GCSE Speciment Assesment and Ans 2011

GCSE in BIOLOGY Specimen Assessment Materials 1

For teaching from 2011

GCSE in BIOLOGY

SPECIMEN ASSESSMENT MATERIALS


Contents Page Unit 1

Question Paper (Foundation Tier) 5 Question Paper (Higher Tier) 27

Mark Schemes 47 Assessment Grids 61

Unit 2



Unit 3



Controlled Assessment 161


Candidate Name Centre Number Candidate Number

0

GCSE BIOLOGY FOUNDATION TIER (Grades G-C) BIOLOGY 1 – Adaptation, evolution and body maintenance SPECIMEN PAPER (1 hour)

INSTRUCTIONS TO CANDIDATES Write your name, centre number and candidate number in the spaces at the top of this

page. Answer all questions. Write your answers in the spaces provided in this booklet. INFORMATION FOR CANDIDATES The number of marks is given in brackets at the end of each question or part-question. You are reminded that assessment will take into account the quality of written

communication used in your answer to question 11.


1. Lemmings are small mammals that are found in the Arctic. Their main predator is the Arctic fox.

The graph shows the population of lemmings and Arctic foxes between 1988 and 2002.

(a) What happened to the number of lemmings when the number of Arctic foxes

was at its lowest? Suggest a reason. [2] Answer ........................................................................ Reason .............................................................................................................. ............................................................................................................................ (b) State two reasons for lemming numbers decreasing naturally, other than

predation. [2] ............................................................................................................................ ............................................................................................................................


2. Carbon dioxide gas constantly passes into and out of the air. (a) Complete the boxes in the diagram of the carbon cycle by choosing the

correct terms from the list below. [3] feeding, photosynthesis, respiration, burning.

(b) Scientists think too much carbon dioxide is going into the atmosphere.

Suggest how humans can help to reduce this problem. [1] ............................................................................................................................ ............................................................................................................................


3. The map shows the world distribution of both the Arctic and Fennec foxes and the mean annual temperatures where these animals are found. The Arctic fox is found throughout the Arctic and sub-Arctic tundra whilst the Fennec fox is found in the Sahara and Arabian deserts.


Using the information given, compare the features of both the Arctic and Fennec foxes and explain how the features allow them to survive in their environments. [3]

....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... .......................................................................................................................................

....................................................................................................................................... .......................................................................................................................................


4. Members of a clone of 'Bizzy-Lizzy' seedlings were planted at various distances from a north facing garden wall. The diagram shows the variation between the plants six weeks after planting.

(a) What is meant by the term variation? [1] ............................................................................................................................ ............................................................................................................................ (b) Suggest two reasons why the plants showed variation in height after six

weeks. [2] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (c) (i) Underline below, the type of variation shown by the plants. [1]

genetic

environmental

genetic and environmental

(ii) Give a reason for your answer to (c) (i). [1] ................................................................................................................ ................................................................................................................


5. (a) Cystic fibrosis is an inherited disease that affects about 10 000 people in Britain.

State the cause of cystic fibrosis. [1] ............................................................................................................................ (b) British researchers are to carry out large scale trials of a new gene therapy for

cystic fibrosis. The treatment involves inhaling a fine spray of liposomes into the airways of

the lungs. The diagram below shows the process.


(i) In early use of gene therapy for treating cystic fibrosis it was very difficult to get the normal gene into the cells lining the lungs. How does this new method overcome this problem? [1]

................................................................................................................ ................................................................................................................ ................................................................................................................ (ii) This large scale trial follows smaller trials on animals. Suggest one reason why organisations such as animal rights groups

oppose the use of animals for such purposes. [1] ................................................................................................................ ................................................................................................................


6. The diagram below (not drawn to scale) shows how soya bean plants have been genetically modified (GM) so that they are resistant to a herbicide (weedkiller) called 'Roundup'.


(a) State why the GM soya plant develops resistance to the weedkiller 'Roundup'. [1] ............................................................................................................................ (b) Explain the advantages to a farmer from growing a soya bean crop

genetically modified for herbicide resistance. [2] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (c) In 1999 the UK government asked researchers to investigate how growing

GM herbicide resistant crops might affect farmland wildlife. The research involved investigating and reporting on 266 field trials in the UK. In 2003 the researchers reported that there were differences in the

abundance of wildlife between GM and non-GM crops. Compared to the numbers found in the non-GM crop, the researchers found

the following:

Numbers compared to crops not genetically modified

GM crop plant Wildlife GM winter rape GM beet GM maize

Bees and butterflies fewer fewer more

Springtails (soil insects) more more more

(i) In March 2004 the UK government announced that two of the above

crops would not be grown in the UK in the near future. Suggest which two crops they are: [1]

.................................................. and .................................................. (ii) Suggest the reason for the government's decision. [1] ................................................................................................................ ................................................................................................................


7. An experiment was carried out to investigate the effect of alcohol on reaction times. A 100cm rule was placed above the finger and thumb of an adult volunteer as shown.

When released, the rule fell downwards between the finger and thumb. The

volunteer was asked to catch the rule as soon as possible after its release. The distance travelled by the rule before it was caught was recorded. Just before each test, except for the last one, the volunteer drank one unit of alcohol. The maximum amount of alcohol the body can get rid of is one unit per hour.

Here are the results:

Time from start / minutes Distance fallen by rule / cm 0 8

20 11

40 15

60 23

80 30

100 42

120 75


(a) Explain how the results show that drinking alcohol before driving could be dangerous. [2]

............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (b) Sima said that if the volunteer had drunk the same units spread equally over

a 6 hour period then there would not have been any effect. Do you agree with Sima? Explain your answer. [2]

............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (c) Suggest one improvement to the method which would have increased the

confidence in the results. [1] ............................................................................................................................ ............................................................................................................................


8. In North Wales there is a lake which is used for leisure activities such as fishing and water sports. The surrounding land had nitrate-based fertiliser added to it. As a result, the natural ecosystem has altered. It led to an increased population of insects called midges which breed in the lake and feed on water plants.

The insects were sprayed with a pesticide which killed 99% of them. The population recovered within 3 years. Now the pesticide has no effect on them.

Small fish ate the midges and were found to have 200 parts per million (p.p.m.) of pesticide in their bodies. Eventually it resulted in the deaths of over 1000 birds which ate small fish in the area. The birds had 1600 p.p.m. of the pesticide in their bodies.

(a) Explain how the fertiliser resulted in the increase in midges. [3] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (b) The amount of dissolved oxygen in the lake has decreased over the last few

years. If this continues, suggest how leisure activities on the lake would be affected. [1]

............................................................................................................................ ............................................................................................................................ (c) Explain the difference in the level of pesticides in the fish and the birds. [3] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................


9. In 2008 some year 11 students investigated the level of pollution in a stream running through a small town in South Wales. They had the information in Table A.

They sampled a 10 m length of the stream for the presence of four indicator species. Their results are shown in the bar chart below, along with earlier results from the

same stream. Table A

Indicator species Pollution Level Mayfly nymph Clean Caddis fly larva Low Water louse High Sludgeworm Very high

(a) What can you conclude from the results about the level of pollution in the

stream? Give your reasons. [3] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................

20

15

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0 2000 2004 2008

Year

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ber

Slu

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fly n

ymph

Slu

dgew

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Wat

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rva

May

fly n

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May

fly n

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Cad

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(b) Nona said that these samples should be taken at the same time each year but Rhys said it doesn’t matter.

State who you think is right, giving a reason. [1] ............................................................................................................................ ............................................................................................................................ (c) State one other non-biological factor that could be measured and used as

an indicator of the level of pollution in the stream. [1] ....................................................................


10. Seven types of foxes are listed below. Their scientific names are given next to their common names.

Common name Scientific name

Arctic fox Alopex lagopus

European fox Vulpes vulpes

Bat-eared fox Otocyon megalotis

Fennec fox Fennecus zerda

Sand fox Vulpes velox

Grey fox Urocyon cinereoargentus

Kit fox Vulpes ruppelli

(a) State three foxes which you would expect to have the most similar DNA. [1] ............................................................................................................................ (b) In the 18th century Carl Linnaeus developed the system of giving all living

organisms a two word scientific name. How does this system help scientists in different countries who are studying

these animals? [1] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................


11. The diagram shows a section through the skin.

Describe and explain how the blood vessels and sweat glands help to control body

temperature in hot conditions. [6 QWC] ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... .......................................................................................................................................


12. An investigation was carried out into the energy content of three different types of foods using apparatus A and apparatus B. The change in temperature of the water was measured using a thermometer in A and B. The rise in temperature was used to calculate the energy released by the food, in kilojoules.


The results were as follows:

Type of food Energy content / kJ g-1

Apparatus A Apparatus B Carbohydrate 10.3 19.3

Fat 21.0 28.0

Protein 10.4 19.3

(a) Use the diagram to explain the higher numbers in the results for apparatus B. [3] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (b) Why is it important to the health of people that the labels on food containers

give information about energy content? [1] ............................................................................................................................ ............................................................................................................................


13. Gregor Mendel made important discoveries on how characteristics or traits are passed from parents to offspring.

In one of his experiments he crossed pea plants that produced seeds with round coats with plants that produced seeds with wrinkled coats.

The result of this cross were plants (F1) that only produced round coated seeds.

Mendel explained this by saying that pea plants passed on factors (alleles) from one generation to the next. He also said the factor for round seeds is dominant over the factor for wrinkled seeds.

Use the information in the passage and your knowledge to answer the following

questions. (a) The following shows how the F1 plants were produced in Mendel's

experiment where: R = allele for round seeds r = allele for wrinkled seeds

Complete the Punnett square to show the genotypes produced in this cross. [2] F1

gametes


(b) (i) Mendel then crossed two of these F1 plants together. Draw your own Punnett square and complete it to show the genotypes of the offspring that would be produced. [2]

(ii) What is the ratio of round to wrinkled seeds produced above? [1] ................................... round: ................................... wrinkled (iii) When Mendel carried out the cross shown on the previous page he repeated

the experiment hundreds of times. These are some of the results he obtained:

Experiment number

Number of seeds obtained

Round Wrinkled

1 27 8

2 24 7

3 32 11

4 74 24

5 17 6 How do the results of Mendel's experiments compare to your answer in (b)(ii)? [1] ............................................................................................................................ (c) Why was the importance of Mendel's discovery about inheritance not

recognised until long after his death? [1] ............................................................................................................................ ............................................................................................................................



0

GCSE BIOLOGY HIGHER TIER (Grades D-A*) BIOLOGY 1 – Adaptation, evolution and body maintenance SPECIMEN PAPER (1 hour)



communication used in your answers to questions 3 and 11.


1. In 2008 some year 11 students investigated the level of pollution in a stream running through a small town in South Wales. They had the information in Table A.

