Q1.

Figure 1 shows a tomato plant.

Figure 1

(a) A leaf is a plant organ.

Name one other plant organ shown in Figure 1.

___________________________________________________________________
(1)

A student investigated the effect of different colours of light on the growth of tomato plant
seedlings.

Figure 2 shows the apparatus used.

Figure 2

This is the method used.

1. Place three tomato plant seedlings under each colour of light.
2. Water each seedling every day.
3. Measure the height of each seedling after 30 days.

Page 1 of 64
(b) Give two control variables the student should have used in their investigation.

1 _________________________________________________________________

2 _________________________________________________________________
(2)

(c) The student repeated the investigation using a valid method.

The table below shows the results.

Mean height of
Colour of light
seedlings in cm

Blue 14.5

Red 12.0

White 11.8

Give two conclusions from the results in above Table.

1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________
(2)

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

The student counted the number of bubbles of oxygen produced by pondweed at different
light intensities.

Figure 3 shows some of the apparatus used.

Figure 3

(d) Describe how the student could change the light intensity.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 2 of 64
 ___________________________________________________________________
(2)

(e) The pondweed did not produce many bubbles.

How could the student change the investigation to increase the number of bubbles
produced?

Tick (✓) one box.

Add more water to the test tube.

Use a smaller piece of pondweed.

Use water at a higher temperature.

(1)

(f) The student calculated the rate of photosynthesis.

Which equation is used to calculate the rate of photosynthesis?

Tick (✓) one box.

rate of photosynthesis = number of bubbles

× time

(1)

(g) Figure 4 shows the rate of photosynthesis at different light intensities.

Figure 4

Page 3 of 64
 Describe the pattern in Figure 4.

Use data from Figure 4.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 11 marks)

Q2.
Algal cells can photosynthesise.

A student investigated the effect of light intensity on photosynthesis in algal cells.

Figure 1 shows the apparatus used.

Figure 1

Page 4 of 64
(a) Describe the relationship between light intensity and distance, as the distance of the
algal cells from the lamp is doubled.

You must include calculations of light intensity at 20 cm and 40 cm in your answer.

Use the equation:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

The student recorded the pH of the water at the start and after one hour in each beaker.

The table below shows the results.

pH of water
Distance of algal cells pH of water
after one
from lamp in cm at start
hour

20 7.8 9.1

40 7.8 8.8

60 7.8 8.5

80 7.8 8.3

100 7.8 8.2

The method produced valid results.

(b) Carbon dioxide is an acidic gas.

Explain the results in the table above.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 5 of 64
 ___________________________________________________________________

___________________________________________________________________
(4)

Corals are animals that live in the sea.

Corals:
• cannot move from one place to another place
• feed on tiny animals that float past in the water
• have algal cells living inside their own cells.

Figure 2 shows a coral and an enlarged coral cell.

Figure 2

Algal cells photosynthesise to produce glucose (C6H12O6).

(c) Write the balanced symbol equation for photosynthesis.

____________ + ____________ → ____________ + ____________

(3)

(d) Explain one way the algal cells use glucose for growth.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(e) Suggest one advantage to the algal cells of living inside the coral cells.

___________________________________________________________________

___________________________________________________________________
(1)

Page 6 of 64
(f) An increase in water temperature can cause coral to release the algal cells.

Releasing algal cells can result in the death of coral.

Suggest why coral may not survive without the algal cells.

___________________________________________________________________

___________________________________________________________________
(1)

Scientists investigated how the concentration of oxygen in the water around one coral
changed during the day.

Figure 3 shows the results.

Figure 3

(g) Explain the changes in oxygen concentration between A and B.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(h) At C the rate at which oxygen is being produced equals the rate at which oxygen is
being used.

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 Give the reason why.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 18 marks)

Q3.
This question is about photosynthesis and food production.

(a) How can oxygen production be used to show the rate of photosynthesis?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

Scientists investigated factors affecting the rate of photosynthesis in tomato plants.

The tomato plants were growing in a commercial greenhouse in the UK during winter.

The graph below shows the results.

The percentage of carbon dioxide in the Earth’s atmosphere is 0.04%

(b) Name the factor that is limiting the rate of photosynthesis at point X.

___________________________________________________________________
(1)

Farmers growing tomatoes commercially try to control the rate of photosynthesis and

Page 8 of 64
 make maximum profit.

A farmer can control the temperature and carbon dioxide concentration in a greenhouse.

(c) What is the minimum light intensity a farmer should use to get the maximum rate of
photosynthesis shown in above graph?

Light intensity = _______________ lux

(1)

(d) The light intensity you gave in part (c) may not give the farmer maximum profit.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(e) Explain the results when the light intensity was 0 lux.

Use the diagram above.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 10 marks)

Q4.
Plants absorb light to photosynthesise.

(a) Complete the word equation for photosynthesis.

(1)

Light intensity affects the rate of photosynthesis.

Page 9 of 64
The diagram below shows some of the equipment used to measure the rate of
photosynthesis.

(b) Describe a method to investigate the effect of light intensity on the rate of
photosynthesis.

Use the equipment in the diagram above and other laboratory equipment.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

Algal cells photosynthesise.

Scientists investigated the effect of light intensity on algal cells.

The algal cells were placed in different light intensities.

The table below shows the number of extra algal cells after two days.

Light Number of EXTRA

intensity in algal cells after two

Page 10 of 64
lux days

0 no extra cells

250 1.00 × 106

500 1.65 × 106

750 2.15 × 106

1000 2.40 × 106

1250 2.50 × 106

1500 2.50 × 106

(c) The initial number of algal cells was 200 000

Calculate the total number of algal cells after two days when the light intensity was
500 lux

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Total number of algal cells = ____________________

(2)

(d) Plot the data from the table above on the graph below.

The first two points have been plotted.

Draw a line of best fit.

Page 11 of 64
 (3)

(e) Give two conclusions from the results.

