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pg. 1 Year 11 Biology 2015 – 2016
pg. 2 Year 11 Biology 2015 – 2016
Answer all the Questions Q1.)Bacteria, fungi and viruses have different structures. The table lists some structures.
In each box, place a tick ( ) if the structure is present or a cross ( ) if the structure is absent. One has been done for you.
(3)
(Total for question = 3 marks)
pg. 3 Year 11 Biology 2015 – 2016
Q2.)The diagram shows part of a lily. A lily is an insect-pollinated flower.
(a)Name the structures labelled A and B.
(2) A ........................................................................................................................................................ …………………………………………………………………………………............................................ B ........................................................................................................................................................
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. (b)Describe what is meant by the term insect-pollination.
(2) ............................................................................................................................................................... ............................................................................................................................................................... .............................................................................................................................................................
............................................................................................................................................................. (c)Give two ways in which the structure of a wind-pollinated flower would differ from the lily flower
shown in the diagram. (2)
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pg. 4 Year 11 Biology 2015 – 2016
(d)Describe the events that follow pollination and how they lead to seed formation. (5)
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(Total for question = 11 marks)
pg. 5 Year 11 Biology 2015 – 2016
Q3.)Mendel crossed pure breeding pea plants with purple flowers and pure breeding pea plants
with white flowers. The offspring plants all had purple flowers.
(a)Explain which phenotype is dominant. (2)
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(b)In a second cross, the purple offspring plants were self-pollinated (pollen from a flower put on the stigma of the same flower). Suggest how Mendel made sure that all the purple offspring plants were self-pollinated.
(2)
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(c) (i) Use a genetic diagram to show the ratio of plants expected by crossing the purple offspring plants in part (b). Show the parental genotypes and gametes, and the offspring genotypes and phenotypes. Use F and f to represent the alleles.
(4)
Parent genotypes
Gametes
Offspring genotypes
Offspring phenotypes
pg. 6 Year 11 Biology 2015 – 2016
(ii)The plants actually produced in this cross were 36 purple and 8 white flowered plants. Calculate the ratio of purple to white flowered plants.
(1)
Answer ........................................................... (iii)Suggest why the actual ratio of phenotypes differs from the one predicted by your genetic diagram.
(2) ............................................................................................................................................................. ............................................................................................................................................................ ............................................................................................................................................................
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............................................................................................................................................................ (d)A student suggested that purple flowers are more likely to be visited by bees than white flowers.
Use your knowledge of natural selection to suggest how this might affect the number of purple and white flowers in the wild. (4) .............................................................................................................................................................. ............................................................................................................................................................ ............................................................................................................................................................
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pg. 7 Year 11 Biology 2015 – 2016
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(Total for question = 15 marks)
pg. 8 Year 11 Biology 2015 – 2016
Q4.)A pyramid of numbers can be used to show the number of organisms at each trophic level in an
ecosystem.
(a)Explain what is meant by the term trophic level.
(1)
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b)A scientist collected data from a local ecosystem.
Number of nettle plants = 300 Number of robins that feed on the caterpillars = 20 Number of caterpillars that feed on the nettles = 200 Number of hawks that feed on robins = 2 Draw and label a pyramid of numbers for this data.
(3)
(c)The scientist collected this data during the summer months.
Suggest why the number of the caterpillars might be different during the winter. (2)
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pg. 9 Year 11 Biology 2015 – 2016
(d)The total mass of the organisms at each level in the pyramid decreases as you move up the pyramid. Explain why. (4)
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(Total for question = 10 marks)
pg. 10 Year 11 Biology 2015 – 2016
Q5.)The diagram shows the carbon cycle. The letters A to F represent different processes in the carbon
cycle.
(a)Complete the table by naming the process represented by each letter.
The first one has been don for you.
(5)
pg. 11 Year 11 Biology 2015 – 2016
(b)(i)Some of the carbon in plants is found in the form of carbohydrates.
Name two carbohydrates found in plants. (2)
1 ........................................................................................................................................
2 ........................................................................................................................................
(ii)The molecule that genes are made from contains carbon. Name this molecule.
(1)
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(c)Describe how increasing levels of carbon dioxide in the air may cause global warming and explain
the possible consequences of global warming. (5)
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(Total for question = 13 marks)
pg. 12 Year 11 Biology 2015 – 2016
Q6.)Farmers have used selective breeding to produce cows that give high milk yields.
(a)Describe how selective breeding can be used to produce cattle that give high milk yields. (3)
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(b)The diagram shows a different way to obtain cows that produce high milk yields. The process is called embryo cloning.
In this process individual cells from an embryo known to have the potential to become a high milk yielding cow are separated before they become specialized. Each separated cell is then allowed to develop into a new embryo. These new embryos are then put into surrogate mothers.
(i)Where in the body of the surrogate mothers do the new embryos develop?