They sampled a 10 m length of the stream for the presence of four indicator species. Their results are shown in the bar chart below, along with earlier results from the

same stream. Table A

Indicator species Pollution Level Mayfly nymph Clean Caddis fly larva Low Water louse High Sludgeworm Very high

(a) What can you conclude from the results about the level of pollution in the

stream? Give your reasons. [3] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................

20

15

10

5

0 2000 2004 2008

Year

Num

ber

Slu

dgew

orm

Wat

er lo

use

Cad

dis

fl y la

rva

May

fly n

ymph

Slu

dgew

orm

Wat

er

lous

e

Cad

dis

fl y la

rva

May

fly n

ymph

May

fly n

ymph

Cad

dis

fl y la

rva

Wat

er lo

use

Slu

dgew

orm


(b) Nona said that these samples should be taken at the same time each year but Rhys said it doesn’t matter.

State who you think is right, giving a reason. [1] ............................................................................................................................ ............................................................................................................................ (c) State one other non-biological factor that could be measured and used as

an indicator of the level of pollution in the stream. [1] ....................................................................


2. Seven types of foxes are listed below. Their scientific names are given next to their common names.

Common name Scientific name

Arctic fox Alopex lagopus

European fox Vulpes vulpes

Bat-eared fox Otocyon megalotis

Fennec fox Fennecus zerda

Sand fox Vulpes velox

Grey fox Urocyon cinereoargentus

Kit fox Vulpes ruppelli

(a) State three foxes which you would expect to have the most similar DNA. [1] ............................................................................................................................ (b) In the 18th century Carl Linnaeus developed the system of giving all living

organisms a two word scientific name. How does this system help scientists in different countries who are studying

these animals? [1] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................


3. The diagram shows a section through the skin.

Describe and explain how the blood vessels and sweat glands help to control body

temperature in hot conditions. [6 QWC] ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... .......................................................................................................................................


4. An investigation was carried out into the energy content of three different types of foods using apparatus A and apparatus B. The change in temperature of the water was measured using a thermometer in A and B. The rise in temperature was used to calculate the energy released by the food, in kilojoules.


The results were as follows:

Type of food Energy content / kJ g-1

Apparatus A Apparatus B Carbohydrate 10.3 19.3

Fat 21.0 28.0

Protein 10.4 19.3

(a) Use the diagram to explain the higher numbers in the results for apparatus B. [3] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (b) Why is it important to the health of people that the labels on food containers

give information about energy content? [1] ............................................................................................................................ ............................................................................................................................


5. Gregor Mendel made important discoveries on how characteristics or traits are passed from parents to offspring.

In one of his experiments he crossed pea plants that produced seeds with round coats with plants that produced seeds with wrinkled coats.

The result of this cross were plants (F1) that only produced round coated seeds.

Mendel explained this by saying that pea plants passed on factors (alleles) from one generation to the next. He also said the factor for round seeds is dominant over the factor for wrinkled seeds.

Use the information in the passage and your knowledge to answer the following

questions. (a) The following shows how the F1 plants were produced in Mendel's

experiment where: R = allele for round seeds r = allele for wrinkled seeds

Complete the Punnett square to show the genotypes produced in this cross. [2] F1

gametes


(b) (i) Mendel then crossed two of these F1 plants together. Draw your own Punnett square and complete it to show the genotypes of the offspring that would be produced. [2]

(ii) What is the ratio of round to wrinkled seeds produced above? [1] ................................... round: ................................... wrinkled (iii) When Mendel carried out the cross shown on the previous page he repeated

the experiment hundreds of times. These are some of the results he obtained:

Experiment number

Number of seeds obtained

Round Wrinkled

1 27 8

2 24 7

3 32 11

4 74 24

5 17 6 How do the results of Mendel's experiments compare to your answer in (b)(ii)? [1] ............................................................................................................................ (c) Why was the importance of Mendel's discovery about inheritance not

recognised until long after his death? [1] ............................................................................................................................ ............................................................................................................................


6. Bovine tuberculosis (bTB) is a very serious disease of cattle in Britain. It is caused by a bacterium. There is very strong evidence of a link between bTB in

cattle and bTB in badgers. The arrows in the following diagram show the ways in which bTB can be transferred.

The Government asked scientists to investigate whether the culling (controlled killing)

of badgers would reduce the number of cases of bTB in cattle herds. These are the conclusions of two of the reports: "badger culling can make no meaningful contribution to bTB control in Britain" (Bourne Report 2007) "the removal of badgers could make a significant contribution to the control of bTB ..." (King Report 2007)


Study the diagram opposite and suggest one reason why: (a) the Bourne report concluded that culling badgers would have no effect on

bTB control; [1] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (b) the King report concluded that culling badgers would have an effect on bTB

control. [1] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (c) Using the information, suggest why some organisations object to the culling of

badgers in an attempt to control bTB. [1] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................


7. The map shows the main pollution levels in some rivers which enter the North Sea.

(a) Use the data on the map to suggest how agriculture and industry cause water

pollution. (i) Agriculture [1] ................................................................................................................ ................................................................................................................ (ii) Industry [1] ................................................................................................................ ................................................................................................................


(b) (i) In which river would you expect to have the lowest concentration of oxygen? [1]

............................................................. (ii) Explain, in detail, why this river would have the lowest concentration of

oxygen. [4] ................................................................................................................ ................................................................................................................ ................................................................................................................ ................................................................................................................ ................................................................................................................ ................................................................................................................ ................................................................................................................ ................................................................................................................ (c) It was noted that many birds that eat fish have been found dead near the

mouth of the rivers Elbe and Rhine. Suggest two possible reasons for the death of these birds. [2] (i) ................................................................................................................ (ii) ................................................................................................................


8. The diagram shows the flow of energy through a food chain in kilojoules per square metre per year.


(a) Some energy is lost at points A and B. State two ways in which this energy could be lost. [2]

(i) ................................................................................................................ (ii) ................................................................................................................ (b) Complete the table by calculating the percentage efficiency, of energy

transferred, from the barley to the cow.

Organism Energy received (kJm-2y-1)

Energy passed on (kJm-2y-1)

Percentage efficiency of energy

transferred

Barley 1 000 000 3000 0.3

Cow

[1] (c) Explain why it would be more efficient for humans to eat barley rather than

meat from cows. [3] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (d) Suggest one disadvantage to humans of eating a diet of barley only. [1] ............................................................................................................................ ............................................................................................................................


9. Warfarin has been used as a poison to kill rats which compete with humans for stored grain.

(a) In 1959, Warfarin-resistant animals appeared in Welshpool in mid-Wales and

began to spread. The spread of Warfarin resistance between 1967 and 1970 is shown in the map below.

Explain how Warfarin resistance has increased. [4] ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... (b) Suggest how the development of Warfarin resistance can be used to support

Charles Darwin's theory of evolution. [2] ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... .......................................................................................................................................


10. Some plants, like the pitcher plant shown below, collect rain water in their modified cup-like leaves.

Insects and small frogs collect in the water.

The dead and decaying insects and other animals contain protein. The frogs which

live in the water excrete urea. (a) Use your knowledge of the nitrogen cycle to explain how nitrate, used by the

plant, can be produced in the water in the cup-like leaves. [3] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................


(b) Scientists have investigated the processes taking place in the cup-like leaves. They took samples of liquid from the cup-like leaves and added them to urea in two specimen tubes as shown in the diagrams.

The specimen tubes were kept at 25°C for 12 hours.

At the start of the investigation the indicator paper in both specimen tubes

was yellow. After 12 hours, the indicator paper in A was green, but in B it was still yellow.

(i) Explain how the results for tube B suggest that an enzyme was

responsible for the change in tube A. [1] ................................................................................................................ ................................................................................................................ (ii) Suggest the type of organism which could produce the enzyme which

acted on the urea. [1] ................................................................


11. Describe and explain how negative feedback mechanisms regulate the level of glucose in the blood. [6 QWC]

....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... .......................................................................................................................................


MARK SCHEMES


General Marking Instructions 1. Over-rigidity in the interpretation of the mark scheme is not intended and it is

accepted that points may be made in a variety of different ways including converse and counterpoints.

2. Phonetic spelling is allowed except where there is a possibility that scientific terms

might be confused. 3. When candidates list alternative answers to short answer questions, the general

principle to be followed is: right + wrong = no mark. In a question requiring a set number of responses, where a candidate has supplied extra responses above the required number each error/contradiction negates one correct response, however responses considered neutral (ie not incorrect) are not penalised.

4. The principle of error carried forward is generally applied where an incorrect value

calculated in one part of a question is treated as being correct for the purposes of subsequent parts.

5. When marking calculations, substitution into an incorrect equation is not credited and

hence subsequent calculations within that section will score zero. 6. Alternative answers are accepted even if not noted on the marking scheme as long

as they are appropriate, correct and valid in the context of the science. Note that in some cases specific terms are a requirement. Any uncertainty about the acceptability of an answer is clarified by consultation with the Principal examiner or Team Leader.

7. Marking Quality of Written Communication: The marking scheme for these questions

includes indicative content which gives the outline of the content of a good answer. Candidates should generally cover most, if not quite all, of the points in the indicative content to achieve the highest mark band on these questions and if candidates present alternative valid approaches these are equally acceptable. The tests to be applied are coherence, which is expressed well scientifically, as well as completeness and correct science at an appropriate level.

8. Abbreviations used in marking schemes: / = alternative points c.e. = consequential error not: = unacceptable answer(s) allow: = not an ideal answer but considered just worthy of credit on this occasion (un)qual(ified) = only acceptable as (part of) an answer if extra detail or explanation

is provided AVP = any valid point owtte = or words to that effect reference to… = implies that these general ideas are required although they may be

expressed differently or made using different terminology and in a different sequence.