Use information from the table above.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

(f) Explain how an increase in temperature from 20 °C to 25 °C would affect the

number of algal cells.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 16 marks)

Q5.

Page 12 of 64
A student used a potometer to investigate the rate of water uptake in a plant shoot.

Figure 1 shows a potometer.

Figure 1

As the shoot takes in water the air bubble moves.

The rate of water uptake is the distance the air bubble moves in a given time.

This is the method used.

1. Place the potometer in moist air at 25 °C

2. Position the air bubble at 0 mm in the capillary tube.
3. Record the position of the air bubble in the capillary tube every minute for 5 minutes.
4. Repeat steps 2 and 3 with the potometer in different conditions.

Table 1 shows the conditions used.

Table 1

Investigation Conditions

A Moist air at 25 °C

B Dry air at 15 °C

C Dry air at 25 °C

(a) After investigation A the air bubble had moved part way along the capillary tube.

Suggest how the student moved the air bubble back to 0 mm for the start of
investigation B.

___________________________________________________________________

Page 13 of 64
 ___________________________________________________________________
(1)

(b) Capillary tubing is very narrow.

Explain why narrow tubing was used.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Figure 2 shows the results for investigation A.

Figure 2

(c) The cross-sectional area of the capillary tube was 0.8 mm2

Calculate the rate of water uptake for investigation A in mm3/min

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 14 of 64
 ___________________________________________________________________

___________________________________________________________________

Rate = ____________________ mm3/min

(3)

(d) Table 2 shows the results from investigation B.

Table 2

Time in Position of air bubble in

minutes mm

0 0

1 6

2 16

3 22

4 30

5 42

Plot the data from Table 2 on Figure 2.

You should:

• draw a line of best fit

• label the line B.
(3)

(e) Investigation C was carried out in dry air at 25 °C

Draw a line on Figure 2 to show the results you would expect for investigation C.

Label the line C.

(1)

(f) The investigations were carried out in daylight.

The air bubble would not move if the investigations were done in the dark.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 15 of 64
 (3)
(Total 13 marks)

Q6.
Figure 1 shows a root hair viewed using a microscope.

Figure 1

(a) The root hair was viewed at a magnification of ×50

The image length of the root hair X–Y is 43 mm

Calculate the real length of the root hair in micrometres (µm).

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Real length = ___________________________ µm

(4)

(b) A microscope has a ×5 eyepiece lens.

Describe how to use this microscope to observe a prepared slide of root hair cells at
a magnification of ×50

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 16 of 64
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

Root hair cells absorb water and mineral ions from the soil.

A scientist investigated the rate of nitrate ion uptake by two seedlings.

Figure 2 shows how the investigation was set up.

Figure 2

The scientist determined the mass of nitrate ions absorbed by each seedling every 30
minutes for 4 hours.

The table shows the results.

Total mass of nitrate ions absorbed by

Time in seedling in arbitrary units
hours With no oxygen
With oxygen added
added

0 0 0

0.5 100 60

1.0 145 95

1.5 170 105

2.0 195 115

2.5 215 120

3.0 235 125

Page 17 of 64
 3.5 250 130

4.0 265 130

(c) Describe the changes in the rate of absorption of nitrate ions for the seedling with no
oxygen added.

Use information from the table.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(d) Explain what the results in the table above show about how nitrate ions are
absorbed.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(e) Nitrate ions are essential for plants to grow.

Describe how nitrate ions are used in a plant to help the plant grow.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 18 of 64
 (3)
(Total 18 marks)

Q7.
This question is about photosynthesis.

(a) What is the correct balanced equation for photosynthesis?

Tick one box.

C6H12O6 + 6O2 ⟶ 6CO2 + 6H2O

O2 + H2O ⟶ C6H12O6 + CO2

6CO2 + 6H2O ⟶ C6H12O6 + 6O2

6O2 + 6CO2 ⟶ 6H2O + C6H12O6

(1)

(b) What type of reaction is photosynthesis?

Tick one box.

Aerobic

Endothermic

Exothermic

Oxidation

(1)

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

The diagram below shows the apparatus used.

Page 19 of 64
Sodium hydrogencarbonate solution releases carbon dioxide gas for the pondweed.

This is the method used.

1. Place the pondweed at 5 cm from the light source.

2. Measure the rate of photosynthesis by counting the number of bubbles produced in
1 minute.
3. Repeat with the pondweed at 10 cm and at 20 cm from the light source.

(c) Counting the number of bubbles produced in 1 minute is not an accurate way to
measure the rate of photosynthesis.

Suggest two ways the method could be improved to measure the rate of
photosynthesis more accurately.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

(d) The LED light source does not get hot.

Explain why it is important that the pondweed remains at a constant temperature.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(e) Light intensity can be calculated using the inverse square law:

Page 20 of 64
 Where I is light intensity and d is the distance of the pondweed from the light source.

The student placed the pondweed at 5, 10 and 20 cm from the light source.

Explain how light intensity changes as the distance of the pondweed from the light
source is doubled.

You must include calculations in your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(f) The student’s results are shown in the table below

Distance of the
Number of bubbles
pondweed from the light
produced in 1 minute
source in cm

5 129

10 31

20 8

Predict how many bubbles of gas would be produced in 1 minute if the pondweed
was placed 40 cm from the light source.

Give a reason for your prediction.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(g) Describe how the student could change the method to investigate the effect of
carbon dioxide concentration on the rate of photosynthesis.

You should include:

• how to change the independent variable

Page 21 of 64
 • two control variables.

Use the diagram above to help you answer this question.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 14 marks)

Q8.
Plants make glucose by photosynthesis.

(a) Complete the word equation for photosynthesis.

__________________ + __________________ → glucose + __________________

(1)

(b) What is the name of the chemical that makes a leaf look green?

Tick one box.

Cellulose

Chlorophyll

Chloroplast

Chromosome

(1)

(c) A test for starch is used to show that a plant has photosynthesised.

