B1 8 Evolution L1 Q a ER

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B1 8 Evolution L1 Q A ER
Q1.(a) Complete the sentences about evolution.
Draw a ring around the correct answer to complete each sentence.
artificial
(i) Darwin suggested the theory of evolution by natural selection.
asexual
(1)
(ii) Darwin’s theory of evolution says that all species of living things have
artificial
evolved from complex life forms.
simple
(1)
three billion
Most scientists believe that life first developed

(iii) three million years ago.
about
three thousand
(1)
(b) Darwin’s theory of evolution was only slowly accepted by other people.
Give two reasons why.
1......................................................................................................................
........................................................................................................................
2......................................................................................................................
........................................................................................................................
(2)
B1 8 Evolution L1 Page 1 of 41 Exampro April 2014

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(c) Diagram 1 shows one model of the relationship between some animals.
Diagram 1
(i) Complete the sentence.
The model shown in Diagram 1 is an evolutionary .......................................... .

(1)
(ii) Which two of the animals in Diagram 1 are most closely related?
.......................................................... and ..........................................................

(1)
(iii) Diagram 2 shows a more recent model of the relationship between the
animals.
Diagram 2
Suggest one reason why scientists have changed the model of the
relationships between the animals shown in the diagram.
Draw a ring around the correct answer.

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more powerful new evidence new species

computers from fossils discovered
(1)
(Total 8 marks)
Q2.Darwin was the first scientist to state that humans and other primates had common
ancestors.
Many people were against Darwin’s ideas at that time.
Give two reasons why they were against his ideas.
1 .....................................................................................................................
........................................................................................................................
2 .....................................................................................................................
........................................................................................................................
(Total 2 marks)
Q3.There are two forms of peppered moth, dark and pale.

Birds eat the moths when the moths are resting on tree bark.
Pollution in the atmosphere may:
• kill lichens living on tree bark
• make the bark of trees go black.
(a) Draw a ring around the correct answer to complete the sentence.
carbon
dioxide.
Lichens are very sensitive to air pollution caused by nitrogen.
sulfur dioxide.
(1)
(b) The photographs show the two forms of peppered moth, on tree bark.
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Tree bark covered with lichens Tree bark made black by

pollution
© Kim Taylor/Warren Photographic
(i) The dark form of the peppered moth was produced by a change in the genetic
material of a pale moth.
Use one word from the box to complete the sentence.
characteristic clone mutation
A change in genetic material is called

a ...............................................................
(1)
(ii) In the 19th century, pollution made the bark of many trees go black.
Explain why:
• the population of the pale form of the moth in forests decreased
• the population of the dark form of the moth in forests increased.
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
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...............................................................................................................
...............................................................................................................
(3)
(c) (i) The larvae (young) of the peppered moths eat the leaves of birch trees.
The diagram shows the food chain:
birch trees → peppered moth larvae → birds
Draw a pyramid of biomass for this food chain.
Label the pyramid.
(2)
(ii) Which two reasons explain the shape of the pyramid you drew in part (c)(i)?
Tick ( ) two boxes.
Some material is lost in waste from the

birds
The trees are much larger than peppered

moth larvae
Peppered moth larvae do not eat all the

leaves from the trees
The trees do not use all of the Sun’s

energy
(2)
(Total 9 marks)

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Q4. The diagram shows the evolution of a group called the primates.
(a) Which primate evolved first?
........................................................................................................................
(1)
(b) Name two primates that developed most recently from the same common ancestor
as humans.
1 .....................................................................................................................
2 .....................................................................................................................
(2)
(c) (i) The theory of evolution by natural selection was suggested in the 1800s.
Which scientist suggested this theory?
...............................................................................................................
(1)
(ii) Use words from the box to complete the passage about natural selection.
evolution environment generation
mutate survive variation

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Individual organisms of a species may show a wide range of
............................................................. because of differences in their genes.
Individuals with characteristics most suited to the ...................................
are more likely to ............................................................. and breed

successfully.
The genes that have helped these individuals to survive are then passed on to
the
next ..............................................................
(4)
(Total 8 marks)
Q5.When animals die, they usually fall to the ground and decay.
In 1977 the body of a baby mammoth was discovered.
The baby mammoth died 40 000 years ago and its body froze in ice.
The picture shows the mammoth.
By Thomas Quine [CC BY-SA 2.0], via Wikimedia Commons
(a) Explain why the body of the baby mammoth did not decay.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
(2)

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(b) Mammoths are closely related to modern elephants.

