Plants absorb light for photosynthesis.

1.
(a)  Which is the equation for photosynthesis?

✓) one box.
Tick (✓

C6H12O6 + 6 O2 → 6 CO2 + 6 H2O

6 CO2 + 6 H2O → C6H12O6 + 6 O2

6 H2O + 6 O2 → C6H12O6 + 6 CO2

6 O2 + 6 CO2 → C6H12O6 + 6 H2O

(1)

A student investigated the effect of light intensity on the rate of photosynthesis.

Figure 1 shows the apparatus.

Figure 1

This is the method used.

1.   Set up the apparatus as shown in Figure 1.
2.   Place the pondweed 10 cm away from the lamp.
3.   Switch on the lamp.
4.   Record the number of bubbles of gas produced in 5 minutes.
5.   Repeat steps 2 to 4 with the pondweed at different distances from the lamp.

Page 1 of 28
(b)  What was the independent variable in this investigation?

✓) one box.
Tick (✓

Distance of the pondweed from the lamp

Length of the piece of pondweed

Number of bubbles of gas produced

Time taken to collect the gas

(1)

The lamp gets warm when it is on. This causes the temperature of the water to increase.

(c)  Explain how an increase in temperature would affect the results of this investigation.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(d)  Suggest one way the investigation could be improved so the temperature of the water does
not increase.

___________________________________________________________________

___________________________________________________________________
(1)

Page 2 of 28
(e)  Suggest two improvements to the investigation so the results would be more valid.

Do not refer to controlling the temperature of the water.

1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________
(2)

The table below shows the results.

Distance of pondweed from Number of bubbles of gas

the lamp in cm produced in 5 minutes

10 120

20 56

30 31

40 16

50 10

(f)  Calculate the rate of photosynthesis when the pondweed was 40 cm from the lamp.

Give the rate of photosynthesis as the number of bubbles of gas produced per minute.

___________________________________________________________________

___________________________________________________________________

Rate = _______________ bubbles of gas produced per minute

(1)

(g)  Give one conclusion that can be made from the table above.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

Page 3 of 28
(h)  Plot the data from the table above on Figure 2.

Draw a line of best fit.

Figure 2

(3)

(i)  Predict the number of bubbles that would be produced in 5 minutes if the pondweed was 60
cm from the lamp.

Use Figure 2.

Number of bubbles produced in 5 minutes = _______________

(1)
(Total 13 marks)

Page 4 of 28
 Describe how to test a sample of food for protein, starch and sugar.
2.
Give the colours that would be seen if the food sample contained protein, starch and sugar.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(Total 6 marks)

Starch is digested to form sugar molecules in the digestive system.

3.
(a) What is the name of the enzyme that digests starch?

___________________________________________________________________
(1)

Page 5 of 28
(b) Where are most food molecules absorbed?

✓) one box.
Tick (✓

Large intestine

Liver

Small intestine

Stomach

(1)

Figure 1 shows two villi.

Figure 1 also shows one cell on the surface of a villus as seen using an electron microscope.

Figure 1

Page 6 of 28
(c) Give one advantage of using an electron microscope compared with using a light
microscope.

___________________________________________________________________

___________________________________________________________________
(1)

(d) What type of blood vessel is labelled X?

✓) one box.
Tick (✓

Artery

Capillary

Vein

(1)

Page 7 of 28
(e) The real length of one villus is 0.8 mm

Calculate the image length if the villus is viewed at a magnification of ×20

Use the equation:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Image length = _______________ mm

(3)

Figure 2 shows two cells from the surface of a villus.

There are sugar molecules inside and next to each cell.

Figure 2

(f) Name the process by which sugar moves into cell A.

___________________________________________________________________
(1)

(g) Name the process by which sugar moves into cell B.

___________________________________________________________________
(1)

(h) Give one use of sugar in the body.

___________________________________________________________________
(1)

Page 8 of 28
(i) Figure 1 is repeated below.

Figure 1

Explain how villi are adapted for efficient absorption of sugar molecules.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 14 marks)

Page 9 of 28
 Coronary heart disease (CHD) is a non-communicable disease.
4.
CHD is caused when fatty material builds up in the coronary arteries.

(a)  Explain what a non-communicable disease is.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

The diagram below shows a coronary artery of someone with CHD.

(b)  Explain how CHD can cause a heart attack.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Page 10 of 28
(c)  Explain how lifestyle and medical risk factors increase the chance of developing CHD.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 11 marks)

Page 11 of 28
 The diagram shows a human heart.
5.

(a)  Which blood vessel carries deoxygenated blood away from the heart to the lungs?