How does the presence of starch show that photosynthesis has taken place?

___________________________________________________________________

___________________________________________________________________
(1)

A student investigated where starch was made in a leaf.

She used a leaf that was part green and part white as shown in the diagram.

Page 22 of 64
This is the method used.

1. Put the leaf in boiling water for 1 minute.

Reason: stops all chemical reactions in the leaf.

2. Transfer the leaf to boiling ethanol for 5 minutes.

Reason: removes the green colour.

3. Dip the leaf in hot water.

Reason: softens the leaf.

4. Spread the leaf on a white tile and test with iodine solution.
Reason: stains any starch.

(d) If the chemical reactions in the leaf were not stopped, the amount of starch in the
leaf would decrease.

Give the reason why.

___________________________________________________________________

___________________________________________________________________
(1)

(e) Suggest why it is important to remove the green colour from the leaf before adding
iodine solution.

___________________________________________________________________

___________________________________________________________________
(1)

(f) Ethanol is flammable.

The student wore safety goggles when testing the leaf for starch.

Give one other safety precaution the student should have taken.

___________________________________________________________________

___________________________________________________________________
(1)

(g) Look at the leaf in the diagram.

Page 23 of 64
 What colour would part A and part B stain with iodine solution after the starch test?

A ____________________

B ____________________
(2)
(Total 8 marks)

Q9.
Students investigated the effect of light intensity on the rate of photosynthesis in
pondweed.

The diagram shows the equipment the students used.

This is the method used.

1. Place the lamp 50 cm from the pondweed.

2. Count the number of bubbles of gas released in two minutes.
3. Repeat steps 1–2 with the lamp at different distances from the pondweed.

(a) The students could not make a firm conclusion because their method did not control
enough variables.

Give two variables the students have not controlled that would affect the rate of
photosynthesis.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

The table shows the students’ results.

Distance of Number of bubbles released in two

lamp from the minutes
pondweed in
cm 1 2 3 4 Mean

50 5 8 6 5 6

40 10 8 9 4 9

Page 24 of 64
 30 12 12 15 17 14

20 25 17 23 24 24

10 22 34 31 31 X

(b) Calculate the mean rate of bubbles produced per minute when the lamp was 10 cm
from the pondweed.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Mean rate = ____________________ bubbles per minute

(3)

(c) The mean number of bubbles released when the lamp was 30 cm away from the
plant was greater than when the lamp was 50 cm away.

How many times greater?

___________________________________________________________________

Number of times greater = ____________________

(1)

(d) The students wanted to find out if different wavelengths of light affect the number of
bubbles released.

Describe how the method could be adapted to find the effect of different
wavelengths of light.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 8 marks)

Q10.
This question is about breathing and gas exchange.

The diagram below shows a person using a peak flow meter.

Page 25 of 64
Peak flow is how quickly air can be breathed out of the lungs.

The table below shows the peak flow of a person on two different days.

Peak flow in dm3 per minute Mean peak flow in

Day
Test 1 Test 2 Test 3 dm3 per minute

1 513 511 521 515

2 467 X 478 473

(a) The person has different peak flow results on Day 1 and Day 2.

Suggest one reason why peak flow was lower on the second day.

___________________________________________________________________

___________________________________________________________________
(1)

(b) Calculate value X for Day 2.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

X = _______________ dm3 per minute

(3)

(c) The diagram below shows part of the lungs.

Page 26 of 64
 There are many alveoli in the lungs.

Alveoli provide a large surface area for gas exchange.

Explain how two other adaptations of the alveoli allow efficient gas exchange.

Do not refer to surface area in your answer.

1. _________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 8 marks)

Q11.
Fermentation in yeast is used in the manufacture of bread and alcoholic drinks.

The equation for fermentation is:

glucose → ethanol + carbon dioxide

(a) Fermentation is an exothermic reaction.

What does exothermic mean?

___________________________________________________________________

Page 27 of 64
 ___________________________________________________________________
(1)

A student investigated the effect of temperature on fermentation in yeast.

The figure below shows the apparatus.

This is the method used.

1. Mix yeast with sugar solution in a flask.
2. Pour a layer of oil over the surface of the mixture.
3. Put the flask in a water bath at 2 °C and leave for 20 minutes.
4. Attach a gas syringe.
5. Record the volume of gas collected every 5 minutes for 30 minutes.
6. After 30 minutes move the flask to a water bath at 35 °C.
7. Continue to record the volume of gas collected every 5 minutes.

(b) Suggest why a layer of oil was needed on the surface of the mixture.

___________________________________________________________________

___________________________________________________________________
(1)

(c) Suggest why the mixture was left for 20 minutes before the gas syringe was
attached.

___________________________________________________________________

___________________________________________________________________
(1)

Steps 1 to 4 of the method were repeated at 35 °C.

The volume of gas collected was recorded every 5 minutes for 45 minutes.

Table 1 shows the results for both flasks for the first 30 minutes.

Table 2 shows the results for the last 15 minutes, when both flasks were at 35 °C.

Table 1

Time in minutes Volume of gas collected in cm3

Page 28 of 64
 Flask at 2 °C Flask at 35 °C

0 0 0

5 0 26

10 0 52

15 0 78

20 0 98

25 0 108

30 0 115

Table 2

Volume of gas collected in cm3

Time in minutes Flask at 2 °C
Flask kept at 35 °C
moved to 35 °C

35 2 120

40 7 123

45 22 124

(d) Explain the results from 0 minutes to 45 minutes for the flask that was at 2 °C and
was then moved to 35 °C.

Use Table 1 and Table 2.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(e) Explain the results from 0 minutes to 45 minutes for the flask kept at 35 °C.

Use Table 1 and Table 2.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 29 of 64
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 10 marks)

Q12.
Two students investigated the effect of exercise on breathing rate.