Biology 1 Marking Scheme

Foundation Tier 1. (a) (large) increase/growth in numbers (not: more lemmings) [1] Fewer foxes so less predation from/fewer foxes to kill/eat lemmings [1] (not: no foxes/ no hunting or catching) (b) Shortage of food/space/disease/loss of habitat/competition for food [2] (not: named disease/habitat loss due to humans) (Any 2) Question Total [4] 2. (a) Any three terms, correctly placed – burning, respiration, photosynthesis,

feeding (2 correct 2 marks, 1 correct 1 mark) [3] (b) less deforestation or use alternative energy generation/fewer flights or equivalent valid point

e.g. use cars less often/less fuel. [1] Question Total [4] 3. Reference to: Ear length – smaller the ears the less heat lost through them. [1] Coat colour – correct reference to camouflage from predators / prey including reference to background colour i.e. sand / snow [1] Body mass − The larger the body (mass) the less heat is lost through the surface/

retains more heat [1] (not: ref. insulation/keeping warm) Question Total [3]


4. (a) differences between members of the same species/organisms of the same kind/type/ Bizzy Lizzies [1] (b) plants nearest the wall/some plants had less sun or light/more shade less water cooler temperature or converse (not: nutrients/chemicals) (i.e. two from light/water/temperature) [2] (c) (i) environmental [1] (ii) they had the same genes/DNA (or similar statement) / they are a

clone (not: ref. to growth conditions unqual.) [1] Question Total [5] 5. (a) Disease passed on or inherited in the genes / faulty gene. (not : ref. recessive alleles / mutated gene / symptoms unqual) [1] (b) (i) By using liposomes which merge with the cells lining the airways [1] (ii) e.g. animals are so different from humans that they do not react to drugs in the same way as humans do/ humans do not have the right to subject animals to any form of experimentation/AVP (not : its unethical / against morals) [1] Question Total [3] 6. (a) because it now contains/has the gene for herbicide resistance from the weed

(not: have inherited gene from weed) [1] (b) One mark can be awarded for a correct and relevant point e.g. can spray the soya without harming it to reduce weeds [1] The second mark can only be awarded if the candidate coherently and

correctly links the consequence to the point above e.g. there would be greater yield of crop because there is less competition (from

weeds) [1] allow: ref. to finance/ probably uses less herbicide (not: doesn't damage environment unqual) (c) (i) (GM) winter rape and (GM) beet (both needed for mark) [1] (ii) The numbers of butterflies and/or bees were reduced [1] (not: reduces wildlife) Question Total [5]


7. (a) One mark can be awarded for a correct and relevant point e.g. alcohol increases reaction time/reactions become slower as more alcohol

is taken [1] The second mark can only be awarded if the candidate coherently and

correctly links the consequence to the point above e.g. leading to impairment of judgement/reduced concentration so increasing risk

of accidents [1] (not: reaction time becomes slower) (b) One mark can be awarded for a correct and relevant point e.g. (Agree with Sima because)

in the experiment 6 units were consumed but the body can get rid of one unit per hour [1] The second mark can only be awarded if the candidate coherently and correctly links the consequence to the point above e.g. therefore if 6 units were taken over 6 hours then no effect would be shown as 6 units would be got rid of in this time/owtte [1]

(c) Repeat readings/take more than one reading each time [1] (not: take more readings at chosen intervals) Question Total [5] 8. (a) One mark can be awarded for a correct and relevant point e.g. nutrients/nitrates from fertiliser [1]

The second and third marks can only be awarded if the candidate coherently and correctly links each consequence to the point above it e.g.

which caused more plant growth [1] therefore more food for midges [1] (b) Decrease in fish/fishing/water becomes stagnant/algae make water

unsuitable for water sports (not: decrease unqualified) [1]

(c) Two marks can be awarded for two correct and relevant points e.g. pesticide not broken down/excreted/persistent in body [1]

it enters food chain/food web or description of chain/web [1] The third mark can only be awarded if the candidate coherently and correctly links the consequence to the point above it e.g.

so becomes more concentrated/builds up/increases in body more so [1] in birds which are further up the food chain

Question Total [7] 9. (a) The level of pollution is decreasing / the stream has become cleaner. [1]

The species that live in cleaner water have increased or specific examples. [1] The species that live in polluted water have decreased or specific examples. [1]

(b) (Nona because) water conditions such as temperature must be the same to be a valid comparison. [1]

(c) Oxygen/pH/heavy metals/nitrate/phosphate/pesticide (Any 1) [1] Question total [5]


10. (a) European fox, Sand fox and Kit fox (or scientific names) [1] (b) Because the scientific name is the same in all countries / universal / the common name differs in different countries [1] (not: global language) Question Total [2] 11. Indicative content:

In hot conditions the blood vessels get wider/dilate (or vasodilation occurs), so the vessels carry more blood and therefore carry more heat. Sweat glands produce more sweat which evaporates which takes energy. Therefore more energy / heat is lost / heat lost faster / radiated which cools the body.

5 – 6 marks The candidate constructs an articulate, integrated account correctly

linking relevant points, such as those in the indicative content, which shows sequential reasoning. The answer fully addresses the question with no irrelevant inclusions or significant omissions. The candidate uses appropriate scientific terminology and accurate spelling, punctuation and grammar.

3 – 4 marks The candidate constructs an account correctly linking some relevant

points, such as those in the indicative content, showing some reasoning. The answer addresses the question with some omissions. The candidate uses mainly appropriate scientific terminology and some accurate spelling, punctuation and grammar.

1 – 2 marks The candidate makes some relevant points, such as those in the

indicative content, showing limited reasoning. The answer addresses the question with significant omissions. The candidate uses limited scientific terminology and inaccuracies in spelling, punctuation and grammar.

0 marks The candidate does not make any attempt or give a relevant answer

worthy of credit.

Question Total [6] 12. (a) Three features in the diagrams plus a correct reason clearly linked to each. the results are higher in B because: insulation is present which reduces heat loss (not: no heat loss) [1] the stirrer gives an even distribution of heat [1] any other suitable e.g. more complete burning of food because oxygen is fed in; crumbling increases surface area so more complete burning takes

place [1] (b) Excess energy stored as fat - obesity, health implications, ref. to weight-gain

due to diet. [1] Question Total [4]


13. (a) gametes R R r Rr Rr r Rr Rr Gametes correct

Genotypes correct using gametes given by candidate.

[1] [1]

(b) (i) gametes R r R RR Rr r Rr rr Gametes correct

Genotypes correct using gametes given by candidate. (Allow consequential error)

[1] [1]

(ii) 3:1/75%:25% (not: 75:25 or fraction) [1]

(iii) Mendel's results are approximately = 3:1. ratios the same (not: results the same/unequal results agree with

nine)

[1]

(c) Any one of the following: the existence of genes/DNA was not known or understood Mendel worked in a small laboratory with few people to carry on his

work after his death there was little interest in the results of Mendel's experiments at the

time (not: it wasn't believed/ref. religion)

[1]

Question Total [7]



Higher Tier 1. (a) The level of pollution is decreasing / the stream has become cleaner. [1]

The species that live in cleaner water have increased or specific examples. [1] The species that live in polluted water have decreased or specific examples. [1]

(b) (Nona because) water conditions such as temperature must be the same to be a valid comparison. [1]

(c) Oxygen/pH/heavy metals/nitrate/phosphate/pesticide (Any 1) [1] Question Total [5] 2. (a) (i) European fox, Sand fox and Kit fox (or scientific names) [1] (b) Because the scientific name is the same in all countries / universal / the common name differs in different countries [1] (not: global language) Question Total [2] 3. Indicative content: In hot conditions the blood vessels get wider/dilate (or vasodilation occurs), so the

vessels carry more blood and therefore carry more heat. Sweat glands produce more sweat which evaporates which takes energy. Therefore more energy / heat is lost / heat lost faster / radiated which cools the body.








worthy of credit.

Question Total [6]


4. (a) Three features in the diagrams plus a correct reason clearly linked to each. The results are higher in B because: Insulation is present which reduces heat loss (not: no heat loss). [1] The stirrer gives an even distribution of heat. [1] Any other suitable e.g. more complete burning of food because oxygen is fed in; crumbling increases surface area so more complete burning takes

place [1] (b) Excess energy stored as fat - obesity, health implications, ref. to weight-gain

due to diet. [1] Question Total [4] 5. (a) gametes R R r Rr Rr r Rr Rr Gametes correct

Genotypes correct using gametes given by candidate. [1] [1]

(b) (i) gametes R r R RR Rr r Rr rr Gametes correct

Genotypes correct using gametes given by candidate. (Allow consequential error)

[1] [1]

(ii) 3:1/75%:25% (not: 75:25 or fraction) [1]

(iii) Mendel's results are approximately = 3:1. ratios the same (not: results the same/unequal results agree with

nine)

[1]

(c) Any one of the following: The existence of genes/DNA was not known or understood; Mendel worked in a small laboratory with few people to carry on his

work after his death; There was little interest in the results of Mendel's experiments at the

time. (not: it wasn't believed/ref. religion)

[1]

Question Total [7]


6. (a) because badgers could move into the area/new areas (to fill vacant niches) / because of the movement of cattle between herds/one farm to another. [1] (b) because it would remove a possible source of the infection in cattle/cattle can be infected by badgers. [1] (c) the evidence is contradictory/gives two opinions/unreliable [1] Question Total [3] 7. (a) (i) Fertiliser/ nitrates/phosphates used on farmland leaching into water/sea [1] (allow: ref. nitrogen/phosphorus/NP) (ii) Heavy metal or named e.g. copper/Cu, lead/Pb, zinc/Zn in factory waste [1] (b) (i) Rhine [1] (ii) One mark can be awarded for a correct and relevant point e.g.

it has the most/highest nitrate/nitrogen OR phosphate [1] The other three marks can only be awarded if the candidate coherently and correctly links each consequence to each point above it e.g. which causes increased plant/algal growth [1] when these die they are decomposed by bacteria [1] (allow: fungi, not: microbes) which respire so using up oxygen/reduce oxygen concentration [1]

(c) Starvation due to lack of fish [1] Heavy metal/lead cause poisoning/build up to a toxic level [1]

(not: dangerous level/toxins/ bioaccumulation unqual.) Question Total [9] 8. (a) Any 2 from: respiration/heat production/movement (once only)/other

consumers/not all eaten/to decomposers/decay/ excretion/growth/evaporation (not: used for life processes) [2]

(b) 3000, 300, 10 (3 needed for 1 mark) [1] (c) One mark is available for a correct and relevant point e.g.

