microbes / eq
- numbers rise in response to invasion by pathogen / eq
- phagocytes ingest (pathogen) / eq
- lymphocytes secrete antibodies / eq
- eq
(c) - red blood cells carry oxygen 3
- haemoglobin
- respiration
- more red blood cells, more energy released / eq
- better athletic performance / eq
14
Section 3

7 (a) - glucose / sugar + oxygen (left-hand side) 2
- carbon dioxide + water + energy (right-hand side, arrow
between)
(b) (i) - rises (from resting rate) 2
- to maximum / plateau / eq
- falls (to resting rate) / description of decrease / eq
(ii) - running / activity / eq 3
- requires energy
- respiration
- blood carries oxygen + glucose
- increased heart rate increases supply / eq
(iii) - anaerobic respiration 2
- oxygen debt / described / eq
- recovery time / get oxygen to tissues again / eq
(c) - line below to show lower heart rate / lower maximum 2
- line falls more steeply from maximum to show shorter recovery
time
11
Section 3
Coordination and control

1.

1 (a) (i) - glucose 1
(ii) - urea 1
(b) - blood in renal artery 3
- glomerulus / knot capillaries
- ultrafiltration / high pressure
- (all) small molecules pass through / glucose / water / calcium ions
/ eq
- wall of Bowman’s capsule
- to become (glomerular) filtrate
(c) (i) - (urea / calcium ions) decrease / lower concentration 2
- no change for glucose / ref reabsorption glucose (as before)
(ii) - more water in urine / increased volume of urine 3
- osmoregulation / ref control water content in blood
- less ADH secreted
- from pituitary gland
- less water reabsorbed in loop of Henlé / collecting ducts / kidney
tubule / eq
10

2 (a) - maintenance of internal conditions / internal environment / eq 4
- within narrow limits / eq
example (1) water content of blood / eq
- effect on osmotic balance / ref osmoregulation / eq
example (2) temperature control / eq
- effect on enzymes / rate of reaction / denaturation / eq
example (3) levels of pH / salt concentration / eq
- enzyme activity / eq (depends on example chosen)
(b) (i) - water on skin surface 2
- evaporates / turns to vapour / eq
- takes heat from skin surface / refer to latent heat / eq
(ii) - more / increased sweating on hot day / eq 3
- in dry atmosphere sweat can evaporate and cool body / eq
- in humid atmosphere less sweat evaporates and body does not cool
/ gets overheated (feels uncomfortable) / eq
(c) (i) - thin layers trap air between them 2
- insulate the body / eq
- lighter (weight) so less weight for body to carry / eq
(ii) - prevents clothing / body getting wet 2
- wet clothing would no longer insulate / would lead to feeling more
cold / eq
- acts as windproof layer
Section 4
- (windproof layer) helps conserve heat / heat not lost by

evaporation sweat / increased evaporation in windy conditions / eq
13
Coordination and control

3 (a) (i) A 1
(ii) - auxin causes growth / elongation of cells 3
- more growth / curvature on side with auxin / lanolin
- refer to other seedlings (to indicate why response incorrect) (for 1
mark), e.g.
- B no curvature / no uneven growth
- C curvature / uneven growth towards lanolin / auxin mixture
- D no curvature but taller growth
(b) D 2
- even growth all round, coleoptile taller / eq
(c) - uniform / even lighting 2
- ensure unilateral / one-sided lighting was not affecting growth / eq
- refer to shoots positively phototropic
(d) - coleoptile with lanolin only (no auxin) 2
- similar positions as shown / eq
- ensure effect due to auxin and not the lanolin / eq
10

4 (a) Description Number
A Transparent layer at front of the eye 1 3
B Light rays focus here 5
D Provides the colour of the eye and circular muscles 9
contract in bright light
(b) - (ciliary muscles) contract 3
- suspensory ligaments slacken / eq
- lens fatter / more spherical / eq
- bends light rays more / eq
- focus on retina / eq
6
Section 4
Reproduction and inheritance

1.