The pictures show these two animals.
What scientists think amammoth looked like Modern elephant
By WolfmanSF (Own work) [CC-BY-SA-3.0], via

Wikimedia Commons By Caitlin from
Hertfordshire, UK [CC-BY-2.0], via
Wikimedia Commons
Mammoths are extinct. What does extinct mean?
........................................................................................................................
........................................................................................................................
(1)
(c) Scientists believe they may be able to use adult cell cloning to recreate a living
mammoth.
The scientists will use a skin cell from the baby mammoth.
The diagrams show how the skin cell will be used.

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In each question, draw a ring around the correct answer.
(i) What type of cell is cell A?
skin cell egg cell sperm cell
(1)
(ii) Part B is removed from cell A.
What part of the cell is part B?
nucleus cytoplasm cell membrane
(1)
(iii) After cell C is formed, it divides into embryo cells.
What is done to cell C to make it divide?
treated with enzymes.
Cell C is mixed with sperm cells.
given an electric shock.
(1)

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(iv) The embryo cells form a ball of cells. The ball of cells will be put into female
elephant, E.
Which part of elephant E is the ball of cells put into?
womb stomach ovary
(1)
(d) The scientists expect any offspring of the adult cell cloning to look like a mammoth
and not like an elephant.
Why?
........................................................................................................................
........................................................................................................................
(1)
(Total 8 marks)
Q6. The diagram shows a time line for the evolution of humans.

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The letters P, Q, R and S show human ancestors.

The letter T shows modern humans.
(a) (i) How many millions of years ago did humans first use fire? millions of
years ago
(1)
(ii) Which human ancestor, P, Q, R or S, was the first ancestor to use tools?
(1)
(iii) For how many millions of years did human ancestor R live on Earth?
(1)
(b) How do we know that human ancestors P, Q, R and S lived on Earth?
........................................................................................................................
........................................................................................................................
(1)

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(c) Which scientist suggested that humans have evolved from ape-like ancestors?
Draw a ring around one answer.
Darwin Mendel Semmelweiss
(1)
(Total 5 marks)
Q7. Soay sheep live wild on an island off the north coast of Scotland. No people live on
the island.
By Owen Jones = Jonesor [CC-BY-SA-2.5], via Wikimedia Commons
Over the last 25 years, the average height and mass of the wild Soay sheep have
decreased.
The scientists think that climate change might have affected the size of the sheep.
(a) More Soay sheep are now able to survive winter than 25 years ago.
What change in the climate may have helped more Soay sheep to survive winters?
........................................................................................................................
........................................................................................................................
(1)
(b) Complete the sentences.
(i) Soay sheep show variation in size because of differences in their
............................................................................
(1)
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(ii) The change in the size of the Soay sheep over 25 years can be explained by
Darwin’s
theory of ............................................................
(1)
(Total 3 marks)
Q8. The photograph shows an Anolis lizard. This lizard lives on a tiny island.
By Paul Hirst (Phirst) (Own work) [CC-BY-SA-2.5], via Wikimedia Commons
Scientists investigated how the leg length of the Anolis lizards affected their survival. At
the start of the investigation the Anolis lizards had a large range of leg lengths.
• The scientists placed six Curly-tailed lizards onto the island.
• The Curly-tail lizard is a predator of the Anolis lizard.
• After one year the population of Anolis lizards had halved.
• Nearly all the remaining Anolis lizards had long legs.
(a) Why did the population of Anolis lizards halve?
........................................................................................................................
........................................................................................................................
(1)
(b) The remaining Anolis lizards had long legs.