(1)
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pg. 13 Year 11 Biology 2015 – 2016
(ii)Suggest three advantages of producing cows with desirable characteristics using embryo
cloning rather than using selective breeding. (3)
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(c)Explain what is meant by the term clone. (2)
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(d) Name the type of cell division that produces an embryo from an individual cell. (1)
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(Total for question = 10 marks)
pg. 14 Year 11 Biology 2015 – 2016
Q7.)The diagram shows how water flow is controlled in a fish farm to maintain water quality.
(a)Name a waste product produced by the fish.
(1)
........................................................................................................................................................... (b) (i) Explain how the removal of fish waste helps to maintain water quality. (2)
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............................................................................................................................................................ ............................................................................................................................................................ (ii) Explain how adding antibiotics would also help to maintain water quality. (2)
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pg. 15 Year 11 Biology 2015 – 2016
(c)The fish waste from step 2 is used by the plants in steps 3 and 4. Describe how the fish waste
helps the plants to grow. (4)
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d)what could be done on this fish farm to prevent interspecific predation. (1)
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(Total for question = 10 marks)
pg. 16 Year 11 Biology 2015 – 2016
Q8.) Yeast can respire anaerobically and is used to produce beer.
(a)Write the word equation for anaerobic respiration in yeast. (2)
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(b)Describe a test you could use to identify the gas produced when yeast respires anaerobically. (2)
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(Total for question = 4 marks)
pg. 17 Year 11 Biology 2015 – 2016
Q9.)The passage describes cell division and reproduction in humans.
Complete the passage by writing a suitable word or words in each of the spaces.
Fully grown adults can produce sex cells or ........................................................... called sperm and
eggs. The ........................................................... cells are much smaller than the
........................................................... cells and have a powerful ...........................................................
to enable them to swim.
The cell division used to make sex cells is called ........................................................... and in males
this takes place in the ........................................................... .
The sperm cells pass out of the male along a tube called the ...........................................................
and into the female's body, then through the cervix and into the ...........................................................
in which fertilisation takes place.
(Total for question = 8 marks)
pg. 18 Year 11 Biology 2015 – 2016
Q10.)Describe the stages by which a bacterium can be genetically modified to produce large amounts of
a named human protein. (5)
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(Total for question = 5 marks)
pg. 19 Year 11 Biology 2015 – 2016
Q11.)The diagram shows some of the blood vessels and a nephron in the human kidney. The numbers represent the concentration of glucose at various places in the blood vessels and in the nephron, in arbitrary units.
(a)Explain how the structure of the blood vessels entering and leaving the glomerulus help to move
glucose into the Bowman's capsule. (2)
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b)What type of blood vessels are found in the glomerulus? (1)
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pg. 20 Year 11 Biology 2015 – 2016
(c) (i) Describe how glucose is reabsorbed from the nephron back into the blood. (2)
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(ii)Suggest why glucose needs to be returned to the blood. (2)
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(Total for question = 7 marks)
pg. 21 Year 11 Biology 2015 – 2016
Q12.)
(a) The table shows some of the levels of organisation within an organism.
Complete the table by inserting a tick ( ) to show the level of organisation of each example. The first one has been done for you.
(4)
(b) Place the following human structures in order of size from the smallest to the largest.
(2)
(Total for question = 6 marks)
pg. 22 Year 11 Biology 2015 – 2016
Q13.)The table shows the number of deaths in the United Kingdom in 2010 caused by cancer, lung diseases and circulatory diseases. The table also shows the number of these deaths caused by smoking.
(a) (i) What is the total number of deaths caused by all three diseases? (1)
............................................................................................................................................................ (ii)Calculate the percentage of the total number of deaths that are caused by smoking.
(Show your working.) (2)
percentage ........................................................... %
(b)Chemicals in cigarette smoke cause mutations in cells which can lead to cancer.
What is meant by the term mutation? (2)
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pg. 23 Year 11 Biology 2015 – 2016
(c) Emphysema is a lung disease that is usually caused by smoking. The diagram shows a cross section through two alveoli X and Y. Alveolus X is from a non-smoker and alveolus Y is from a smoker suffering from emphysema.
Use the diagram to suggest and explain the effect of emphysema on gas exchange.
(2)
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(d)Smoking can increase the risk of developing coronary heart disease.
Explain how coronary heart disease can cause death. (5)
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pg. 24 Year 11 Biology 2015 – 2016
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(Total for question = 12 marks)
pg. 25 Year 11 Biology 2015 – 2016
Q14.)(a) The diagram shows a plant cell drawn by a student.
(i) Label the diagram to show the selectively permeable membrane. (1)
(ii) Name three parts of a typical plant cell that are not found in an animal cell.
(3) 1 ........................................................................................................................................................
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(b) The diagram shows a glass container divided in half by a selectively permeable membrane. One half contains water and the other half contains sucrose solution.
pg. 26 Year 11 Biology 2015 – 2016
(i)Complete the diagram below to show the change to the level of the water and the level of the
sucrose solution after one hour. (1)
(ii)Name the process that causes the change in the level of the water and the level of the sucrose solution.
(1)
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(Total for question = 6 marks)