Breathing rate was measured by counting the number of times a student breathed in
during 1 minute.

This is the method used.

1. Measure the breathing rate at rest before exercise.
2. Run on the spot for 5 minutes.
3. Measure the breathing rate every minute during exercise.
4. Measure the breathing rate every minute after exercise for 10 minutes.

(a) The students had different breathing rates at rest.

Suggest two factors that could cause the students’ breathing rates at rest to be
different.

1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________
(2)

(b) Suggest one reason why the measurements for breathing rate may not be accurate.

___________________________________________________________________

___________________________________________________________________
(1)

The graph below shows the results.

Page 30 of 64
(c) What time did the students start exercising?

Use the graph above.

Time exercise started = _________________ minutes

(1)

(d) Describe two differences between the results of student X and of student Y.

Use the graph above.

1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________
(2)

(e) Why does breathing rate change during exercise?

Tick (✓) one box.

To increase the uptake of carbon dioxide and oxygen

from the air

To increase the uptake of carbon dioxide from the air

Page 31 of 64
 To increase the uptake of oxygen from the air

(1)

(f) The breathing rate of the students stayed high after the exercise stopped.

Why does breathing rate stay high after exercise has stopped?

Tick (✓) one box.

To break down amino acids

To break down fatty acids

To break down lactic acid

(1)

(g) Give one other change that happens in the body during exercise.

Do not refer to breathing rate.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 9 marks)

Q13.
A student investigated the effect of pond organisms on the amount of carbon dioxide in
their surroundings.

The student set up six boiling tubes as shown in the figure below.

They were left for 2 days.

Each boiling tube contained pond water with an indicator.

The indicator was pink at the start of the investigation.

• If the amount of carbon dioxide in the water increased the indicator turned yellow.

• If the amount of carbon dioxide in the water decreased the indicator turned purple.

Page 32 of 64
 (a) What is the purpose of boiling tube A?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) In which boiling tube would the indicator be the most yellow after 2 days?

Explain your answer.

Boiling tube ______________

Explanation _________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c) The colour of the indicator in boiling tube C had not changed after 2 days.

Suggest why.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 6 marks)

Q14.
A student investigates the rate of respiration in maggots.

Figure 1 shows the equipment he uses.

Figure 1

Page 33 of 64
(a) Why does the student put the maggots on gauze?

___________________________________________________________________

___________________________________________________________________
(1)

(b) When maggots respire they take in a gas from the air and release a different gas.

Solution A absorbs the gas released.

At the start of the investigation the student records the distance of the water droplet
from the bend in the capillary tube.

Explain what happens to the water droplet as the maggots respire.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(c) The table below shows the results the student calculated.

Rate of
Temperature in
respiration in
°C
units

Page 34 of 64
 5 2.2

10 3.5

20 7.5

30 8.4

40 14.0

The student uses his results to plot the graph in Figure 2.

Label the x and y axis.

Figure 2

(1)

(d) How could the student find out if the result at 30 °C is anomalous?

___________________________________________________________________

___________________________________________________________________
(1)

(e) Suggest what the value at 30 °C should be to fit the pattern of the graph.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 8 marks)

Q15.
An athlete ran as fast as he could until he was exhausted.

(a) Figure 1 shows the concentrations of glucose and of lactic acid in the athlete’s

Page 35 of 64
 blood at the start and at the end of the run.

(i) Lactic acid is made during anaerobic respiration.

What does anaerobic mean?

______________________________________________________________

______________________________________________________________
(1)

(ii) Give evidence from Figure 1 that the athlete respired anaerobically during the
run.

______________________________________________________________

______________________________________________________________
(1)

(b) Figure 2 shows the effect of running on the rate of blood flow through the athlete’s
muscles.

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(i) For how many minutes did the athlete run?

Time = ______________________ minutes

(1)

(ii) Describe what happens to the rate of blood flow through the athlete’s muscles
during the run.

Use data from Figure 2 in your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(iii) Explain how the change in blood flow to the athlete’s muscles helps him to
run.

______________________________________________________________

Page 37 of 64
 ______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(4)
(Total 9 marks)

Q16.
(a) Complete the equation for photosynthesis.

light
energy
____________ + ____________ ____________ + oxygen
(2)

(b) Scientists investigated how temperature affects the rate of photosynthesis.

The scientists grew some orange trees in a greenhouse.
They used discs cut from the leaves of the young orange trees.

The scientists used the rate of oxygen production by the leaf discs to show the rate
of photosynthesis.

(i) The leaf discs did not produce any oxygen in the dark.

Why?

______________________________________________________________

______________________________________________________________
(1)

(ii) The leaf discs took in oxygen in the dark.

Explain why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

Page 38 of 64
(c) In their investigation, the scientists measured the rate of oxygen release by the leaf
discs in the light. The scientists then measured the rate of oxygen uptake by the leaf
discs in the dark.

The graph shows the effect of temperature on

• oxygen production in the light

• oxygen production in the light added to oxygen uptake in the dark.

Use the information from the graph to answer each of the following questions.

(i) Describe the effect of temperature on oxygen production in the light.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) Explain the effect of temperature on oxygen production in the light when the
temperature is increased:

from 25 °C to 35 °C

______________________________________________________________

______________________________________________________________

______________________________________________________________

Page 39 of 64
 from 40 °C to 50 °C.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(d) A farmer in the UK wants to grow orange trees in a greenhouse. He wants to sell the
oranges he produces at a local market.
He decides to heat the greenhouse to 35 °C.

Explain why he should not heat the greenhouse to a temperature higher than 35 °C.
Use information from the graph in your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 12 marks)

Q17.
One type of training exercise involves alternating periods of walking and running.

The graph shows how an athlete’s heart rate changed during one 30-minute training
session.

Page 40 of 64
(a) (i) The athlete ran 6 times during the 30-minute training session.

Describe the evidence for this in the graph.