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Suggest an explanation for this.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
(2)
(c) Answer each of these questions by placing a tick ( ) in the correct box.
(i) Which theory is supported by evidence from this investigation?
Global warming
Natural selection
Sustainability
(1)
(ii) Which scientist proposed this theory?
Darwin
Lamarck

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Semmelweiss
(1)
(Total 5 marks)
Q9. The diagram shows how the number of species in different vertebrate groups changed
between 400 million years ago and 5 million years ago.
The wider a block is, the more species there are.
(a) Which group had most species 200 million years ago?
........................................................................................................................
(1)
(b) To which group are birds most closely related?

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........................................................................................................................
(1)
(c) Complete the following sentence.
A study of fossils gives evidence for the theory of .........................................

(1)
(Total 3 marks)
Q10. Animals have adaptations that enable them to survive.
(a) The photograph shows an echidna.
The echidna has pointed spines on its back.

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Explain how these spines might help the echidna to survive.
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
(2)
(b) The photograph shows a caterpillar.
© S.J. Krasemann / Peter Arnold / Still Pictures
Explain how the caterpillar’s appearance might help it to survive.
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
(2)
(c) Draw a ring around the correct answer to complete each sentence.
genetic engineering
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mutation
(i) Evolution can be explained by a theory called natural selection .
(1)
Darwin
(ii) This theory was suggested by a scientist called Charles Lamarck .
Semmelweiss
(1)
monkeys
(iii) This scientist said that all living things have evolved from dinosaurs .
simple life forms
(1)
(d) Many religious people oppose the theory of evolution.
Give one reason why.
.....................................................................................................................................
.....................................................................................................................................
(1)
(Total 8 marks)
Q11. The diagram shows an evolutionary tree for a group of animals called primates.
The names of extinct animals are printed in italics e.g. Nycticeboides.
The drawings show animals that are alive today.

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Illustration by Lucrezia Beerli-Bieler
(a) (i) How many million years ago did Karanisia first appear?
............................. millions of years ago.

(1)
(ii) During which geological period did the Apes and Monkeys begin to evolve?
..........................................................................................................................
(1)
(iii) Which group of primates alive today are the closest relatives of the Lorises?
..........................................................................................................................
(1)
(b) Darwin was the first scientist to state that humans and other primates had common
ancestors.
Many people were against Darwin’s ideas at that time.
Give two reasons why they were against his ideas.
1 .................................................................................................................................
....................................................................................................................................
2 .................................................................................................................................
....................................................................................................................................
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(2)
(Total 5 marks)

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Q12. (a) Figure 1 shows a minke whale. Whales live in the sea.
Figure 1
Write down two ways in which the body of the whale is adapted for swimming.
1 ..................................................................................................................................
.....................................................................................................................................
2 ..................................................................................................................................
.....................................................................................................................................
(2)
(b) Figure 2 shows the skeleton of a minke whale.
Figure 2
Figure 3 shows the fossil skeleton of an extinct whale.
Figure 3
Hans G Thewissen/ The Thewissen Lab

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(i) Apart from size, give two differences between the skeleton of the minke whale
and the fossil skeleton of the extinct whale.
1 ........................................................................................................................
...........................................................................................................................
2 ........................................................................................................................
...........................................................................................................................
(2)
(ii) In each of the sentences below, draw a ring around the correct answer.
billion
Life on Earth first developed more than three million years ago.
thousand
disprove
Fossils give evidence for the theory of evolution.
prove
(2)
(Total 6 marks)

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Q13. The photographs show two varieties of moths, Xand Y. The moths belong to the
same species.
The moths are resting on a tree trunk in open countryside.
Moth X Moth Y
(a) Which variety of moth, X or Y, is more likely to be killed by insect-eating birds? Give
a reason for your answer.
Variety of moth: .........................................................................................................
Reason ........................................................................................................................
.....................................................................................................................................
(1)
(b) In an experiment, large numbers of each variety of moth were caught in a trap.
• They were marked with a spot of paint on the underside of one wing and then
released.
• A few days later, moths were again trapped and the number of marked moths
was counted.
• The experiment was carried out in a woodland polluted by smoke and soot,
and also in an unpolluted woodland.
The results are shown in the bar graph.