✓) one box.
Tick (✓

A B C D

(1)

(b)  The natural resting heart rate is controlled by a group of cells that act as a pacemaker.

Where in the heart are ‘pacemaker cells’ found?

✓) one box.
Tick (✓

Left atrium

Left ventricle

Right atrium

Right ventricle

(1)

Page 12 of 28
Some people may be treated with a drug to slow their heart rate.

(c)  Digitalis is a drug that slows the heart rate.

Where does the drug digitalis originate from?

✓) one box.
Tick (✓

Bacteria

Foxgloves

Mould

Willow

(1)

Beta blockers are another type of drug that slows the heart rate.

The table shows information for people who do not take beta blockers and for people who do
take beta blockers.

•   Stroke volume is the volume of blood pumped out of the heart each time it beats.

•   Cardiac output is the total volume of blood pumped out of the heart each minute.

No beta blockers taken Taking beta blockers

At rest During exercise At rest During exercise

Heart rate in beats

68 150 52 88
per minute

Stroke volume in
80 120 X 98
cm3

Cardiac output in
5440 18 000 2800 8624
cm3 per minute

Page 13 of 28
(d)  Calculate stroke volume X in the table above.

Use the equation:

cardiac output = stroke volume × heart rate

Give your answer to 2 significant figures.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Stroke volume X = ____________________ cm3

(3)

(e)  Some people who take beta blockers get out of breath when they exercise.

Explain why beta blockers can have this effect during exercise.

You should refer to information given in the table in part (d).

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 12 marks)

Page 14 of 28
 Amylase is an enzyme that digests starch.
6.
A student investigated the effect of pH on the activity of amylase.

This is the method used.

1. Mix amylase solution and starch suspension in a boiling tube.

2. Put the boiling tube into a water bath at 25 °C.

3. Remove a drop of the mixture every 30 seconds and test it for the presence of starch.

4. Repeat the investigation at different pH values.

The table below shows the students’ results.

Time when no starch was detected

pH
in minutes

5.0 7.0

5.5 4.5

6.0 3.0

6.5 2.0

7.0 1.5

7.5 1.5

8.0 2.0

(a) The student concluded pH 7.25 was the optimum pH for the amylase enzyme.

This is not a valid conclusion.

Suggest two reasons why.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

Page 15 of 28
(b) The student did another investigation.

This is the method used.

1. Put amylase solution and starch suspension into a boiling tube.

2. Make the pH 7.25.

3. Put the boiling tube into a water bath at 25 °C.

4. Measure the amount of sugar produced every 30 seconds.

The results are shown in the figure below.

Calculate the mean rate of sugar produced per minute during the first 5 minutes.

___________________________________________________________________

___________________________________________________________________

Mean rate = ________________ units per minute

(2)

Page 16 of 28
 (c) Iodine solution is added to a sample taken from the boiling tube after 10 minutes and 60
minutes.

Suggest what you would see in these samples.

After 10 minutes _____________________________________________________

___________________________________________________________________

.After 60 minutes _____________________________________________________

___________________________________________________________________
(2)

(d) The scientist repeated the investigation at 37 °C.

Draw a line on the figure above to show the predicted results.

(2)
(Total 8 marks)

The graph shows the rate of transpiration from a plant at different times of the day.
7.

Transpiration occurs mainly in the leaves of a plant.

Page 17 of 28
(a) (i) What is transpiration?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) Through which part of a leaf does most transpiration occur?

______________________________________________________________
(1)

(b) In this investigation, the rate of transpiration decreases between 16:00 hours and 19:00
hours.

(i) Calculate the average rate of decrease per hour in the rate of transpiration over this
time.

Show clearly how you work out your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Rate = _______________ arbitrary units per hour

(2)

(ii) Suggest one explanation for the decrease in the rate of transpiration between 16:00
hours and 19:00 hours.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 7 marks)

Page 18 of 28
Mark schemes
(a)  6 CO2 + 6 H2O → C6H12O6 + 6 O2
1. 1

(b)  distance of the pondweed from the lamp

1

(c)  bubbles (of gas) would be produced faster

allow more / bigger bubbles of gas would be produced
(in a given time)
1

(because) enzymes work faster

allow (because) photosynthesis is controlled by
enzymes
allow (because) photosynthesis would be faster
1

(d)  any one from:

•   use an LED (lamp)
allow use a light that does not emit (a lot of) infrared /
thermal radiation
•   place a tank / beaker of water between the lamp and tube / pondweed
•   put the tube in a beaker of water
•   put the tube in a (thermostatically controlled) water bath
•   place a piece of glass between the lamp and tube / pondweed
allow place a heat shield between the lamp and tube /
pondweed
1