Energy is lost during each step of chain/each trophic level [1]

The other two marks can only be awarded if the candidate coherently and correctly links each consequence to the point above it e.g.

by eating barley there are fewer steps/stages compared to eating meat; [1] so more energy/food available/ ref. figures. [1] (d) Malnutrition/lack of a balanced diet/other nutrients required such as

proteins/fats [1] Question Total [7]


9. (a) Three marks can be awarded for three correct and relevant points e.g. a mutation occurred/was present [1] which allowed some rats to resist the effects of/were not killed by warfarin [1] these survived to reproduce [1] The fourth mark can only be awarded if the candidate coherently and correctly links the consequence to the point above it e.g. therefore pass on genes/mutation to their offspring which continued to have an advantage in the population [1]

(b) Shows a change in a species taking place in/over very short time [1] Illustrates natural selection/survival of fittest (to breed) [1] Question Total [6] 10. (a) One mark for making a correct and relevant point e.g. action of bacteria/decomposers. (allow: fungi, not: microbes) [1]

The second and third marks can only be awarded if the candidate coherently and correctly links each process to the point above it e.g. which change protein/urea from animals in the water to ammonium compounds

(allow: ammonia/ amino acids) [1] which are changed to nitrates (by (nitrifying) bacteria) [1] (b) (i) The boiled sample did not show any pH change and as [1] boiling denatures/destroys enzymes the reaction (in tube A) is probably due to an enzyme. (not: kills enzymes) (ii) Bacteria/decomposers [1] (not: ref. nitrifying/denitrifying) Question Total [5]


11. Indicative content: A rise in glucose concentration in the blood causes the pancreas to secrete more insulin. The insulin increases the uptake of glucose by the cells and causes the liver to convert glucose to glycogen. This reduces the level of glucose in the blood. When the glucose level falls too low there is a decrease in insulin production by the pancreas. The pancreas releases glucagon which stimulates the breakdown of glycogen. These effects increase the level of glucose in the blood. The balance between these effects keeps the concentration of glucose in the blood within normal/optimum limits. 5 – 6 marks The candidate constructs an articulate, integrated account correctly







worthy of credit. Question Total [6]


ASSESSMENT GRIDS

GCSE in BIOLOGY Specimen Assessment Materials 63 MARK SPECIFICATION GRID

Biology 1

Specimen assessment

FOUNDATION TIER

B1 - Adaptation, evolution and body maintenance

Assessment Objective Total Mark

AO1 AO2 AO3

Target Totals for Paper 24 21 15 60 HSW QWC

Question Number

Specification Reference

1. (a) 1 (d) (e)

2 4

(b) 2 2. (a)

2 (i) (j) 3

4

(b) 1 3. 1 (c) 2 1 3 4. (a)

4 (a) 1

5

(b) 1 1 (c) 1 1 5. (a)

4 (d), 7 (f) 1

3

(b) (i) 1 (ii) 1 6. (a)

3 (i) (j)

1

5

(b) 1 1 (c) (i) 1 (ii) 1 7. (a)

6 (b), 7 (c) 1 1

5

(b) 1 1 (c) 1 8. (a)

2 (b) (d) 2 1

7

(b) 1 (c) 2 1 9. (a)

2 (c) 2 1

5

(b) 1 (c) 1 10. (a)

1 (b) 1

2

(b) 1 11. 6 (g) 4 2 6 12. (a)

7 (a) (b) 1 2

4

(b) 1 13. (a)

3 (g) (h)

2

7

(b) (i) 2 (ii) 1 (iii) 1 (c) 1 Raw Totals: 23 23 14 60


MARK SPECIFICATION GRID

Biology 1

Specimen assessment

HIGHER TIER

B1 - Adaptation, evolution and body maintenance Assessment Objective Total

Mark

AO1 AO2 AO3 Target Totals for

Paper 24 21 15 60 HSW QWC

Question Number


1. (a) 2 (c)

2 1 5

(b) 1 (c) 1 2. (a)

1 (b) 1

2

(b) 1 3. 6 (g) 4 2 6 4. (a)

7 (a) (b) 1 2

4

(b) 1 5. (a)

3 (g) (h)

2

7

(b) (i) 2 (ii) 1 (iii) 1 (c) 1 6. (a)

2 (b)

1 3

(b) 1 (c) 1 7. (a) (i)

2 (d)(e)

1

9

(ii) 1 (b) (i) 1 (ii) 2 2 (c) 1 1 8. (a)

2 (f) (g)

2

7

(b) 1 (c) 3 (d) 1 9. (a)

5 (c)(d) 2 2

6

(b) 1 1 10. (a)

2 (l) (m) 2 1

5

(b) (i) 1 (ii) 1 11. 6(h) 5 1 6 Raw Totals: 26 21 13 60



0

GCSE BIOLOGY FOUNDATION TIER (Grades G-C) BIOLOGY 2 − Cells and metabolism, digestion and respiration, biodiversity SPECIMEN PAPER (1 hour)



communication used in your answers to question 9(b).


1. Red deer have 68 chromosomes in their body cells. The diagram below shows the cell divisions which take place in red deer when

gametes are produced by meiosis.

Body cell from which gametes are made

(a) State the number of chromosomes in cell B. [1] ........................................... (b) Apart from numbers of chromosomes, give one other benefit of meiosis for

the production of gametes. [1] ...........................................................................................................................


2. Biological washing powders contain enzymes. A student carried out an investigation with a biological washing powder as follows.

Four pieces of material were stained with egg which is mainly protein and fat. Each piece of material was then soaked in a solution of the biological washing powder. The four pieces of material were left at different temperatures for 15 minutes and are shown in the diagram as they looked before and after the investigation.

(a) State three factors, other than time, which should be kept constant in this

investigation. [3] (i) ........................................................... (ii) ........................................................... (iii) .......................................................... (b) (i) From the results, which temperature would you recommend for use

with this washing powder? [1] ........................................... (ii) State the reason for your choice. [1] ............................................................................................................... ............................................................................................................... (iii) Give two ways in which you could improve the level of confidence that

this is the best temperature to use. [2] ............................................................................................................... ............................................................................................................... ............................................................................................................... .


3. The apparatus below is used to show that heat energy is produced by germinating peas.


(a) Three thermos flasks, A, B, and C, were set up as shown in the table below. The temperature of each flask was noted over 5 days.

Temperature in °C

Monday Tuesday Wednesday Thursday Friday

Flask A - live germinating peas 20.0 20.5 23.5 23.7 24.2

Flask B - dead peas 20.0 20.0 28.5 31.0 38.0

Flask C - dead, disinfected peas 20.0 20.0 20.0 20.0 20.0

(i) Explain the temperature rise in flask A. [1] ............................................................................................................... ............................................................................................................... (ii) The peas in flask B were dead so why did the temperature increase? [2] ............................................................................................................... ............................................................................................................... (b) (i) Why is it important to use a thermos or vacuum flask rather than a

glass beaker? [1] ............................................................................................................... (ii) Why was a cotton wool plug used instead of a rubber bung? [1] ...............................................................................................................


4. Green leaves of four different sizes were placed in tubes, as shown in the diagram, and left in the light. Each tube contained an equal quantity of an indicator which changes from red to purple when it becomes less acidic. The presence of carbon dioxide increases acidity.

The time taken for the indicator to change from red to purple in each tube is recorded

in the table below.

Leaf size Time taken from indicator to change from red to purple / minutes

Small 63

Medium 47

Large 26

Very large 18 (a) Explain how a biological process in the leaves caused the indicator to change

from red to purple. [3] ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................


(b) Give a reason why the indicator in the tube with the largest leaf changed colour the quickest. [1]

........................................................................................................................... (c) After 60 minutes which tube would be expected to contain the most oxygen? Underline the correct answer. [1] The tube with the: small leaf medium leaf large leaf very large leaf (d) If the apparatus was kept in the dark for several hours, which tube would

contain the most oxygen at the end of the period? [1] Underline the correct answer. The tube with the: small leaf medium leaf large leaf very large leaf


5. The diagram below shows the human respiratory system.

(a) Label parts A to C on the diagram. [3] (b) The table below shows some of the contents of inhaled and exhaled air.

Gas Inhaled air (%) Exhaled air (%)

Oxygen 20 15

Carbon dioxide 0.03 4 (i) Explain the decrease in oxygen in exhaled air. [2] ............................................................................................................... ............................................................................................................... ............................................................................................................... ............................................................................................................... (ii) Explain the increase in carbon dioxide in exhaled air. [2] ............................................................................................................... ............................................................................................................... ............................................................................................................... ...............................................................................................................


6. The kakapo is a flightless parrot found only in New Zealand. It lives and nests on the ground.

In 2002 there were 86 kakapo alive in New Zealand. They were all under the

protective care of the Department of Conservation and the kakapo was classed as extinct in the wild.

The diagram below shows the mammals introduced into New Zealand by people and how these animals interact with the kakapo.


(a) Using only the information given, state two reasons why the number of kakapo fell before they were taken into protective care. [2]

1. ...................................................................................................................... 2 ...................................................................................................................... (b) The New Zealand Department of Conservation moved all the remaining

kakapo from the mainland to carefully chosen small islands off the coast. Suggest one reason why small islands were chosen. [1]

.......................................................................................................................... .......................................................................................................................... (c) Suggest one ethical issue surrounding the conservation of the kakapo. [1] .......................................................................................................................... .......................................................................................................................... ..........................................................................................................................


7. The diagrams show two potato cylinders after they had been left for 24 hours in different solutions. At the beginning of the experiment they both looked like diagram A.

(a) Explain, in terms of water movement, why B is different to A. [4] ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... (b) State how you could make the cylinder in B change back to the way it looked

at the beginning of the experiment. [1] ........................................................................................................................... ...........................................................................................................................


8. The diagram below shows the human digestive system.

(a) Label parts A and B on the diagram. [1] (b) What is meant by the term digestion? [3] .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... (c) Describe the digestion in the small intestine of a meal containing

carbohydrate, protein and fat. [4] .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... ..........................................................................................................................


9. The activity of the enzyme carbohydrase on starch can be investigated using the following apparatus which measures the amount of light passing through the solution.

The solution in the boiling tube consisted of starch, carbohydrase and iodine. The following graph appeared on the computer screen at the end of the investigation.


(a) Iodine is used to test for starch. In the presence of starch, iodine changes colour from

..................................................... to ..................................................... [1] (b) Describe and explain the results seen in the graph by referring to the

expected colour changes and reactions taking place in the boiling tube. [6 QWC] .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... (c) On the graph, draw a line to show what result you would expect if boiled,

cooled carbohydrase was used with a solution of starch and iodine. [1] (d) Describe a test that you would carry out to show the end product of the

reaction taking place in the boiling tube. [2] .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... ..........................................................................................................................


10. (a) Define the term biodiversity. [2] .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... (b) Floating pennywort is an alien plant species in Britain. It grows in slow

flowing waterways such as canals and lakes where it forms dense mats which grow at the rate of 20cm a day. Floating pennywort out-competes native plants, reduces the oxygen content of water and has a damaging effect on flood control.

(i) What is meant by an alien species? [1]

............................................................................................................... ...............................................................................................................

(ii) State one harmful effect that floating pennywort could have on native

wildlife. [1]

............................................................................................................... ...............................................................................................................


(c) In Florida, the southern army worm is known to eat floating pennywort and in Argentina there is a weevil (an insect) that only eats floating pennywort.

What advice would you give the Environment Agency about the dangers of introducing these organisms into Britain as methods of biological control against floating pennywort? [2]

........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................



0

GCSE BIOLOGY HIGHER TIER (Grades D-A*) BIOLOGY 2 − Cells and metabolism, digestion and respiration, biodiversity SPECIMEN PAPER (1 hour)



communication used in your answers to questions 2(b) and 7.


1. The diagram below shows the human digestive system.

(a) Label parts A and B on the diagram. [1] (b) What is meant by the term digestion? [3] .......................................................................................................................... ......................................................................................................................... .......................................................................................................................... .......................................................................................................................... (c) Describe the digestion in the small intestine of a meal containing

carbohydrate, protein and fat. [4] .......................................................................................................................... ......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... ..........................................................................................................................


2. The activity of the enzyme carbohydrase on starch can be investigated using the following apparatus which measures the amount of light passing through the solution.