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(i) When the moths were being marked, suggest why the paint was put on the
underside of the wing and not on the top.
...........................................................................................................................
(1)
(ii) What percentage of moths of type X was recaptured in:
the polluted woodland; .....................................................................................
the unpolluted woodland? ................................................................................

(2)
(iii) In each woodland, only a small number of marked moths of both varieties
were recaptured. Suggest one reason for this.
...........................................................................................................................
...........................................................................................................................
(1)
(c) (i) The colour of the moths is controlled by a gene. The dark form was first
produced by a mutation in the gene.
What chemical, found in a gene, is changed by a mutation? Draw a ring

around your answer.
carbohydrate DNA fat protein

(1)
(ii) Some of the offspring from the original dark moth were also dark. What caused
this?
...........................................................................................................................
...........................................................................................................................
(1)
(Total 7 marks)

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M1.(a) (i) natural

1
(ii) simple
1
(iii) three billion

1
(b) any two from:
• reference to religion
• insufficient evidence / couldn’t prove it / no proof

ignore no evidence
• mechanism of inheritance / variation not known

allow genes / DNA not known about
• reference to other theories
• reference to Darwin’s status

2
(c) (i) tree

1
(ii) hippopotamus and pig

both required, either order
allow hippo
1
(iii) new evidence from fossils

1

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[8]
M2.any two from:
• religious objections
• insufficient evidence
allow ‘could not prove’
ignore ‘no evidence’
• mechanism of heredity not known

[2]
M3.(a) sulfur dioxide

1
(b) (i) mutation

1
(ii) pale form now (more) easily seen (by predators) or dark form now less
easily seen (by predators)
accept ref to camouflage
1
so pale form (more) likely to be eaten or dark form less likely to be eaten
1
so dark form (more likely to) breed / pass on genes
or
pale form less likely to breed / pass on genes

1
(c) (i) pyramid of three layers of diminishing size

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either way up
1
three labels in food chain order

award 2 marks only if the pyramid is correctly labelled
accept trees / birch
accept (peppered) moth(s) / larvae
1
(ii) some material is lost in waste from the birds

1
peppered moth larvae do not eat all the leaves from the trees
1
[9]
M4. (a) lemur(s)

1
(b) gorilla(s)
in either order
1
chimpanzee(s)
accept chimps
1
(c) (i) (Charles) Darwin

accept (Alfred) Wallace
if first name given it must be correct
1
(ii) variation
in this order
1
environment
allow phonetic spellings
1
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survive
1
generation
1
[8]
M5. (a) too cold / very cold or oxygen / microbes cannot reach it
allow not enough energy / heat / warmth
ignore frozen
1
for microorganisms / microbes / bacteria / fungi / enzyme / reaction (to work)

ignore other consumers
1
(b) no longer exist

or no more left
or died out / all died
ignore died unqualified
1
(c) (i) egg cell

1
(ii) nucleus
1
(iii) given an electric shock

1
(iv) womb
1

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(d) has mammoth genes / chromosomes

accept genetic information / DNA / alleles / nucleus
accept converse
1
[8]
M6. (a) (i) 3

1
(ii) Q
1
(iii) 1
1
(b) from fossils / bones

allow artefacts / named artefacts / drawings / evidence of
fires
1
(c) Darwin
1
[5]
M7. (a) warmer / dryer

allow greenhouse effect / global warming
ignore wind
1

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(b) (i) genes / alleles / chromosomes / DNA / genetic material / genetics

allow inheritance
allow nutrition / food / metabolism / growth rate
ignore environment
1
(ii) natural selection / evolution

allow survival of the fittest
1
[3]
M8. (a) predation / eaten

ignore competition
1
(b) could run faster / jump higher /climb better

1
to escape / or escape describe

1
(c) (i) natural selection

1
(ii) Darwin
1
[5]

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M9. (a) amphibians

1
(b) reptiles
1
(c) evolution
accept natural selection
1
[3]
M10. (a) protection / defence

ignore insulation or rolls into a ball
ignore camouflage
1
from predators / from being attacked / from being eaten