______________________________________________________________

______________________________________________________________
(1)

(ii) Immediately after the final run, the athlete rested for a short time before he
started to walk again.

For how many minutes did this rest last?

____________________ minutes
(1)

(b) The heart rate increases during exercise.

This increase in heart rate increases blood flow to the muscles.

Explain, as fully as you can, why this increase in heart rate is necessary.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 41 of 64
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 6 marks)

Q18.
Lactic acid production during exercise affects an athlete’s performance.

Explain why lactic acid is produced during exercise.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 2 marks)

Q19.
Many people who are overweight try slimming programmes.

A research study evaluated four different slimming programmes over 6 months.

Scientists selected a group of 40 people for each slimming programme and a control
group.

Each of the five groups was matched for age, gender and mass.

The graph shows the results of the study.

Page 42 of 64
 Adapted from British Medical Journal, 2006, volume 332, pages 1309 –1314.

(a) Give two control variables that were used in this study.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

(b) Give two conclusions that can be drawn from the results of this study.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

(c) The costs of the four programmes were:

• Atkins book cost £3

• Rosemary Conley classes cost £140 for 6 months
• Weight Watchers classes cost £170 for 6 months
• Twice-daily Slim-Fast meal replacements cost £240 for 6 months.

Use this information and the graph to answer this question.

Which is the most cost effective of the four programmes?

___________________________________________________________________

Explain the reason for your answer.

___________________________________________________________________

Page 43 of 64
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(d) Some slimming programmes include daily exercise.

Explain how daily exercise helps a person to lose mass.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 8 marks)

Page 44 of 64
Mark schemes

Q1.
(a) any one from:
• root
• stem
1

(b) any two from:

• volume of water
allow amount of water

• temperature

• type / variety / species of tomato

• height of the plant / seedlings (at start)

allow size of plant / seedling (at start)

• number of leaves

• height of lamp / light

• light intensity
ignore light unqualified
allow brightness / power of light / bulb

• the distance from other lights

allow other light in the room

• type of soil
ignore nutrients
2

(c) any two from:

• seedlings grow tallest under blue light
allow seedlings grow better / taller under blue
light (than under red / white light)

• seedlings are the shortest under white light

allow seedlings grow the worst / least under
white light
allow seedlings are shorter under white light
(than under blue / red light)

• there was very little difference in height of seedlings grown under white
and red light
allow seedlings grow taller under red light than
white light
2

(d) use a lamp / light

allow reference to light source
1

Page 45 of 64
 (and) move closer and / or further away (from pondweed)
allow place lamp / light different distances (from
pondweed)
allow use different power ratings of bulb / lamp
1

(e) use water at a higher temperature

1

(f)
1

(g) any two from:

• the rate of photosynthesis increases up to 35 / 300 (arbitrary units)

• after 35 / 300 (arbitrary units) the rate of photosynthesis then stays the
same / constant
do not allow photosynthesis stops

• the rate increases at a decreasing rate (between 100 and 300 arbitrary
units)
allow the rate increases at a decreasing rate
between 100 and 300 arbitrary units for 2 marks
if no other mark awarded allow photosynthesis
increases then levels out for 1 mark
2
[11]

Q2.
(a) (at 20 cm)
light intensity ∝ 0.0025
or
2.5 × 10‒3
1

(at 40 cm)
light intensity ∝ 0.000625
or
6.25 ×10‒4
1

increasing the distance by a factor of 2, causes a decrease in the light

intensity by a factor of 4
allow doubling the distance causes the light
intensity to be divided by 4
allow doubling the distance quarters light
intensity 1
1

(b) (pH of the water became) more alkaline

allow pH of the water increased
ignore pH became less acidic
1

Page 46 of 64
 (because algal cells) used carbon dioxide (from the solution) for
photosynthesis
1

as the distance increases the (change in) rate of photosynthesis decreases

allow as the light intensity decreases the (change
in) rate of photosynthesis decreases
1

as the distance increases the rate of change in pH decreases

allow as the light intensity decreases the rate of
change in pH decreases
1

(c) 6 CO2 + 6 H2O → C6H12O6 + 6 O2

allow 1 mark for correct formulae right-hand side
allow 1 mark for correct formulae left-hand side
allow 1 mark for correct balancing if all formulae
correct
3

(d) glucose is converted into amino acids

1

(amino acids) used in protein synthesis

allow used to produce proteins

or

glucose is used in respiration to provide energy (1)

do not accept produce / make / create energy

(for) synthesis of / protein / amino acids / cellulose (1)

or

glucose is used to make cellulose (1)

(which can be) used to make cell walls (1)

1

(e) any one from:

• provides protection from consumers
• provides supply of carbon dioxide
• provides supply of amino acids / nitrates
allow other useful molecules which could diffuse
1

(f) any one from:

• they cannot gain enough glucose
allow the algae provided extra glucose
• they cannot gain enough oxygen
allow the algae provided extra oxygen
do not accept the coral does not have any
glucose / oxygen
1

Page 47 of 64
 (g) decrease in light intensity
allow no light
allow decrease in light
1

(so) rate of photosynthesis decreases meaning less oxygen produced

allow (so) of photosynthesis stops meaning no
oxygen produced
1

(and) oxygen is being used in respiration by algae / coral

1

(h) the rate of photosynthesis is equal to the rate of respiration

1
[18]

Q3.
(a) measure the volume of oxygen produced in a given time

or

when more oxygen is produced in a given time the rate of photosynthesis is faster
a reference to rate is needed
allow gas for oxygen
allow when oxygen is produced faster the rate of
photosynthesis is faster
ignore the faster the rate of photosynthesis, the
more oxygen is produced
allow the slower the oxygen is produced the
slower the rate of photosynthesis
or
less oxygen being produced in a given time, the
slower the rate of photosynthesis
1