Page 19 of 28
(e)  any two from:
•   measure the volume of gas produced
allow amount for volume allow use a cylinder / gas
syringe to collect the gas

•   allow the pondweed time to equilibrate

allow a description of this

•   repeat and calculate a mean

or
repeat and remove anomalies
ignore repeat unqualified

•   control the concentration of carbon dioxide (in the water)

allow put the pondweed in sodium hydrogen carbonate
(solution) or sodium bicarbonate (solution)

•   use the same bulb / lamp

allow use the same type / size / age / piece of
pondweed
allow record the number of bubbles of gas produced in
a longer period of time
2

(f)  3 (bubbles of gas produced per minute)

allow 3.2 (bubbles of gas produced per minute) do not
accept 3.0 (bubbles of gas produced per minute)
1

(g)  as light intensity decreases the rate of photosynthesis decreases

allow as distance from lamp increases rate of
photosynthesis decreases
allow as distance from lamp increases number of
bubbles produced decreases
1

(h)  all points plotted correctly

allow tolerance of ± ½ a small square
allow 1 mark for four points plotted correctly
2

line of best fit through their points

do not accept line extended to 0, 0
ignore extrapolations of line
1

Page 20 of 28
 (i)  8
allow correct value from their line ± ½ a small square
allow value in range 6 to 9 if a curved line of best fit is
not drawn
1
[13]

Level 3: The method would lead to the production of a valid outcome. All key steps are
2. identified and logically sequenced.
5−6

Level 2: The method would not necessarily lead to a valid outcome. Most steps are
identified, but the method is not fully logically sequenced.
3−4

Level 1: The method would not lead to a valid outcome. Some relevant steps are identified,
but links are not made clear.
1−2

No relevant content
0

Indicative content

Protein
•   grind up food
•   add Biuret (reagent / solution)
or
add copper sulfate (solution) and sodium hydroxide (solution)
or
add Biuret 1 and Biuret 2
•   turns purple / lilac

Starch
•   add iodine (solution)
•   turns black / blue-black / dark blue
- ignore blue / purple

Sugar
•   grind up food
•   mix with water
•   add Benedict’s (reagent / solution)
•   heat mixture (≥ 65 °C)
•   in a water bath
•   turns (brick) red / orange / brown / green / yellow

For Level 3 correct references to all three tests are needed.

[6]

(a)  amylase
3.
allow phonetic spelling
allow carbohydrase
do not accept amylose
1
Page 21 of 28
(b)  small intestine
1

(c)  any one from:

•   greater magnification
•   higher resolving power
allow can see (smaller) sub-cellular structures / parts
allow can see more detail (inside cells)
allow reference to 3-D images
1

(d)  capillary
1

(e)
20 =
1

image length = 0.8 x 20

1

image length = 16 (mm)

1

(f)  diffusion
1

(g)  active transport

allow active uptake
1

(h)  any one from:

•   respiration
allow as an energy source
do not accept to make / use / create / produce energy
•   to form glycogen
•   to make amino acids / proteins
allow to make lipid / fat
1

Page 22 of 28
 (i)  Level 2: Relevant points (reasons/causes) are identified, given in detail and logically
linked to form a clear account.
3−4

Level 1: Points are identified and stated simply, but their relevance is not clear and there is
no attempt at logical linking.
1−2

No relevant content
0

Indicative content

•   have (many) microvilli

•   (to) increase surface area

•   wall of villus only one cell thick or is thin

•   capillaries are close to surface
•   (so) short pathway

•   good blood supply

•   (to) transport food molecules away or to the body
•   (and) maintain a diffusion gradient

•   cells have many mitochondria

•   (where) respiration takes place
•   (where) energy is transferred
•   (as) active transport requires energy
•   energy is needed to absorb sugar / food / molecules

For Level 2 must make links between structure and it's function
[14]

(a)  is not caused by a pathogen / infective organism

4.
allow not caused by a microorganism / microbe
ignore not caused by infection
ignore named pathogen unless bacteria, virus and
fungus all mentioned
1

(so) is not passed / spread (from person to person)

allow cannot be spread / caught
allow is not infectious / contagious
1

Page 23 of 28
(b)  reduced / restricted / stopped blood flow
it does not matter where blood flow is restricted to −
heart / body
1

(so) less oxygen reaches heart (muscle / cells)

must reference heart / it
allow no oxygen reaches the heart (muscle / cells)
1

(so heart muscle / cells) cannot respire (enough)

or
(so heart muscle / cells) do not release (enough) energy
do not accept do not make / produce / create energy
ignore references to breathing / suffocation
ignore blood clots / blockages
1
allow ‘it’ for heart