1
(b) looks like snake / looks scary

1
deters predators or has large eyes to spot predator or

camouflage or warning colouration from predator or prey
allow two separate adaptations for 2 marks
1
(c) (i) natural selection

1
(ii) Darwin
1
(iii) simple life forms

1
(d) believe that God created all organisms or humans there from the beginning
1
[8]
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M11. (a) (i) 40 – 42

1
(ii) Palaeocene
1
(iii) bush babies

1
(b) any two from:
• religious objections
• insufficient evidence
allow ‘could not prove’
ignore ‘no evidence’
• mechanism of heredity not known

2
[5]
M12. (a) any two from:
• streamlined / shape reduces friction / long and thin / smooth surface

OWTTE
• fins / flippers / tail / paddle

do not accept ‘arms’ or ‘legs’
• structures that push against water

2
(b) (i) any two from:
fossil has hind limb / legs / feet

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it = minke
accept any valid comparison
fossil has more ribs / bones
fossil has teeth
fossil has curved spine

2
(ii) billion
1
give evidence for

1
[6]
M13. (a) X (no mark)
X is more visible or Y is more camouflaged

1
(b) (i) so camouflage not changed or so not easier to see

1
(ii) 25
1
7
1
(iii) any one from:
• eaten (by birds) / died
• mixed in with large number of unmarked moths
• moved away
1
(c) (i) DNA

1
(ii) the gene / allele for being dark / dominant

1
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[7]

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E1.(a) (i) The majority of students recognised that in Darwin’s theory, evolution was by ‘natural’
selection.
(ii) Surprisingly only a little over two thirds of students knew that life evolved from
‘simple’ life forms. ‘Artificial’ was an unexpected selection for a significant
number of students, perhaps because the phrase is familiar in other contexts.
(iii) Both ‘three million’ and ‘three thousand’ proved to be powerful distractors,
although most students did select the correct answer, ‘three billion’.
(b) A good range of correct answers was seen, the most common being references to
the ‘conflict with religion’ and the theories of ‘other scientists’, along with ‘insufficient
evidence’ or ‘no (absolute) proof’. ‘No evidence’ was an incorrect response from a
few students, since Darwin did have some evidence. ‘Lamarck’ was often referred to
and a small number of students gained credit for ‘they didn't know about genes or
DNA’. However, ‘Darwin was crazy’ or ‘his theory was far-fetched’ were not
creditworthy. A number of students misread the question and answered in terms of
why Darwin's theory was accepted. A few answers which described what Darwin's
theory stated were irrelevant. There was a surprising number of students who
referred to other theories at the time but went on to refer to ‘the big bang’ as one of
these, which ‘most people at the time believed in’!
(c) (i) It was rare to see the correct answer, ‘tree’. Common incorrect answers were
‘chart’, ’relationship’, ‘graph’, ‘diagram’ and even ‘camel’.
(ii) The majority of students identified the hippopotamus and the pig as the most
closely related animals.
(iii) Students chose ‘new evidence from fossils’ although for the latter a significant
number ringed ‘new species discovered’, which would not apply to this
diagram as the same species are shown in each.
E2.Most students correctly referred to ‘religious reasons’, but few were able to give another
reason such as ‘insufficient evidence’ or ‘lack of knowledge of the mechanism of heredity’.
E3.(a) The majority of students chose ‘carbon dioxide’ as the gas which lichens are sensitive to,
and did not gain the mark, since ‘sulfur dioxide’ is the correct answer. Examiners
suspected that students were unfamiliar with this part of the specification and selected the
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gas that they were most familiar with.
(b) (i) A high proportion of students correctly selected ‘mutation’, here. Some circled
the correct answer in the box but left the answer line blank, this was accepted.
However, circling an answer in the box was ignored if any answer was written
on the answer line.
(ii) Many good descriptions of the pale moths being ‘(more) easily seen’ and so
‘eaten by predators’ or the dark moths being ‘less easily seen’ and ‘not eaten
by predators’ were provided and scored two marks. Few students went on to
gain the third mark for the idea that the dark moths would reproduce or that
the pale moths would be less likely to do so or that genes would be ‘passed
on’ by the dark moths. Appropriate references to ‘camouflage’ were accepted
for the idea of being less easily seen. A number of students had obviously
learnt the ideas about the basis of this question and applied them well. A small
number of incorrect responses stated that the soot landed on the moths and
made them black and some suggested Lamarckian ideas that the moths
‘needed to change colour’ in response to the change in the environment.
(c) (i) Many students gained both marks, drawing a three-layered triangular pyramid
and then labelling it appropriately. One mark was available for a correctly
shaped pyramid, either unlabelled or incorrectly labelled. Alternatively one
mark was awarded for students who drew what examiners thought must be a
pyramid of numbers but labelled it in food chain order. Some students drew
what appeared to be ‘fire triangles’ with the organisms at the angles.
(ii) Approximately three-quarters of students knew that either ‘material is lost in