1 Statement Insect-pollinated Wind-pollinated
flower flower
has brightly coloured flowers (✓) 7
large feathery stigmas hang outside the
✓
flower
produces pollen in the anthers ✓ ✓
stigma lies inside the flower and has ✓
sticky surface that helps capture pollen
may have lines on petals that act as
✓
guides towards the nectar
stamens hang outside the flower when
✓
ripe
male cell in pollen joins with female egg
✓ ✓
cell in ovule
produces large quantities of pollen with
✓
large pollen grains
1 mark per correct line 7

2 (a) (i) - kill / destroy pests 2
- reduce crop losses / better crop yield / eq
(ii) - chemicals in pesticide kill other organisms (not only the pest) / eq 1
(b) (i) - bees help pollinate flowers 2
- low numbers of bees result in poor pollination / eq
- fruit does not develop / eq
(ii) - bee deposits pollen on stigma 3
- growth of pollen tube through style
- to ovule / ovary
- fertilisation / male nucleus joins with female egg cell / eq
(c) advantages (of biological control) - any two (1 mark each) 3
- specific (kills only the pest)
- does not harm other organisms
- can last over long period
- no harmful chemicals released into environment / eq
disadvantages (of biological control)
- may not become established if conditions unsuitable / if too
successful it will destroy the ‘prey’ so no food left for the control
organism / eq
11
Section 5

3 (a) (i) - day 14 / day 13 / day 15 It is typically day 14 but can vary slightly 1
from one woman to another.
(ii) - (arrow points to) oviduct / fallopian tube 1
(b) Choice B – LH 1
(c) (i) - large surface area for diffusion of materials 2
- villi / eq increase surface area
- rich blood supply / fetus blood capillaries / promotes glucose /
oxygen transfer from mother to fetus / maintain concentration
gradient / eq (allow other examples of substances provided direction
is stated)
(ii) from mother to fetus 3
- glucose / amino acids / fatty acids / glycerol / mineral ions /
vitamins / eq
from fetus to mother
- carbon dioxide
- urea
- eq
(d) - development / thickening of new lining in uterus 2
- secondary sexual characteristic / named example
- eq
10

4 (a) (i) - arrow points to ‘rungs’ of ladder / eq 1
(ii) sequence = G T C A G T 2
(1 mark for correct A–T pairs, 1 mark for correct G–C pairs,
maximum 1 mark if 1 error, 0 marks if 2 errors)
(b) C 1
4
Section 5

5 (a) (i) CAA CAA CCC UAU 2
Delete one mark for each mistake in sequence
(ii) GTT GTT GGG ATA 1
Delete the mark for any mistake in sequence
(b) (i) • 3 DNA bases per amino acid, so 3 × 141 bases 2
• total of 423 DNA bases needed
(ii) • the base change might alter a codon so that a different amino acid is 2
specified /eq
• the new amino acid sequence might cause the protein to form a
different shape / eq
• the altered haemoglobin might not carry oxygen as well as the
normal form
• less oxygen will be transported to body tissues
• less energy can be produced by aerobic respiration
7

6 (a) - albino genotype = aa / double recessive 3
- only possible gametes are a
- if Aa / heterozygous (or AA), likely to produce some normal
skin-coloured giraffes
- genetic diagram / eq
(b) - parents - genotypes = Aa + Aa 4
- possible gametes = A, a (from each parent)
- offspring genotypes = AA, Aa (×2), aa
- offspring phenotypes = normal skin (for AA + Aa), albino (for
aa)
(allow Punnett square or genetic diagram)
(c) - more mutations, spontaneous / random / eq 1
8

7 (a) - blood does not clot 2
- cut or damage to skin leads to loss of blood / infection / eq
(b) - variation / eq 5
- mutation / eq
- some rats resistant (to warfarin)
- these rats survive / susceptible rats die / eq
- (surviving rats) breed to give next generation / (susceptible
rats) do not breed / eq
- next generation / offspring more likely to be resistant / eq
- increasing numbers in population resistant in future
generations / eq
- refer to natural selection / selection pressure / evolution / eq
(c) - graph with axes labelled numbers (vertical) + time / 3
generations (horizontal) / eq
- initial fall in numbers (from sensible position on axis)
- followed by rise in numbers
Section 5
10
Ecology and the environment

1 (a) (i) - (some animals) not caught 2
- escape
- eaten by others
- does not sample all parts (e.g. different heights) in study area
- eq
(ii) - repeat samples 2
- on different days
- use same techniques
- sample at different heights / different parts of study area
- calculate mean for data
(b) - grass / other vegetation 4
- aphids + plant bugs + snails
- spiders + harvestmen
- arrows correctly drawn
- arrows in correct direction
- may show link from decaying matter to flies
(c) (i) - aphids / plant bugs / snails 2
- spiders / harvestmen
(ii) - loss of energy between trophic levels / less energy 2
- transferred to higher levels / eq
- example of how energy lost / eq
- a single carnivore must consume more than one herbivore to
survive
(d) accept sensible sequence of events, e.g. fewer aphids so less 2
food supply for carnivores (such as spiders and harvestmen),
more plant bugs eaten (for 2 marks)
14