(b) light (intensity)

ignore temperature
1

(c) 20 000 (lux)

allow answers in range 19 500 to 20 500 (lux)
1

(d) there is a cost for heating the greenhouse

1

there is a cost for increasing the carbon dioxide in the

atmosphere (of the greenhouse)
allow there is a cost for lighting (in winter)
1

(therefore) the additional costs might exceed the (additional) sale price / profit
or
(additional) costs could not be recovered by increasing the sale price of the

Page 48 of 64
 tomatoes
ignore these additional costs would reduce profits
unqualified
1

(e) when there is no light there is no photosynthesis

1

(so) no oxygen is produced

1

(but) respiration happens (all the time) and oxygen is used

1

(therefore) the net / overall oxygen production is negative / - 2 (arbitrary units)

do not accept an answer of -2 (arbitrary units)
unqualified
1
[10]

Q4.
(a) carbon dioxide (+ water) oxygen (+ glucose)
both gases needed for the mark
allow correct formulae
words take precedence
1

(b) Level 3: The method would lead to the production of a valid outcome. The key
steps are 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
• measure the distance between the pondweed and the light source
• count the number of bubbles or measure the volume of oxygen / gas
produced
• (measure oxygen / gas produced) in a set period of time
• change the distance between the light source and the pondweed or use
a different power lamp
• control colour of light
• control temperature using a heat screen / water bath
• use the same pondweed
• use the same length / size of pondweed
• control carbon dioxide supply
• idea of allowing time for pondweed to equilibrate
• repeat each test two or more times
• calculate a mean

Page 49 of 64
 For Level 3 the method described must include;
• how the light intensity is changed
• the measurements needed to determine the rate of photosynthesis
• at least one control variable

(c) 1.65 × 106 = 1 650 000

1

(1 650 000 + 200 000) = 1 850 000

or

200 000 = 2.0 × 105 (1)

(1.65 × 106) + (2.0 × 105) = 1.85 × 106 (1)

1

(d) all points plotted correctly

allow ± half a square
allow 1 mark for 3 or 4 correct plots
ignore extrapolation
2

correct line of best fit

1

(e) increasing light intensity increases the number of (extra algal) cells
do not accept as number of cells increases, light
intensity increases
1

the increase in the number of (extra algal) cells plateaus at 1 250 lux
allow the number of cells does not increase
above 1 250 lux
allow the number of cells is the same at 1 250
and 1 500 Lux

or

the increase in the number of (extra algal) cells plateaus at 2.50 × 106 (extra algal)
cells
allow the number of (extra algal) cells does not
increase above 2.50 x106
1

(f) there would be an increase in the number of cells

1

(because) the rate of photosynthesis would increase

allow (because) enzyme action increases
allow (because) cells divide faster
ignore temperature is a limiting factor unqualified
1
[16]

Q5.

Page 50 of 64
(a) opened and closed the tap (so water enters from reservoir)
allow opened the tap (carefully / gently)
1

(b) air bubble moves further (in a given time)

allow air bubble moves faster
1

(so) resolution is improved

allow it is easier to see a small change (in volume)
ignore is easier to measure unqualified
allow measurements are more accurate
ignore to make test more accurate
ignore references to precision or validity
1

(c)
an answer of 10.56 (mm3/min) scores 3 marks

or
13.2 (mm/min)

allow tolerance of ± square allow full marks from

calculation from other correct pairs of readings

allow value in range 13 to 13.4 for only

ignore or 12.6
1

13.2 × 0.8
allow their calculated value in the range from 12 to 14 × 0.8
1

10.56 (mm3/min)
allow 10.6 or 11
1

(d) points plotted correctly

allow +/- a square

allow 1 mark for 4/5 correct plots
2

suitable line of best fit

1

(e) straight line starting at 0,0 with a steeper gradient than A

1

(f) no photosynthesis
allow plants need light for photosynthesis
1

Page 51 of 64
 (so) stomata closed (as no carbon dioxide needed)
1

(so) no transpiration
allow very little transpiration or little water lost
1
[13]

Q6.

(a)
1

(size of real object =)

1

(size of real object =) 0.86 (mm)

1

(size of real object =) 860 (µm)

an answer of 860 (µm) scores 4 marks
allow correct conversion of their calculated value
if no other marks awarded allow 1 mark for

(b) Level 2: Scientifically relevant facts, events or processes are identified and
given in detail to form an accurate account.
3−4

Level 1: Facts, events or processes are identified and simply stated but their
relevance is not clear.
1−2

No relevant content
0

Indicative content

• place slide on stage

• use lowest power / ×4 objective lens (initially)
• adjust mirror or switch light on so light passes through slide
• move stage as close to lens as possible
• slide must not touch lens
• turn focussing knob so slide moves away from lens
• turn focussing knob until image comes into focus
• use fine focus to get clear image
• change objective lens to ×10
• ×5 eyepiece and ×10 objective lenses (gives total magnification of ×50)
• refocus slide using focussing knob

For Level 2 reference to how to focus the slide / cells and achieve
magnification of ×50 is required

Page 52 of 64
 (c) any three from:

• (rate) fastest in the first 0.5 hours

allow fastest rate is 120 units per hour (at start)

• (rate gradually) decreases after first 0.5 hours

allow mean rate over 3.5 hours is 37.14 units per hour
or
• (rate gradually) decreases throughout the investigation

• rate is constant between 1.0 and 2.0 hours

or
• rate is constant between 2.0 and 3.5 hours

• (rate) becomes zero between 3.0 and 3.5 hours

allow (rate) is zero after 3.5 hours
allow 'it’ for rate
3

(d) more nitrate ions are absorbed in the presence of oxygen

allow nitrate ions absorbed faster in the presence of oxygen
1

(which suggests) they are absorbed by active transport / uptake

1

which requires energy from respiration

do not accept energy produced / created / made
1

some nitrate ions absorbed by diffusion

or
some nitrate ions absorbed (by active transport / uptake) requiring energy
from anaerobic respiration
or
some nitrate ions absorbed by active transport / uptake using oxygen already
dissolved in the solution
1