waste from the birds’ or that the larvae ‘do not eat all the leaves’, although
only around a quarter selected both of these. The most commonly selected
incorrect alternative was that ‘trees are much larger than moths’ suggesting
confusion between pyramids of numbers and biomass.
E4. (a) Many students correctly named the ‘lemur’ as being the first primate to evolve,
although ‘tarsier’ was a commonly given incorrect answer.
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(b) Many students could go on from part (a) to deduce that ‘chimpanzees’ and ‘gorillas’
were most closely related to humans, although some seemed to lose their way, after
identifying one of these and suggested ‘gibbon’ as a second answer.
(c) (i) There was again a relatively high proportion of non-attempts in part (c)(i),
whilst other students managed to arrive at the names of almost every scientist
they had ever heard of along with many who have never existed. ‘Albert
Einstein’, in a wide variety of spellings, was common amongst incorrect
answers and although the examiners only required ‘Darwin’ in the answer,
those who attempted a first name, but got it wrong, were denied the mark.
(ii) Answers to this question were good with around three-quarters of students
scoring all four marks and a further good percentage gaining three.
E5. (a) Students who only repeated the information they had been given that the body
‘froze in ice’ and ‘did not decay’ were not awarded the marks. What was required
was a development of this information. Students should be aware that although
microorganisms are more active at warmer temperatures, they remain active at low
temperatures; thus a description of the temperature being ‘cold’ was insufficient to
gain the first mark. Instead the more extreme ‘too cold’ was required for this mark.
Surprisingly few students were aware that decay requires the presence of
microorganisms, so there were not many who gained both marks. The most
common reference to microorganisms came from those who stated that
microorganisms would be unable to access the mammoth if it is frozen in ice, and
these were awarded one mark, as were those who stated that oxygen could not
enter and thus decay would be prevented. Although neither of these is strictly true,
as microorganisms would already be present both in and on the mammoth and
many of these would be anaerobic; the examiners were prepared to accept these
ideas at this level.
(b) The definition of extinction was very well known. Few students who did not gain the
mark often gave the definition of endangered.
(c) Required understanding of adult-cell cloning. This appeared to be relatively well