2 (a) - microscopic algae 2
- flowering plants
(b) (i) -4 1
(ii) (several possible food chains, 1 mark for each organism + 4
correct trophic level) e.g.
- microscopic algae (1st level / producer)
- water fleas (2nd trophic level / primary consumer / eq)
- diving beetle (3rd trophic level / secondary consumer / eq)
- dragon fly larvae (4th trophic level / top consumer / eq)
(c) (accept sensible sequence of events and consequent changes 3
in population numbers) e.g.
- less food for diving beetles ; less food for dragonfly larvae
- pond snails feed more on diving beetles
- dragonfly larvae feed more on mayfly larvae
Section 6
(d) (accept sensible sequence of events and consequences) e.g. 3

- any / all animals likely to be eaten by new fish predators
- more growth of algae / flowering plants (as not eaten by
herbivores)
- dead plant and animal matter accumulates as not consumed
- reduction of food source for the predatory fish
13

3 (a) Choice A: nitrates in the soil 1
(b) • soil fertility involves mineral salts such as nitrate / eq 3
• nitrate is taken up by crop plant roots and used to promote plant
growth / for plant proteins / eq
• leguminous plants have nodules containing nitrogen-fixing
bacteria, which allow these plants to use less nitrates / boost
nitrate levels in soil rather than deplete them
• farmers often switch between leguminous and non-leguminous
crops (crop-rotation)
(c) • fossil fuels derived from plant material / ref time scale 2
• used by humans as coal / oil / eq
• combustion of fossil fuels gives off carbon dioxide
• carbon dioxide taken in by plants in photosynthesis
6

4 - death of animal 6
- decomposition by decomposer bacteria / fungi
- release of ammonia from amino acids
- (nitrification of) ammonia to nitrates
- by nitrifying bacteria
- absorption of nitrates by roots of wheat plant
- conversion to amino acids in wheat
- synthesis of proteins in wheat plant
(allow alternative route via N fixation / root nodules + denitrification)
6
Section 6

5 (a) (i) - plot × 2 4
- bars
- accuracy / neatness of plot
(ii) - 1. no fish in the lake - many / high percentage of lakes at low 2
pH / acid + few(er) lakes as pH increases / reverse argument /
eq
- 2. good population of fish in the lake - few / low percentage
of lakes at low pH + more lakes as pH increases / reverse
argument / eq
(b) - interferes with gas exchange / eq 2
- less oxygen for fish / fish unhealthy / fish die / eq
(c) (i) - sulfur dioxide dissolves in water in air to form an acid / 2
sulfuric acid
- (falls / washed into lake as) acid rain
(ii) - burning fossil fuels / factories / motor vehicles / eq 1
(d) - large number (of lakes studied) 2
- results more reliable / show trend better / over wider area /
eq
13
Section 6
Use of biological resources

1.

1 (a) - suitable table with two columns 4
- heading for each column with yield / mass / eq + unit in kg
- data correctly inserted for inside in first column
- data correctly inserted for outside in second column
- row for column totals
- include reference to length of row
(b) (i) - total yield for inside = 26.15 kg 2
- total yield per metre of row = 26.15 ÷ 25 = 1.05 (kg)
- difference in yield per metre = 0.84 kg / 5 times (higher
inside)
(ii) - higher temperature (faster growth) / more photosynthesis 2
- protection from wind (temperature effect / less water loss by
transpiration / eq)
- eq
(c) - earlier start to season (inside) for delivery to customers / eq 2
- longer season for supplies using inside and outside / eq
- spreads labour needed for picking / eq
- less space required inside to achieve same yield / eq
- eq
10

2 (a) (i) - kill other microorganisms that might be in the milk / interfere 1
with the yoghurt making process / eq
(ii) Lactobacillus / eq 1
(iii) - (Lactobacillus) produces lactic acid 2
- acid / lower pH coagulates / thickens proteins
(b) - same treatment of milk / heat to 95°C and cool 4
- same volume of milk each time / stated volume
- different volumes of starter / stated volumes
- incubate all samples for same time
- incubate all samples at same temperature
- for timing through funnel, use whole of sample / same volume
taken out each time
- repeats
(c) - difficult to know if all yoghurt has passed through funnel / 2
sticks on side / eq
- yoghurt may get too thick to pass through funnel / eq
- eq
10
Section 7