(e) nitrate ions are used with glucose

1

to form amino acids

1

(which are) used to synthesise proteins (needed for growth)

1
[18]

Q7.
(a) 6CO2 + 6H2O ⟶ C6H12O6 + 6O2
1

(b) endothermic
1

(c) measure the volume of gas released

Page 53 of 64
 allow use a measuring cylinder / capillary tube /
(gas) syringe
1

increase length of time

allow sensible length of time
allow video the investigation so you could re-
count the bubbles later
allow repeat the measurement at each distance
several times and calculate a mean
ignore references to using other distances
1

(d) temperature affects rate of photosynthesis

or
temperature affects rate of bubble production
allow correct description of effect of temperature
on rate
1

(because) reaction / photosynthesis is controlled by enzymes

allow high temperatures denature enzymes
enzymes being denatured must be linked to high
temperature
1

(e) evidence of squaring for two distances that double:

25 and 100
or
100 and 400
1

calculate 1/d2 for two distances that double:

0.04 and 0.01
or
1/25 and 1/100
or
0.01 and 0.0025
or
1/100 and 1/400
allow 2 marks for these calculations without
working
ignore calculations for a third distance as long as
two where the distance doubles are correct
1

(therefore as distance doubles) light intensity is quartered

1

(f) 2 (bubbles would be produced)

1

(as) very little light / energy for photosynthesis to occur

do not accept no light
1
allow 2 marks for a quarter of the bubbles are

Page 54 of 64
 produced as light distance doubles so 2 bubbles
would be expected

(g) (independent variable)

use different concentrations of sodium hydrogencarbonate solution
allow three concentration values
ignore different concentrations of carbon dioxide
1

(control variables)
max 2 marks for control variables

any two from:

• distance from light source
allow light intensity
ignore light unqualified
ignore same lamp

• temperature of solution
• same plant
allow type / size of plant

• time for plant to equilibrate

allow time for plant to adjust to different solution
ignore time unqualified
2
[14]

Q8.
(a) carbon dioxide + water → (glucose) + oxygen
allow reactants in either order
allow correct formulae, balancing not required
1

(b) chlorophyll
1

(c) glucose (produced in photosynthesis) is converted into starch

1

(d) starch could be broken down (into sugar)

1

(e) so the colour of the iodine solution / result can be seen

1

(f) any one from:

• turn off Bunsen / flame before collecting ethanol

• use a water bath to heat the ethanol

allow idea that there are no naked flames near the ethanol
1

(g) A orange / brown

1

Page 55 of 64
 B black / blue-black
1
[8]

Q9.
(a) temperature
1

carbon dioxide concentration

allow type of pondweed
allow mass of pondweed
1

(b)
allow 1 mark for

= 16(.0) (bubbles per minute)

allow ecf from incorrect mean
1

(c) 2.3(333)
1

(d) place different coloured filters over the lamp bulb

or

use different coloured light bulbs

1

keep the lamp the same distance from the pondweed each time
1
[8]

Q10.
(a) any one from:

• asthma attack
allow whether asthma medication has been taken
or not
• higher pollution levels
• higher stress level
• developed a cold
• lower air temperature
allow colder day
• time of day

Page 56 of 64
 ignore references to alcohol / caffeine
1

(b) 473 =
1

X = (473 × 3) – (467 + 478)

1

X = 474 (dm3 per minute)

or

(mean = 473)
473 × 3 = 1419 (1 mark)

X = 1419 – (467 + 478) (1 mark)

allow 1419 – 945

X = 474 (dm3 per minute) (1 mark)

allow an answer of 473 to 475 for 3 marks using
trial and improvement method
1

(c) thin wall

allow one cell thick
do not accept thin cell wall
ignore thin cell membrane

(so) a short diffusion pathway

allow short diffusion distance
1

large network of blood capillaries / vessels

ignore large surface area
1

or
well ventilated
allow to maintain a steep diffusion gradient
1

to maintain the concentration gradient

1
[8]

Q11.
(a) releases energy (to the surroundings)
allow transfers (thermal) energy to the
surroundings
ignore transfers energy unqualified
1

(b) to keep oxygen out

allow to keep air out

Page 57 of 64
 allow (because) fermentation is an anaerobic
reaction
allow to prevent aerobic respiration
1

(c) to allow the mixture / yeast / cells to reach the temperature

allow to reach 2 °C
allow so yeast can equilibrate
allow idea that contraction of gas (on cooling)
would hinder results collection
1

(d) (2 °C is) too cold for enzymes / yeast to work

allow (at 2 °C) few / no collisions (between sugar
and enzymes)
1

(so) no carbon dioxide / gas produced

or
(so) fermentation did not occur
or
fermentation was very slow
do not accept an incorrect gas
1

enzymes become active at 35 °C so carbon dioxide / gas was produced

allow at 35 °C the enzymes started to work so
carbon dioxide / gas was produced
1

(e) ideal / suitable temperature for enzymes / yeast to work

1

(so) carbon dioxide / gas produced (rapidly)

do not accept an incorrect gas
1

(after time / ≥ 15 minutes) rate / fermentation slowed

1

(because) sugar / glucose / food began to run out

or
(because) increased concentration of ethanol / alcohol started to kill the cells
allow (after time / ≥ 15 minutes) less gas
produced per minute
1
[10]

Q12.
(a) any two from:
• sex
• age
• fitness levels
Ignore reference to healthier unqualified
allow gender

Page 58 of 64
 allow level of exercise

• weight
allow BMI
ignore height / size

• medical condition / illness

allow relevant named medical condition / illness
eg asthma

• smoking
allow use of caffeine / drugs
2

(b) difficult to count breaths while exercising

ignore human error unqualified
allow lose count of breaths (over minute)
allow breaths too fast to count
allow description of overlap in counting breaths
each minute
1

(c) 4 / 4.0 / four (minutes)