understood, in this format. Most students identified the ‘egg cell’ and ‘nucleus’ in (c)
(ii), although they were less confident with the need for an ‘electric shock’.
(iii) Both distractors, ‘mixing with sperms’ or ‘treatment with enzymes’ proved too
attractive for over half the students.
(iv) Although ‘womb’ was given by most students, it was clear that many students
were confused about the role of the ovary, perhaps confusing the name with
that of uterus.
(d) It was widely understood that the mammothߢs genetic material caused the offspring
to look like the mammoth. The reference to the lack of elephant genetic material was
also accepted by examiners. A common answer which did not gain credit was that
the mammoth’s ‘skin cell’ was used in the cloning, without specifying the genetic
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material, or that the ‘mammoth’s skin cell was used so that the baby would have
mammoth skin’. Other incorrect responses included the idea that there was ‘more
DNA from the mammoth than from the elephant’.
E6. (a) Parts (a)(i) and (a)(ii) provided no difficulties for the vast majority of the
candidates. Part (a)(iii) was less well answered, many candidates misreading the
scale and giving the answer 2 million years.
(b) Rather less than half of the candidates could offer a sensible suggestion. The most
common unacceptable answer involved the candidates stating that the answers
were from the graph therefore they had to be true. A significant number seemed to
have been distracted by the word Earth from the stem, e.g. ‘we have no evidence
from other planets’ or ‘this is the only planet with oxygen for fire’. Weaker candidates
often stated ‘we would not be here today if we did not have ancestors’.
(c) The vast majority of candidates correctly opted for Darwin; the remainder guessing
at the other two scientists in approximately equal numbers.
E7. (a) Many candidates correctly identified an increase in temperature as being the
most likely answer and often linked this with global warming. Candidates should be
aware that the direction of a change is usually required to gain credit. A significant
minority simply referred to a temperature change, without indicating if this was an
increase of decrease. A surprising number of candidates did not appear to know the
meaning of climate, with some writing about climate increasing or decreasing. Many
candidates focused on the adaptation of the sheep in terms of size or thickness of
coat. This may have been the reasoning behind the quite common suggestion that
colder winters increased the chance of survival.
(b) (i) Less than half of the candidates gave answers in terms of genetic material.
The most common error was to answer the question with a feature of the
sheep, eg horns, legs, mass, height, and fur.
(ii) A majority of candidates answered in terms of natural selection or evolution.

Others often gave ‘global warming’.

St Mary's School
E8. (a) Three quarters of candidates gave correct answers in terms of predation.
Common misconceptions included competition between predator and prey, lack of
environmental resources, short legs being a breeding handicap, and the two lizard
populations interbreeding to produce a new species.
(b) A third of candidates gained two marks and a further third gained one mark. Many
candidates assumed that the Curly-tail lizard and the Anolis lizard mated and leg
length increased because of this. Some assumed that only the older, therefore
larger, lizards escaped so increasing the average leg length. A number stated that
the longer legs made it difficult for the Curly-tail lizard to swallow the Anolis so they
only ate short tailed ones. A common misconception was that the short time scale
prevented evolution or adaption from occurring. Lamarckist answers of running and
therefore increasing the leg length and passing this on were often found.
(c) (i) Many candidates correctly chose natural selection. The other candidates
mainly opted for sustainability.
(ii) Just under three quarters of candidates correctly chose Darwin. The other
candidates mainly opted for Lamarck, but many opted for Semmelweiss
E10. Three quarters of candidates gained both marks in part (a) and a further sixth gained
one mark. The concepts of protection and defense were usually understood although the
actual terms were not often used. Generally the term predator was used correctly, but
there was some confusion with prey.
In part (b) the vast majority of candidates gave explanations in terms of camouflage and
using the term correctly. However, only half gained both marks by going on to explain the
advantage of being camouflaged. Only a minority of candidates gave explanations in
terms of snakelike. Again there was some confusion between predator and prey.
Half of the candidates answered natural selection in part (c)(i), with the more common
error being to select mutation.
Most candidates recognised Darwin in part (c)(ii) and two thirds selected simple life forms
in part (c)(iii).
In part (d) over half of the candidates connected God with creation, however there was a
great variety of suggestions as to what had been created. Suggestions included man,
Adam and Eve, living things, the universe to the world and everything in it. Others merely
stated a belief in God. Many candidates ignored religious in the question stem and gave
answers such as an incomplete fossil record or no proof.