The solution in the boiling tube consisted of starch, carbohydrase and iodine. The following graph appeared on the computer screen at the end of the investigation.


(a) Iodine is used to test for starch. In the presence of starch, iodine changes colour from

..................................................... to ..................................................... [1] (b) Describe and explain the results seen in the graph by referring to the

expected colour changes and reactions taking place in the boiling tube. [6 QWC] .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... (c) On the graph, draw a line to show what result you would expect if boiled,

cooled carbohydrase was used with a solution of starch and iodine. [1] (d) Describe a test that you would carry out to show the end product of the

reaction taking place in the boiling tube. [2] .......................................................................................................................... .......................................................................................................................... …....................................................................................................................... ..........................................................................................................................


3. (a) Define the term biodiversity. [2] .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... (b) Floating pennywort is an alien plant species in Britain. It grows in slow

flowing waterways such as canals and lakes where it forms dense mats which grow at the rate of 20cm a day. Floating pennywort out-competes native plants, reduces the oxygen content of water and has a damaging effect on flood control.

(i) What is meant by an alien species? [1]

............................................................................................................... ...............................................................................................................

(ii) State one harmful effect that floating pennywort could have on native wildlife. [1] ............................................................................................................... ...............................................................................................................


(c) In Florida, the southern army worm is known to eat floating pennywort and in Argentina there is a weevil (an insect) that only eats floating pennywort.

What advice would you give the Environment Agency about the dangers of introducing these organisms into Britain as methods of biological control against floating pennywort? [2]

........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................


4. Tendons are tissues that attach muscles to bones. Recent treatment of sports horses with leg tendon injuries involves the injection of

stem cells into the tendon. Stem cells from bone marrow behave like embryonic stem cells.

Bone marrow is obtained from the breastbone of the horse and sent to a laboratory where the stem cells are cultured (grown).

After 48-72 hours the stem cells are injected into the injured tendon. This process is shown below.

(a) What are stem cells? [1] ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................


(b) The photograph below shows ultrasound scans of an injured leg tendon of a horse before and after stem cell treatment.

Explain how the stem cells have helped to repair the tendon. [1] ........................................................................................................................... ........................................................................................................................... (c) The use of human embryonic stem cells is regulated because this kind of

stem cell comes from human embryos. Why are many people concerned about using stem cells from human embryos whilst others are in favour.

Give one reason for using embryos and one reason against. [2] ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................


5. Maple leaves were analysed for their sugar and starch content over a 24 hour period. The data, together with the light intensity readings, are shown in the chart below.

Time

(a) State the relationship between light intensity and starch production. [1] ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... (b) Sugar and starch are products of photosynthesis. Suggest why the level of

sugar in the leaf is highest at night. [1] ............................................................................................................... ............................................................................................................... ...............................................................................................................


(c) (i) Choose the time you would expect to find the highest concentration of oxygen in the air at the surface of the leaf.

Tick ( ) one box only. [1]

Time Tick

Midnight

4 am

8 am

12 Noon

4 pm

8 pm (ii) Explain your answer. [3] ............................................................................................................... ............................................................................................................... ............................................................................................................... ...............................................................................................................


6. The following experiment was carried out to show the effect of ethanol (alcohol) on yeast when it fermented glucose anaerobically.

The sterile syringes were prepared as shown in the diagram and left for 1 hour. At the end of the hour, the distance the liquid in the glass tube moved in each syringe was measured.

(a) Explain (i) why the liquid moved in the glass tube; [2] ............................................................................................................... ............................................................................................................... ............................................................................................................... (ii) why the temperature in syringe 1 was higher than that in syringe 2 at

the end of one hour; [2] ............................................................................................................... ............................................................................................................... ............................................................................................................... (iii) why it is important to use sterile syringes. [1] ............................................................................................................... ...............................................................................................................


(b) The results of the experiment were as follows:

Time (min) Distance moved by liquid in the glass tube (mm)

Syringe 1 Syringe 2

0 0 0

40 30 10

50 100 16

60 220 20 Suggest an explanation of the results. [1] ........................................................................................................................... ...........................................................................................................................


7. The following advert for Joy's cigarettes appeared in a newspaper more than 100 years ago.

This advert would not appear in modern newspapers. Describe how and why

attitudes to smoking have changed. [6 QWC] ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... .......................................................................................................................................


8. The first contact lenses to be developed were made of glass. The diagram shows what happened when a glass contact lens was put on the eye.

These lenses proved to be unsuitable because they caused pain. (a) The diagram shows water entering the cornea of the eye by osmosis. Define osmosis. [2] ........................................................................................................................... ........................................................................................................................... (b) Modern contact lenses are gas permeable. Use the information in the diagram to explain why these modern contact

lenses are more suitable than glass contact lenses. [4] ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ………................................................................................................................


9. There are several methods of sampling animals or plants in their natural habitats. (a) State two limitations of random sampling methods. [2] ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... (b) During an investigation into numbers of trout in a lake, a method of capturing

the trout, marking them with a harmless dye and then recapturing them, was used.

(i) In this investigation, what data would you need to record and how

could it be used to estimate the size of the trout population? [4]

............................................................................................................... ............................................................................................................... ............................................................................................................... ............................................................................................................... ............................................................................................................... ............................................................................................................... ............................................................................................................... ............................................................................................................... (ii) When using such a capture-recapture technique to estimate

population size, what assumptions are being made about (I) the effect of marking individuals; [1] ............................................................................................................... ............................................................................................................... (II) movement of individuals into the area studied? [1] ............................................................................................................... ...............................................................................................................


MARK SCHEMES



















Foundation Tier 1. (a) 34 [1] (b) genetic composition of daughter cells is not identical to mother cell/ owtte [1] Question total [2] 2. (a) same material concentration of solution/volume or quantity of powder or enzyme or water; pH/acidity/alkalinity quantity/thickness/area of stain [3] (Any 3) (b) (i) 35oC [1]

(ii) most stain removed (not: ref. optimum /works best at this temperature) [1] (iii) Reference to taking repeat readings [1] Reference to need to test temperatures between 35oC and 80oC. [1]

Question total [7] 3. (a) (i) the peas are carrying out respiration and so are giving off heat [1] (ii) decomposers/bacteria/fungi are present [1] and are respiring/giving off heat [1] (b) (i) to retain heat/ owtte [1] (ii) to allow gases to diffuse/because oxygen is needed for respiration [1] Question total [5]


4. (a) Two marks can be awarded for two correct and relevant points e.g. photosynthesis (is taking place) [1]

which removes / absorbs / uses CO2 [1] (not: ref. to respiration)

The third mark can only be awarded if the candidate coherently and correctly links the consequence to the point above e.g.

so less acidity / more alkaline/owtte. [1] (b) it uses / absorbs / takes most CO2 /carries out most photosynthesis/takes in

CO2 fastest [1] (not: more) (c) very large leaf [1] (d) small leaf [1] Question total [6] 5. (a) A. rib [1] B. bronchus [1] C. alveolus [1] (b) (i) One mark can be awarded for a correct and relevant point e.g.

oxygen diffuses from alveoli/ lung [1] The second mark can only be awarded if the candidate coherently and correctly links the consequence to the point above e.g.

into blood so less is in air breathed out [1] (allow: used for (1) respiration (1)) (ii) One mark can be awarded for a correct and relevant point e.g.

carbon dioxide diffuses from blood [1] The second mark can only be awarded if the candidate coherently and correctly links the consequence to the point above e.g. into alveoli/lung so more is in air breathed out [1]

(allow: CO2 produced (1) in respiration (1)) Question total [7] 6. (a) eaten/killed by rat / stoat [1] Its food is eaten by possum / deer / rabbit [1] (not: competition unqualified) (b) easier to remove all the predators / competitors could be kept out/AVP [1] (c) Conflict between man and animals for land Land used for crops so loss of habitat Removing other animals from island to make way for kakapo Shouldn’t be allowed to die out as may be useful in the future Loss of biodiversity / AVP [1] Question total [4]


7. (a) Three marks can be awarded for three correct and relevant points e.g. water passes out of the cells (not: ref. to solution or liquid) [1]

from high water potential to low or correct description e.g. from where it is in high concentration to where it is in low concentration/water passes

down a concentration gradient [1] through a selectively permeable membrane [1]

The fourth mark can only be awarded if the candidate coherently and correctly links the consequence to the points above e.g.

this causes a loss of support/potato becomes less firm /flaccid/becomes soft so it bends [1] (b) put it in water/weaker solution (allow: add water) [1] Question total [5] 8. (a) A pancreas B large intestine [1] (b) process which breaks down/changes; [1] large insoluble molecules into small/soluble substances; [1] so they can be absorbed. [1] (c) carbohydrates/starch (to glucose*) by carbohydrases/amylase [1] proteins (to amino acids*) by proteases [1] fats (to fatty acids & glycerol*) by lipases [1] Any 1 of 3 products* from correct substrate [1] Question total [8]


9. (a) (light) brown/yellow to dark/blue-black/black (not: blue) [1]

(b) Indicative content:

The starch is digested/broken down by the carbohydrase /amylase to sugar/maltose/glucose. As iodine is dark blue/black in the presence of starch the amount of light passing through at the start is low. As the enzyme acts the colour changes from dark blue to lighter/blue/brown as the starch is broken down. The colour/ colour density changes shown on the graph therefore shows more light passing through as the colour changes. 5 – 6 marks The candidate constructs an articulate, integrated account

correctly linking relevant points, such as those in the indicative content, which shows sequential reasoning. The answer fully addresses the question with no irrelevant inclusions or significant omissions. The candidate uses appropriate scientific terminology and accurate spelling, punctuation and grammar.

3 – 4 marks The candidate constructs an account correctly linking some

relevant points, such as those in the indicative content, showing some reasoning. The answer addresses the question with some omissions. The candidate uses mainly appropriate scientific terminology and some accurate spelling, punctuation and grammar.

1 – 2 marks The candidate makes some relevant points, such as those in

the indicative content, showing limited reasoning. The answer addresses the question with significant omissions. The candidate uses limited scientific terminology and inaccuracies in spelling, punctuation and grammar.