1

(d) any two from: (student X)

• has a higher (resting) breathing rate

• breathing rate increased more

• breathing rate decreased later after exercise stopped

• breathing rate returned to resting rate later

• breathing rate stayed higher after exercise stopped

allow converse if clearly referring to student Y
2

(e) to increase the uptake of oxygen from the air

1

(f) to break down lactic acid

1

(g) any one from:

• increase in heart rate
allow increase in pulse rate

• increase in depth of breathing

allow heavier breathing
allow panting
allow increase in temperature
allow sweating
allow blushing
allow reddening of skin

Page 59 of 64
 allow increase in metabolic rate
1
[9]

Q13.
(a) control
1

to check that the indicator colour does not change on its own
or
to check any changes in colour are due to the organisms
1

(b) (tube) E
1

most carbon dioxide

1

(due to) only respiration occurring

allow no carbon dioxide used for photosynthesis
allow 1 mark max if chose tube D and give a correct reason
1

(c) the amount of carbon dioxide produced by respiration equalled amount absorbed for
photosynthesis
1
[6]

Q14.
(a) (to) stop them falling in the solution

or

to stop them drowning (in the solution)

1

(b) Level 2 (3–4 marks):

A detailed and coherent explanation is given of how the droplet moves, clearly and
logically linked to the process of respiration.

Level 1 (1–2 marks):

Simple statements are made about movement of the water droplet, but any attempts
at explaining the reason or linking the movement to the process of respiration are
unclear
and poorly structured.

0 marks:
No relevant content

Indicative content
• water droplet moves towards the maggots / boiling tube

Explanation:
• the oxygen in the boiling tube is used up in respiration
• (and) the carbon dioxide released from respiration is absorbed by

Page 60 of 64
 solution A
• which causes a pressure difference
• so air is drawn into the tube
• bringing the water droplet with it.
4

(c) x axis: Temperature in °C

both needed for the mark

y axis: Rate of respiration in units

1

(d) repeat the experiment at 30 °C

1

(e) 10.5
allow range 10.4–10.8
1
[8]

Q15.
(a) (i) without oxygen
allow not enough oxygen
ignore air
ignore production of CO2
ignore energy
1

(ii) more / high / increased lactic acid (at end)

allow approximate figures (to show increase)
ignore reference to glucose
1

(b) (i) 1.5

allow only 1.5 / 1½ / one and a half
1

(ii) increases at first and levels off

ignore subsequent decrease
1

suitable use of numbers eg

rises to 10 / by 9 (dm3 per min)
or
increases up to 1.5 (min) / levels off after 1.5 (min) (of x axis timescale)
allow answer in range 1.4 to 1.5
or
after the first minute (of the run)
1

(iii) supplies (more) oxygen

1
supplies (more) glucose
1
need ‘more/faster’ once only for full marks

Page 61 of 64
 allow removes (more) CO2 / lactic acid / heat as an
alternative for either marking point one or two, once only

for (more) respiration

1

releases (more) energy (for muscle contraction)

do not allow energy production or for respiration
1
[9]

Q16.
(a) LHS: carbon dioxide AND water
in either order
accept CO2 and H2O
allow CO2 and H2O
if names given ignore symbols
do not accept CO2 / H2O / Co / CO
ignore balancing
1

RHS: sugar(s) / glucose / starch / carbohydrate(s)

accept C6H12O6
allow C6H12O6
do not accept C6H12O6
1

(b) (i) light is needed for photosynthesis

or

no photosynthesis occurred (so no oxygen produced)

1

(ii) oxygen is needed / used for (aerobic) respiration

full statement
respiration occurs or oxygen is needed for anaerobic
respiration gains 1 mark
2

(c) (i) (with increasing temperature) rise then fall in rate

1

use of figures, ie

max. production at 40 °C
or maximum rate of 37.5 to 38
1

(ii) 25 – 35 °C

either faster movement of particles / molecules / more collisions

or particles have more energy / enzymes have more energy
1

or temperature is a limiting factor over this range

Page 62 of 64
 40 – 50 °C

denaturation of proteins / enzymes

ignore denaturation of cells
ignore stomata
1

(d) above 35 °C (to 40 °C) – little increase in rate

or > 40 °C – causes decrease in rate
1

so waste of money or less profit / expensive

1

because respiration rate is higher at > 35 °C

or
respiration reduces the effect of photosynthesis
1
[12]

Q17.
(a) (i) 6 peaks in heart rate
accept 6 increases / spikes or goes very high 6 times
allow heart rate increases each time he runs
1

(ii) 2.5 / 2½
allow 2 minutes 30 seconds
do not accept 2.3 / 2:3 / 2.30
1

(b) more / faster / a lot must be stated at least once for full marks

(more) oxygen supplied / needed

allow less anaerobic (respiration)

or (more) aerobic respiration

or prevents oxygen debt
1

(more) glucose / sugar / food supplied / needed

ignore feeding
1

(more) energy needed / released

allow energy produced / made
1

(more) carbon dioxide / heat / lactic acid removed (from muscles) or more cooling

or less lactic acid formed

1
[6]

Q18.

Page 63 of 64
 insufficient / no oxygen available
1

for (just) aerobic respiration

or
respires anaerobically
1
[2]

Q19.
(a) any two from:

• age

• gender

• mass

• number in group

• time
2

(b) any two from:

• highest (mean) mass loss on Rosemary Conley or Rosemary

Conley most effective

• least (mean) mass loss in control group or mean

2

(c) (Atkins)

costs least
1

mass loss very similar to other diets or second highest mass loss
or as effective as other diets
1

(d) any two from:

• (exercise) increases metabolic rate / respiration

ignore sweating

• (exercise) needs / uses energy / calories

allow burns fat / calories
do not accept energy for respiration

• (this) energy comes from food / fat

• less food / energy/ calories converted to fat

2
[8]

Page 64 of 64