(c)  Level 3: Relevant points (factors / effects) are identified, given in detail and logically
linked to form a clear account.
5−6

Level 2: Relevant points (factors / effects) are identified and there are attempts at
logical linking. The resulting account is not fully clear.
3−4

Level 1: Points are identified and stated simply, but their relevance is not clear and
there is no attempt at logical linking.
1−2

No relevant content
0

Indicative content

medical risk factors:

•   high blood pressure
•   high cholesterol
•   diabetes
•   genetic factors
•   medications

Page 24 of 28
 lifestyle risk factors:
•   smoking
•   obesity
•   lack of exercise
•   high fat / energy diet
•   eating insufficient fruit / vegetables
•   alcohol
•   high salt intake
•   exposure to air pollution
•   certain drugs / correct named drug

examples of links:
•   smoking − high bp / cholesterol / fatty deposition
•   obesity − lack of exercise / high bp / cholesterol / fatty deposition / diabetes
•   exercise − obesity / bp /diabetes
•   diet − obesity / cholesterol / diabetes
•   alcohol − bp / cholesterol
•   high salt intake − high blood pressure
•   genetic factors − bp / cholesterol / diabetes / obesity
•   medication − can affect blood / blood vessels / metabolism

the main discriminator is the quality of linking

both lifestyle and medical factors are required for level 3
[11]

(a)  B
5. 1

(b)  right atrium

1

(c)  foxgloves
1

(d)  X = 2800 / 52
1

53.846153
1

54 (cm3)
an answer of 54 (cm3) scores 3 marks
allow correct rounding of an incorrectly calculated value of stroke
volume
1

Page 25 of 28
(e)  Level 3: Relevant points (reasons / causes) are identified, given in detail and logically
linked to form a clear account.
5−6

Level 2: Relevant points (reasons / causes) are identified, and there are attempts at
logical linking. The resulting account is not fully clear.
3−4

Level 1: Points are identified and stated simply, but their relevance is not clear and
there is no attempt at logical linking.
1−2

No relevant content
0

Indicative content

effect of exercise
•   during exercise body needs to transfer (more) energy
•   energy transferred during respiration
•   rate of respiration increases during exercise
•   (so) more oxygen is needed

effect of beta blockers

•   beta blockers reduce (the increase in) heart rate (during exercise)
•   beta blockers reduce stroke volume (or described)
•   beta blockers reduce cardiac output
•   (so) heart cannot supply oxygen fast enough / in sufficient quantity to muscle
cells

effect on breathing rate

•   breathing rate increases to increase rate / amount of oxygen absorbed
•   breathing rate increases to increase rate / amount of carbon dioxide removed
from body
•   (but) increased breathing rate cannot fully compensate for changes in heart
function

A level 3 response should make links between all three sections of indicative content

A level 2 response should attempt to link effect of exercise with oxygen / energy
requirement and beta blockers to effect on heart function.
[12]

Page 26 of 28
 (a) any two from:
6.
• same result at pH 7 and 7.5
or
could be any pH between 7 and 7.5
or
not tested at pH 7.25
or
need to test at smaller pH intervals (between 7 and 7.5)
• accuracy of result only to nearest 0.5 minutes
• no repeats
• difficult to determine end point (colour)
2

(b) 2.7 / 5
1

0.54 (units per minute)

allow 0.52 with no working shown for 2 marks
1
allow 1 mark for 0.52 or 0.56

(c) (after 10 minutes) solution goes black

1

(after 60 minutes) solution stays the same

or
does not go black
or
goes slightly orange
1

(d) steeper curve

1

levels off at 11.8 units and before 45 minutes

1
[8]

(a) (i) water loss

7.
extra substance(s) cancel
if transpiration stream described max 1 mark
1

as a vapour / by evaporation
ignore stomata
1

(ii) stomata / stoma / guard cells

ignore epidermis
1

Page 27 of 28
(b) (i) 2.8
correct answer with or without working gains 2 marks
if answer incorrect:
allow 1 mark for (8.6 - 0.2) ÷ 3 or 8.4 ÷ 3
2

(ii) warmer at 16:00 / gets cooler

or reverse argument for 19.00
1

faster diffusion / evaporation

accept sun setting as equivalent to heat or light marking points

or

lighter at 16:00 / gets darker (1)

if no environmental factor still allow reason mark

stomata open / more open (1)

eg ‘stomata close later in the day’

or

(more) windy at 16:00 / gets less windy (1)

removal of (more) water vapour / steeper gradient (1)

or

air is less humid at 16.00 (1)

allow rain at 19.00

faster diffusion or steeper gradient (1)

1
[7]

Page 28 of 28