0 marks The candidate does not make any attempt or give a relevant

answer worthy of credit. [6]

(c) Straight horizontal line starting where line on graph starts and continuing to near end of axis [1] (d) Add Benedict’s [1] Boil/heat STRONGLY/heat to any stated temperature 80°C/boiling water bath [1] (not: warm/heat gently or just heat) Question total [10]


10. (a) The variety or number [1] of different species in an area [1] (not: the number of organisms) (b) (i) A (non-native) species introduced into a country/habitat. owtte e.g.

an organism introduced into another country where it is not normally found. (human involvement implied) (not: a non-native species unqual.) [1]

(ii) Answers relating to a reduction in native plant species due to

competition/ reduction in oxygen content in water could kill or eq. aquatic insects/fish/plants. [1]

(c) Reference to the biological control agents eating/destroying native/other

plants/species/ref. introduce disease/ introduce weevil as it only eats floating pennywort. [1] Reference to biological control agents becoming pests themselves/no native

predator so it breeds and gets out of control or reduces biodiversity [1] (not: ref. to could outcompete native species). Question total [6]



Higher Tier 1. (a) A pancreas B large intestine [1] (b) process which breaks down/changes; [1] large insoluble molecules into small/soluble substances; [1] so they can be absorbed. [1] (b) carbohydrates/starch (to glucose*) by carbohydrases/amylase [1] proteins (to amino acids*) by proteases [1] fats (to fatty acids & glycerol*) by lipases [1] Any 1 of 3 products* from correct substrate [1] Question total [8] 2. (a) (light) brown/yellow to dark/blue-black/black (not: blue) [1]

(b) Indicative content:

The starch is digested/broken down by the carbohydrase /amylase to sugar/maltose/glucose. As iodine is dark blue/black in the presence of starch the amount of light passing through at the start is low. As the enzyme acts the colour changes from dark blue to lighter/blue/brown as the starch is broken down. The colour/ colour density changes shown on the graph therefore shows more light passing through as the colour changes.








worthy of credit. [6]

(c) Straight horizontal line starting where line on graph starts and continuing to

near end of axis [1] (d) Add Benedict’s [1] Boil/heat STRONGLY/heat to any stated temperature 80°C/boiling water bath [1] (not: warm/heat gently or just heat) Question total [10]


3. (a) The variety or number [1] of different species in an area [1] (not: the number of organisms) (b) (i) A (non-native) species introduced into a country/habitat. owtte e.g.

an organism introduced into another country where it is not normally found. (human involvement implied) (not: a non-native species unqual.) [1]

(ii) Answers relating to a reduction in native plant species due to

competition/ reduction in oxygen content in water could kill or eq. aquatic insects/fish/plants. [1]

(c) Reference to the biological control agents eating/destroying native/other

plants/species/ref. introduce disease/ introduce weevil as it only eats floating pennywort. [1]

Reference to biological control agents becoming pests themselves/no native

predator so it breeds and gets out of control or reduces biodiversity [1] (not: ref. to could out compete native species). Question total [6] 4. (a) Unspecialised/undifferentiated cells that can develop into other cells [1] (b) Stem cells have 'changed'/differentiated into tendon cells which have

replaced the damaged tissue. [1] (not: tendons) (c) Reference to: concerns about use of human embryos in experimental work

because embryos are destroyed after 14 days/ethical/religious concerns about using embryos that have the ability to develop into humans; [1]

can be used to cure disease by targeting areas specifically/limited side effects

compared to drugs. [1] Question total [4]


5. (a) Increase in light intensity gives an increase in starch production (or converse). [1]

(b) Starch is turned to sugar at night as photosynthesis is not taking place. [1] (c) (i) (12) noon. [1] (ii) Two marks can be awarded for two correct and relevant points e.g.

oxygen is produced by photosynthesis [1] from the graph most light/maximum light is at noon [1]

The third mark can only be awarded if the candidate coherently and correctly links the consequence to the point above e.g.

therefore maximum rate of photosynthesis and oxygen production is at noon [1] Question total [6] 6. (a) (i) carbon dioxide produced which [1] exerted pressure/pushed it down (not: ref. to volume) [1] (ii) more energy/heat is being released/produced [1] by respiration [1] (iii) microbes/bacteria would use glucose/respire [1] (b) (ethanol) acts as a poison/kills yeast [1]

(not: stops yeast working) Question total [6]


7. Indicative content: The advert encouraged people to smoke by promising relief from some illnesses/conditions; however, the links between smoking and some illnesses are now recognised and scientifically understood e.g. tar and cancer, infections due to mucus accumulation as the cilia no longer function. It is also known that there is addiction due to nicotine. The beneficial claims in the advertisement are now known to be untrue e.g. relief of asthma/doesn’t cure diseases and doesn’t cause influenza. As a result of recent knowledge about such health issues, there has been a change in attitudes to smoking e.g. less smoking now/people trying to give up/ smoking socially unacceptable/less advertising now / less sponsorship. There is now more active discouragement and more regulation e.g. warnings on packets/restriction on under-age sales/smoking-free zones imposed by law/ ban in public places.








worthy of credit. Question total [6]


8. (a) Movement of water from where it/water is in high concentration to where it/water is in low concentration/or down a concentration gradient [1]

(allow: correct references to solutes) Through a selectively permeable membrane [1] (b) One mark can be awarded for a correct and relevant point e.g.

modern lenses allow oxygen to pass through/reach cornea so allows respiration to continue aerobically [1]

Mark points 2, 3 and 4 can only be awarded if the candidate coherently and correctly links the consequences e.g.

therefore no build up/production of lactic acid occurs (not: anaerobic respiration) [1]

so no/little osmosis/less water entering cornea [1] which means there is no pressure build up (not: ref. pain) [1] (not: water can’t get through glass) Answer only to refer to why modern lenses are suitable i.e. no reverse

argument Question total [6] 9. (a) Does not account for clumping / may miss a species / some areas left

unsampled or sampled more than once. (Any 2) [2] (b) (i) Record: the number of trout captured and marked in the first sample/

initially; (x) [1] the total number of trout caught in the second sample/recaptured; (y) [1] the number of trout recaptured/in the second sample which were marked. (z) [1] Appropriate formula for calculating estimate of population e.g. x × y [1] z

(ii) (I) Marking does not affect or make animals more conspicuous

to predators / does not affect chances or probability of being caught [1]

(II) It assumes that immigration rate is same as/balanced by emigration rate [1]

Question total [8]


ASSESSMENT GRIDS


Biology 2

Specimen assessment

FOUNDATION TIER

B2- Cells and metabolism, digestion and respiration, biodiversity




Question Number


1. (a) 1 (l) (m) 1 2 (b) 1 2. (a)

1 (i)

3

7

(b) (i) 1 (ii) 1 (iii) 2 3. (a) (i)

4 (a)(b)

1

5

(ii) 2 (b) (i) 1 (ii) 1 4. (a)

3 (b)(c)

1 2

6

(b) 1 (c) 1 (d) 1 5. (a)

6 (a) (d) 3

7

(b) (i) 1 1 (ii) 1 1 6. (a)

7 (d) (e) 2

4

(b) 1 (c) 1 7. (a)

2 (d) (e) 2 2

5

(b) 1 8. (a)

5 (d) (e) 1

8

(b) 3 (c) 3 1 9. (a)

5 (b) (d)

1

10

(b) 2 3 1 (c) 1 (d) 1 1 10. (a)

7 (d) (e)

2

6

(b) (i) 1 (ii) 1 (c) 1 1 Raw Totals: 25 24 11 60


Biology 2

Specimen assessment

HIGHER TIER

B2- Cells and metabolism, digestion and respiration, biodiversity




Question Number


1. (a) 5(d) (e)

1 8

(b) 3 (c) 3 1 2. (a)

5(b) (d)

1

10

(b) 2 3 1 (c) 1 (d) 1 1 3. (a)

7(d) (e)

2

6

(b) (i) 1 (ii) 1 (c) 1 1 4. (a)

1(o) 1

4

(b) 1 (c) 1 1 5. (a)

3 (b) (c) (d), 1(d)

1

6

(b) 1 (c) (i) 1 (ii) 2 1 6. (a) (i)

4(d), 1(h)

1 1

6

(ii) 1 1 (iii) 1 (b) 1 7. 6(f), (g) 2 3 1 6 8. (a)

2(b) (e), 4(c) (d) 2

6

(b) 3 1 9. (a)

7(c) 2

8

(b) (i) 3 1 (ii) 1 1 Raw Totals: 26 23 11 60



0

GCSE BIOLOGY FOUNDATION TIER (Grades G-C) BIOLOGY 3: Transport in plants and animals, homeostasis, microorganisms and disease SPECIMEN PAPER (1 hour)



communication used in your answers to question 12.


1. The table shows why plants need minerals.

Mineral Importance in plant Nitrate Good growth of stem Phosphate Strong root growth Potassium Good growth of flowers

Steffan grew three plants, A, B and C, in an investigation. Plant A had a full supply of minerals; B and C did not. The results are shown in the diagram.

Use the information to complete the table. [2]

Plant Mineral not present Evidence

B

C


2. The diagram shows a sample of blood (drawn to the same scale).

(a) (i) Name the cells labelled A and B in the diagram. [1] Cell A ................................................................. Cell B ................................................................. (ii) State the function of C. [1] ............................................................................................................................ (b) Complete the table below by listing two differences between cells A and B,

which you can see in the diagram. [2]

Cell A Cell B

................................................................ ................................................................

................................................................ ................................................................

................................................................ ................................................................

................................................................ ................................................................


3. The diagram below shows a section through the eye.

(a) Label A, B and C using some of the following: [3] retina, cornea, optic nerve, lens, sclera. (b) Using the letters given in the diagram indicate which part of the eye [3] (i) focuses light rays, ........................... (ii) is sensitive to light rays, ........................... (iii) connects with the brain. ........................... (c) Thomas noticed that shining a bright light into Ffion’s eyes caused the pupil to

become smaller. The change in Ffion’s eye is due to a reflex action. Give two reasons why it is a reflex action. [2] I. ...................................................................... II. ......................................................................


4. The following diagram shows the structure of the human excretory system.

(a) Which of the labels A, B, C or D shows the ureter? [1] .......................................... (b) The table shows the substances present in the blood entering and leaving the

kidney. Use the information to answer the questions which follow.

Substance In blood entering kidney (units) In blood leaving kidney (units) urea 35 5 protein 30 30 glucose 85 85 water 120 100 salts 300 280

(i) Which substance is removed from the blood in the greatest amount?

[1] .......................................................... (ii) Name two substances which are not excreted by the kidneys. [2] 1. ..................................................... 2. .....................................................


(c) The graph shows information about kidney transplants.

Discuss the problem suggested by the graph and two ethical issues relating

to transplants. [3] .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... .......................................................................................................................... (d) Suggest one way in which a person who has had a kidney transplant has a

better quality of life than a person who is receiving dialysis treatment. [1] ............................................................................................................................ ............................................................................................................................


5. (a) Use the diagrams below to describe and explain how this method is used to produce an uncontaminated culture of bacteria in dish A. [4]

....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... .......................................................................................................................................


6. The diagram below shows a plan of the circulatory system in a human. The blood vessels are labelled with letters.

(a) Complete the table below using letters from the diagram. You may use a

letter more than once. [3]

Blood vessel Letter

Aorta ................

Pulmonary artery ................

At highest pressure ................

(b) What is meant by the term double circulation? [2] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................