3 (a) (i) C - two tanks with different numbers of fish / stated number of 6
fish
O - same species / age / size / fish
R - more than one tank for each density / repeat readings in
same tank
M 1 - measure oxygen content
M 2 - after stated time (say 1 hour)
S 1 + S 2 - same temperature in tank / same water source / same
light intensity / eq (×2)
(ii) - more fish, sooner oxygen level falls / eq 1
(iii) - stir to get 100% reading for oxygen in water at start / eq 1
- stop immediately if fish show signs of distress
- use fresh water for each batch of fish
- eq
(b) (i) - in fish farm need to control numbers of fish (in container) 2
- ensure adequate oxygen in water / eq
(ii) - artificial / mechanical aeration 2
- (examples) sprinklers / recycle water / paddles / eq
- plants in water
- eq
Question (a) is what is known as a CORMS question. An explanation of 12
CORMS is provided at the end of this document.

4 selective breeding 6
- change in characteristics
- in population
- humans / people select individuals with desired characteristics
- example
- use these as parents / breeding stock / eq
- select desired offspring to be parents / breeding stock for next generation
natural selection
- natural selection (also) results in change in characteristics of population /
eq
- survival / eq of those best suited to environment / eq
- become parents for next / future generation
6
Section 7

5 (a) Description Word(s)
A genetically modified organism that contains transgenic 5
foreign DNA
These enzymes join sticky ends of DNA ligase
A type of virus that can be used as a vector for bacteriophage
transferring genes into bacteria
These enzymes recognise a base sequence in DNA restriction
and make a cut through the DNA at this site enzyme
A small circle of DNA found in bacteria plasmid
(b) - cut required gene / DNA sequence (for human growth hormone / HGH) 6
- using restriction enzyme / eq
- plasmid / vector
- cut (plasmid) with same restriction enzyme
- mix with (HGH) DNA sequence / eq
- to form recombinant plasmid
- insert (recombinant plasmid) into bacteria
- grow (recombinant) bacteria in fermenter
- extract hormone / human growth hormone / HGH / eq from medium /
fermenter
11

6 (a) (i) 40 1
(ii) 20 1
(iii) 0 1
(b) - mouse A 3
- original diploid nucleus in skin cell (of mouse A)
- placed in enucleated cell / cell with nucleus removed (from
mouse B)
- embryo develops in mouse C
- contains original diploid nucleus / genetic material from
mouse A
6
CORMS
‘Experimental design’ questions are now often known as ‘CORMS’ questions. If we look a little
further at this name, we see how it helps to provide a framework for your answer. The letters are
given in the mark scheme and it helps you to use them in your answers. In this way you can check
that you have included references to all the necessary factors that should be considered in designing
the investigation or experiment asked for in the question.
We now look at each letter in turn:
• C = what is being Changed (or Compared) in the experiment. This is the independent
variable and also covers the idea of a Control.
Section 7
• O = the Organism being used and some statement about it to make sure the investigation is
valid. Often this is covered by reference to using the same species or variety so that the
effect of the change can be judged fairly.
• R = Replication or repeats, so that several results are obtained rather than relying on a single
measurement or observation. This is good practice in any experimental work.
• M 1 + M 2 = the Measurements taken. This is the dependent variable, because it ‘depends’ on
what the change is when setting up the experiment. Often this may refer to a change in mass,
or height or something you can measure in numbers. A second M mark is usually given for
reference to a time scale. It is important to suggest an actual time – this shows whether you
are thinking about whether the change occurs in seconds, or hours or perhaps weeks. You
may not know the correct time, but make a sensible attempt.
• S 1 + S 2 = a variable that must be kept the Same or controlled in this experiment. Such
factors may include the quantity used (same volume, same mass) or other variables such as
same temperature, same humidity or whatever is appropriate for the investigation. Usually
there are plenty of factors you could choose, but make sure it is relevant to the investigation.
Lastly – the topic in the question may be a novel one – so perhaps not something you have already
studied in your specification, but you should be able to apply and adapt these principles to any of
the questions set. Spend a couple of minutes thinking how you would plan the investigation, then
try to follow through the CORMS letters to make sure you cover all essential aspects of the design.
Section 7

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● Answers to Exam-style questions

Living organisms: variety and common features

To help you understand the mark schemes

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- (windproof layer) helps conserve heat / heat not lost by

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(d) (accept sensible sequence of events and consequences) e.g. 3

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