St Mary's School
E11. In part (a)(i) a majority of candidates gave acceptable answers in the range 40-42,
but several gave answers in the 30s.
It was surprising how many candidates failed to copy the name of the period correctly in
part (a)(ii). It was often difficult to decide whether the candidate was referring to
Palaeocene or to Pliocene. Several candidates hedged their bets by giving a range of
periods.
In part (a)(iii) whilst most candidates correctly deduced the relationship, there were many
who gave answers which did not come from the drawing, pandas being a popular choice.
In part (b) nearly all candidates gave answers that attempted to address the question.
The most common correct responses where that Darwin was unable to prove his ideas
and that people had contradictory religious beliefs. Very few candidates gave answers
relating to the mechanism of heredity not being known. The most common errors were
suggestions that humans and primates were different. For example, primates looked too
different or behaved differently. Some candidates simply suggested that people did not
believe Darwin. Better candidates would support this with suggestions that it was a new
idea, or that only Darwin thought he was right, or that people did not want to believe that
they were related to primates. A significant proportion of candidates incorrectly suggested
Darwin had no evidence; however insufficient evidence gained a mark.
E12. In part (a) most candidates obtained at least one mark for mentioning streamlining or
the possession of fins. Many gave irrelevant answers connected with breathing or even
gills.
The majority of candidates in part (b), were able to make two reasonable observations,
but many gave differences in size which were specifically excluded by the question.
Candidates should not begin their answers with the word it, which in this case could refer
to either of the two whales.
Part (c) was well answered, but the most common error was the choice of ‘million’ rather
than ‘billion’.

St Mary's School
E13. This question, involving a probably familiar example, was well answered, with a
large proportion of candidates achieving at least five of the marks.
(c)(ii) The exception lay in answers to this part, where they were often phrased in
generalisations such as ‘genes are inherited from the parents’, rather than specific
reference to the particular ‘dark’ genes, as was expected.

B1 8 Evolution L1 Q a ER

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B1 8 Evolution L1 Q a ER

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St Mary's School

Q1.(a) Complete the sentences about evolution.

Draw a ring around the correct answer to complete each sentence.

(i) Darwin suggested the theory of evolution by natural selection.

evolved from complex life forms.

Most scientists believe that life first developed

Give two reasons why.

B1 8 Evolution L1 Page 1 of 41 Exampro April 2014

(i) Complete the sentence.

The model shown in Diagram 1 is an evolutionary .......................................... .

.......................................................... and ..........................................................

Draw a ring around the correct answer.

B1 8 Evolution L1 Page 2 of 41 Exampro April 2014

more powerful new evidence new species

Many people were against Darwin’s ideas at that time.

Give two reasons why they were against his ideas.

Q3.There are two forms of peppered moth, dark and pale.

Pollution in the atmosphere may:

• kill lichens living on tree bark

• make the bark of trees go black.

Lichens are very sensitive to air pollution caused by nitrogen.

Tree bark covered with lichens Tree bark made black by

Use one word from the box to complete the sentence.

characteristic clone mutation

A change in genetic material is called

• the population of the pale form of the moth in forests decreased

• the population of the dark form of the moth in forests increased.

The diagram shows the food chain:

birch trees → peppered moth larvae → birds

Draw a pyramid of biomass for this food chain.

Label the pyramid.

Tick ( ) two boxes.

Some material is lost in waste from the

The trees are much larger than peppered

Peppered moth larvae do not eat all the

The trees do not use all of the Sun’s

B1 8 Evolution L1 Page 5 of 41 Exampro April 2014

(a) Which primate evolved first?

Which scientist suggested this theory?

mutate survive variation

B1 8 Evolution L1 Page 6 of 41 Exampro April 2014

............................................................. because of differences in their genes.

Individuals with characteristics most suited to the ...................................

are more likely to ............................................................. and breed

The picture shows the mammoth.

By Thomas Quine [CC BY-SA 2.0], via Wikimedia Commons

B1 8 Evolution L1 Page 7 of 41 Exampro April 2014

(b) Mammoths are closely related to modern elephants.

By WolfmanSF (Own work) [CC-BY-SA-3.0], via

Mammoths are extinct. What does extinct mean?

The diagrams show how the skin cell will be used.

B1 8 Evolution L1 Page 8 of 41 Exampro April 2014

In each question, draw a ring around the correct answer.

(i) What type of cell is cell A?

skin cell egg cell sperm cell

(ii) Part B is removed from cell A.

What part of the cell is part B?

nucleus cytoplasm cell membrane

(iii) After cell C is formed, it divides into embryo cells.

What is done to cell C to make it divide?

treated with enzymes.

Cell C is mixed with sperm cells.

given an electric shock.

B1 8 Evolution L1 Page 9 of 41 Exampro April 2014