7. The graph shows the death rate in England and Wales from MRSA between 1993 and 2005 (Death rate = number of deaths per 100 000 of the population)

(a) What type of microorganism is MRSA? [1] .............................................................. (b) Explain the increase in infection resulting in death from MRSA between 1993

and 2005. [2] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (c) Over the last few years the number of reported cases of MRSA in the UK has

started to fall. Explain the decrease. [2] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................


8. The diagram shows a section through a green leaf.

(a) On the diagram, label tissue X. [1] (b) Match a letter to the description of its function. [2]

Letter Description of its function

transports sugar

carries water from the stem to the leaf


9. The potometer shown below was set up to measure water uptake by a cut, leafy shoot. It was placed on a laboratory bench near an open window.

(a) Describe how the potometer, when set up, can be used to measure the rate

of water uptake by the leafy shoot. [2] ............................................................................................................................ ............................................................................................................................ (b) When making measurements using a potometer what assumption is being

made about water uptake? [1] ............................................................................................................................ (c) Adil said that if the leaves were coated with Vaseline and the experiment was

repeated, the rate of water uptake would be reduced. Do you agree with Adil? Give a reason for your answer. [1]

............................................................................................................................ ............................................................................................................................


10. The diagram below shows a small blood vessel found in the body.

(a) Name the type of blood vessel, Y. [1] .............................................................................. (b) Complete the sentences below. [4] As the blood flows through the body organs, cells need

..................................., which passes out of the blood and cells produce

..................................., which passes into the blood. These substances enter

and leave by the process of ..................................... The process is made

easier because the walls of blood vessel Y are ...................................


11. Bacteria cause milk to go sour. During the souring of the milk, the oxygen in it decreases.

Cows milk can be treated in two main ways to increase the length of time that it can

be stored safely.

• Pasteurisation – milk is heated to 71.7°C. • Ultra Heat Treated (UHT) – milk is heated to 135°C.

In an experiment to compare the freshness of different kinds of milk, tubes were set

up as shown in the table.

• Equal volumes of milk were added to each tube. • 1cm3 of a blue dye was also added to each tube. The dye changes from blue to

pink to white as oxygen decreases in the milk. • All tubes were kept at 30°C. • The colour of the dye was recorded every 30 minutes.

Type of milk in each tube

Time/min UHT milk 1 day old pasteurised milk

3 day old pasteurised milk untreated milk

0 blue blue blue blue 30 blue blue blue pink 60 blue blue pink white 90 blue pink white white

120 blue pink white white (a) Why were all the tubes treated in the same way? [1] ............................................................................................................................ (b) Which tube had the greatest number of bacteria after 30 minutes? [1] ............................................................. (c) (i) Which milk was the freshest after 120 minutes? [1] ..................................... (ii) Explain your choice and why it remained freshest. [2] ............................................................................................................................ ............................................................................................................................ (d) What can you conclude from the results about the effect of pasteurisation compared to untreated milk? [1] ............................................................................................................................ ............................................................................................................................


12. The diagram shows a section of the skin in the region of a cut.

Use the information shown in the diagram and your knowledge of the defence

mechanisms in the body to describe and explain how the body protects itself from infection.

[6 QWC] ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... .......................................................................................................................................



0

GCSE BIOLOGY HIGHER TIER (Grades D-A*) BIOLOGY 3: Transport in plants and animals, homeostasis, microorganisms and disease SPECIMEN PAPER (1 hour)



communication used in your answers to questions 5 and 9.


1. The diagram shows a section through a green leaf.

(a) On the diagram, label tissue X. [1] (b) Match a letter to the description of its function. [2]

Letter Description of its function

transports sugar

carries water from the stem to the leaf


2. The potometer shown below was set up to measure water uptake by a cut, leafy shoot. It was placed on a laboratory bench near an open window.

(a) Describe how the potometer, when set up, can be used to measure the rate

of water uptake by the leafy shoot. [2] ............................................................................................................................ ............................................................................................................................ (b) When making measurements using a potometer what assumption is made

about water uptake? [1] ............................................................................................................................ (c) Adil said that if the leaves were coated with Vaseline and the experiment was

repeated, the rate of water uptake would be reduced. Do you agree with Adil? Give a reason for your answer. [1]

............................................................................................................................ ............................................................................................................................


3. The diagram below shows a small blood vessel found in the body.

(a) Name the type of blood vessel, Y. [1] .............................................................................. (b) Complete the sentences below. [4] As the blood flows through the body organs, cells need ..................................,

which passes out of the blood and cells produce ..................................., which

passes into the blood. These substances enter and leave by the process of

.................................... . The process is made easier because the walls of

blood vessel Y are ....................................


4. Bacteria cause milk to go sour. During the souring of the milk, the oxygen in it decreases.

Cows milk can be treated in two main ways to increase the length of time that it can

be stored safely.

• Pasteurisation – milk is heated to 71.7°C. • Ultra Heat Treated (UHT) – milk is heated to 135°C.

In an experiment to compare the freshness of different kinds of milk, tubes were set

up as shown in the table.

• Equal volumes of milk were added to each tube. • 1cm3 of a blue dye was also added to each tube. The dye changes from blue to

pink to white as oxygen decreases in the milk. • All tubes were kept at 30°C. • The colour of the dye was recorded every 30 minutes.

Type of milk in each tube

Time/min UHT Milk 1 day old pasteurised milk

3 day old pasteurised milk untreated milk

0 blue blue blue blue 30 blue blue blue pink 60 blue blue pink white 90 blue pink white white

120 blue pink white white (a) Why were all the tubes treated in the same way? [1] ............................................................................................................................ (b) Which tube had the greatest number of bacteria after 30 minutes? [1] ............................................................. (c) (i) Which milk was the freshest after 120 minutes? [1] ..................................... (ii) Explain your choice and why it remained freshest. [2] ............................................................................................................................ ............................................................................................................................ (d) What can you conclude from the results about the effect of pasteurisation

compared to untreated milk? [1] ............................................................................................................................ ............................................................................................................................


5. The diagram shows a section of the skin in the region of a cut.

Use the information shown in the diagram and your knowledge of the defence

mechanisms in the body to describe and explain how the body protects itself from infection.

[6 QWC] ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... .......................................................................................................................................


6. The diagram shows part of the nervous system involved in a withdrawal reflex action.

(a) On the diagram, draw an arrow on each neurone to show the direction taken

by the nerve impulse. [1] (b) Name the stimulus affecting the receptor when you touch a flame. [1] ............................................................. (c) In some diseases the motor neurones are damaged. Explain how this would

affect reflex actions. [1] ............................................................................................................................ ............................................................................................................................


7. The diagram below shows some of the stages which follow a first infection with disease-causing microbes.

1. Microbes enter body

for first time

2. Blood cell detects microbes

3. Blood cell makes antibodies

4. Antibodies released into blood stream

5. Microbes destroyed

(a) What part do antigens play in the response shown? [3] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (b) With a second infection at a later date, a person may show no effect of the

disease. Explain why this happens. [2] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................


(c) The graph shows the effect of two injections of a vaccine on the level of antibodies in the blood. The purpose of the injections was to give immunity against a particular disease.

Describe and explain what the graph shows about the effect of the injections. [4] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (d) The Health authorities of some countries have suggested the possibility of

compulsory vaccination for all children. Suggest one advantage that compulsory vaccination would have for the community and one disadvantage that compulsory vaccination would have for the individual.

(i) Advantage for the community [1] ................................................................................................................ ................................................................................................................ (ii) Disadvantage for the individual [1] ................................................................................................................ ................................................................................................................


8. A kidney dialysis machine is used by some people because their kidneys do not function properly. The diagram shows the principles upon which a kidney dialysis machine works.

(a) On the diagram, put (i) an arrow at point Y to show the direction of flow of the dialysis fluid, [1] (ii) an arrow at point X to show the direction of blood flow. [1] (b) Explain why it is important for the fresh dialysis fluid to contain the same

concentration of glucose and amino acids as blood plasma. [2] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (c) Discuss the advantage of a kidney transplant compared to kidney dialysis. [1] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................


9. Describe the passage of the blood through the heart and organs starting at the pulmonary artery and ending at the aorta, explaining why the blood flows in one direction. [6 QWC]

....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... .......................................................................................................................................


10. The graphs below show the concentration of four substances (A, B, C and D) in blood plasma. They also show the concentration of these substances as they pass along a nephron (kidney tubule) and their final concentration in urine.

(a) Use the information from the graphs to identify each substance. Write the correct letter for each substance in the table below. One has been done for you. [2]

Substance Letter glucose protein salts C

urea (b) State why the concentration of substance B increases in the nephron. [1] ............................................................................................................................ ............................................................................................................................


(c) The diagram below shows the structure of a nephron. Part of the diagram is magnified to show the process of filtration.

Using the information in the graphs in part (a) and the diagram, explain the

processes of filtration and selective reabsorption in the functioning of the kidney.

Filtration. [2] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ Selective re-absorption. [2] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................


(d) Describe and explain how the water level is regulated when the body is short of water. [4]

............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................


MARK SCHEMES



















Foundation Tier 1. Phosphate Poor root growth/ too few roots/roots smaller [1] Nitrate stem shorter/poor stem growth (not: its short) [1] Question total [2] 2. (a) (i) Cell A: red blood cell, Cell B: white blood cell [1] (ii) blood clotting [1] (b) no nucleus/nucleus, small/large, round/irregular shape [2] (any 2) Matched, comparative statements required Question total [4] 3. (a) A cornea [1] B lens [1] C retina [1] (b) (i) B (allow A) [1] (ii) C [1] (iii) D [1] (c) happened immediately/automatically [1] without Ffion knowing [1] Question total [8]


4. (a) B [1] (b) (i) Urea [1] (ii) Protein; glucose (not: sugar) [2] (c) The demand for kidneys is greater than the supply / not enough donors /

kidneys / waiting list increasing for transplant/difficulty finding sufficient suitable matches/issues around consent before death or from relatives after death/risks for living donors. AVP [3]

(First point plus any two others) (d) Ref. convenience / mobility / diet / expense / anticoagulants. [1] Question total [8] 5. Reference to any of the following 4 ideas, however expressed. Marks can only be

awarded if clear reference to aseptic technique is linked to the correct process. The wire is sterilised by being heated in the Bunsen flame. [1] The wire is used to transfer bacteria and spread them on the agar without touching anything else. [1] The lid of the dish is not completely removed/ is replaced on the dish afterwards so that organisms from the air are kept out. [1] Agar/equipment are sterilised before use. [1]

Question total [4] 6. (a) C E C [3 x 1] (b) One circulation to lungs [1] and other to body [1] Question total [5]


7. (a) bacteria/bacterium/staphylococcus (not: microbe/pathogen) [1] (b) One mark can be awarded for a correct and relevant point e.g. ref to: Deaths due to antibiotics not being effective/ over prescribing/over use of antibiotics (methicillin) / courses of antibiotics not being completed by patients [1]

The second mark can only be awarded if the candidate coherently and correctly links the consequence to the point above e.g. so that bacteria (S. aureus) becomes (increasingly) resistant / builds up (more) resistance in bacterial population/more widespread

(allow: ref. bacteria becoming immune; not: ref. body and immune) [1]

(c) One mark can be awarded for a correct and relevant point e.g. ref to: More awareness of the issue [1] The second mark can only be awarded if the candidate coherently and correctly links the consequence to the point above e.g. lead to changes such as more rigorous/better hygiene (regimes in hospitals) (however expressed) / ref. more handwashing/antibacterial handwash / more controlled prescription of antibiotics/Drs not prepared to routinely prescribe antibiotics / testing patients before admission to hospital to see if they are carriers (1 in 3 of the population) / development of new antibiotics/used in combination. (Any 1)

(not: ref. stronger antibiotics) [1] Question total [5] 8. (a) xylem [1] (b) C X [2] Question total [3]


9. (a) Reference to: Recording a measured distance of travel of the air bubble [1] in a given/set/stated time [1] (b) (that water uptake) equals water loss [1] (c) (Agree because) the Vaseline would stop the water passing out through the stomata/prevent transpiration. [1] Question total [4] 10. (a) capillary [1] (b) oxygen; carbon dioxide; diffusion; very thin/only one cell thick. [4x1] Question total [5] 11. (a) to make a fair comparison/fair test [1] (b) Untreated (milk) [1] (c) (i) UHT [1] (ii) One mark can be awarded for a correct and relevant point e.g.

it had the most amount of oxygen/oxygen not used up [1] (not: ref. colour) The second mark can only be awarded if the candidate coherently and

correctly links the conclusion to the point above. therefore the least number of/no bacteria [1] (not: ref. enzymes) (d) Pasteurisation/71oC kills some/not all bacteria because they continue to

grow/grow more slowly than untreated. [1] Question total [6]


12. Indicative content:

The blood platelets form blood clots to seal the wound forming scabs which prevent bacteria from entering. White cells engulf/ingest any bacteria present. White cells also produce antibodies which inactivate/kill/surround bacteria which do enter, so preventing infection. White cells also produce antitoxins which neutralise toxins/poisons formed by bacteria which may be harmful. 5 – 6 marks The candidate constructs an articulate, integrated account







answer worthy of credit.

Question total [6]



Higher Tier 1. (a) xylem [1] (b) C X [2] Question total [3] 2. (a) Reference to: Recording a measured distance of travel of the air bubble [1] in a given/set/stated time [1] (b) (that water uptake) equals water loss [1] (c) (Agree because) the Vaseline would stop water passing out through the

stomata/prevent transpiration. [1] Question total [4] 3. (a) capillary [1] (b) oxygen; carbon dioxide; diffusion; very thin/only one cell thick. [4x1] Question total [5] 4. (a) to make a fair comparison/fair test [1] (b) Untreated (milk) [1] (c) (i) UHT [1] (ii) One mark can be awarded for making a statement relating to results

e.g. it had the most amount of oxygen/oxygen not used up [1]

(not: ref. colour) The second mark can only be awarded if the candidate coherently and

correctly links the conclusion to the point above. therefore the least number of/no bacteria [1] (not: ref. enzymes) (d) Pasteurisation/71oC kills some/not all bacteria because they continue to

grow/grow more slowly than untreated. [1] Question total [6]


5. Indicative content:

The blood platelets form blood clots to seal the wound forming scabs which prevent bacteria from entering. White cells engulf/ingest any bacteria present. White cells also produce antibodies which inactivate/kill/surround bacteria which do enter, so preventing infection. White cells also produce antitoxins which neutralise toxins/poisons formed by bacteria which may be harmful. 5 – 6 marks The candidate constructs an articulate, integrated account








Question total [6] 6. (a) 3 arrows, one on each cell and all in right direction [1] (no mark if less than 3) (b) Temperature/heat [1] (not: flame) (c) It would prevent/slow down the impulse reaching the effector/muscle/gland so

preventing/stopping/slowing its working. [1] Question total [3]


7. (a) Reference to: antigens on microorganism cause antibody production (not: triggers immune system) by white cells [3x1] (b) One mark can be awarded for a correct and relevant point e.g.

after the first infection memory cells produced [1]

The second mark can only be awarded if the candidate coherently and correctly links the consequence to the point above e.g. therefore antibodies are produced very quickly/rapid response/immediately [1]

(c) One mark can be awarded for describing antibody levels shown in the graph.

After 1st injection antibodies soon decrease/increase then decrease [1]

The second mark can only be awarded if the consequence is clearly stated. stays below level to/does not give full immunity owtte [1]

One mark can be awarded for describing antibody levels shown in the graph. After 2nd injection antibodies do not decrease / increase for longer/decrease

then increase [1]

The second mark can only be awarded if the consequence is clearly stated. goes above level needed for full immunity [1] (d) (i) prevents epidemics/spread of disease/fewer people with disease/less deaths increases number of people who are immune to the Disease/immunity or resistance builds up (Any one) [1] (not: ref. to cost) (ii) allergic responses/side effects/ill for a short time/personal rights/

cultural rights [1] (not: traumatic) Question total [11] 8. (a) Correct positions of arrows. (2 x 1). (Y right to left, X towards arm) [2] (b) One mark can be awarded for a correct and relevant point e.g.

glucose will not be lost from blood [1] The second mark can only be awarded if the candidate coherently and correctly links the consequence to the point above e.g.

because movement in both directions will be equal/no diffusion will occur overall/no concentration gradient [1]

(c) Cheaper in long term/quality of life is better/can be independent of treatment

by a machine/live a normal life/more convenient/reference to diet/risk of infection. AVP [1]

Question total [5]


9. Indicative content: The blood travels, via pulmonary artery, first to the lungs or alveoli then

leaves the lungs via the pulmonary vein to reach the left atrium. The blood is then passed by muscle contraction from the atrium into the left ventricle and through to the aorta. Valves between the atrium and ventricle and at the entrance to the aorta prevent backflow of the blood when there are pressure / volume differences due to contraction of the chambers of the heart in sequence. 5 – 6 marks The candidate constructs an articulate, integrated account








Question total [6] 10. (a) D A (C) B (3 correct = 2 marks 2 correct = 1 mark) [2] (b) water is absorbed [1]

(c) In each case one mark can be awarded for a correct and relevant point. The second mark can only be awarded if the candidate coherently and correctly links the consequence to the point above it.

Filtration: protein (molecules) too big, glucose molecules are smaller [1] so protein doesn't pass through but glucose/urea/ water/salts pass through. [1] (allow ref. to pressure difference due to different diameter of vessels) Selective reabsorption: glucose/water/salts reabsorbed into blood/capillaries [1] because reabsorption takes place by active transport. [1]

(d) Two marks can be awarded for two correct and relevant points e.g.

the blood is monitored by osmoreceptors [1] when there is a lack of water the blood/salt levels become more concentrated [1] The third and fourth marks can only be awarded if the candidate coherently and clearly links the consequence to each point above it e.g. this causes an increase in release of ADH [1] which causes the nephron to reabsorb more water [1]

Question total [11]


ASSESSMENT GRIDS



Biology 3

Specimen assessment

FOUNDATION TIER

B3 - Transport in plants and animals, homeostasis, microoganisms and disease




Question Number


1. 1 (f) 2 2 2. (a) (i) 2 (b)

1

4

(ii) 1 (b) 2 3. (a)

3 (a), (c)

2 1

8

(b) (i) 1 (ii) 1 (iii) 1 (c) 2 4. (a)

4 (a), (b), (j)

1

8

(b) (i) 1 (ii) 2 (c) 1 1 1 (d) 1 5. 6 (a) 2 2 4 6. (a)

2 (c) (d) 1 2

5

(b) 2 7. (a)

5 (h) 1

5

(b) 1 1 (c) 2 8. (a) 1(e), (d), (g) 1 3 (b) 2 9. (a)

1 (b) (d) 2

4

(b) 1 (c) 1 10. (a) 2 (h) 1 5 (b) 3 1 11. (a)

6 (b), (c)

1

6

(b) 1 (c) (i) 1 (ii) 2 (d) 1 12. 5 (a) 3 3 6 Raw Totals: 26 24 10 60



Biology 3

Specimen assessment

HIGHER TIER

B3 - Transport in plants and animals, homeostasis, microoganisms and disease




Question Number


1. (a) 1(e), (d), (g) 1 3 (b) 2 2. (a)

1 (b), (d) 2

4

(b) 1 (c) 1 3. (a) 2 (h) 1 5 (b) 3 1 4. (a)

6 (b), (c)

1

6

(b) 1 (c) (i) 1 (ii) 2 (d) 1 5. 5(a) 3 3 6 6. (a)

3 (d) 1

3

(b) 1 (c) 1 7. (a)

5(c), (d), (e)

1 2

11

(b) 1 1 (c) 2 2 (d) (i) 1 (ii) 1 8. (a)

4 (h), (j) 2

5

(b) 1 1 (c) 1 9. 2 (f) 4 2 6 10. (a)

4 (d), (e)

2

11

(b) 1 (c) 2 2 (d) 2 2 Raw Totals: 25 25 10 60


CONTROLLED ASSESSMENT


Candidate Name ............................................................................... Centre Name ...................................................................... Centre Number .. ...............

Declaration by candidate

I have read and understood the Notice to Candidates (GCSE and Principal Learning: Controlled Assessments). I have produced the attached work without assistance other than that which is acceptable under the scheme of assessment. Candidate's name: ........................................................................................................ Candidate's signature: ................................................... Date .................................

Declaration by teacher or lecturer

I confirm that: 1. the candidate's work was conducted under the conditions laid out by the

specification; 2. I have authenticated the candidate's work and am satisfied that, to the best of my

knowledge, the work produced is solely that of the candidate. Teacher's name: ........................................................................................................ Teacher's signature: ................................................... Date .................................

Year - SPECIMEN

Assessment area Mark Awarded

Hypothesising & Planning / 12

Collecting, reviewing & processing data / 12

Analysing & reviewing procedure / 12

Analysing data & concluding / 12

TOTAL / 48

GCSE Biology: Investigation Controlled Assessment

GCSE in BIOLOGY - Specimen Assessment Materials 164

Biology: Controlled Assessment

Investigation into the effect of pectinase on pectin.

Pectinase is an enzyme which catalyses or speeds up the breakdown of pectin. Pectin is present in fruit such as apples and oranges. A manufacturer of packet fruit juice wants to know if he should use pectinase during the processing of juice from the fruit. PART 1 – this part is not assessed. Before you do the assessed part of this controlled assessment you will carry out preliminary work on the action of pectinase on fruit. You may do this either on your own, in small groups, as part of a whole class piece of work, or your teacher may demonstrate this to you. You should write a brief report on this investigation including:

results analysis of the results.


Investigation into the effect of pectinase on pectin.

PART 2 – this part is assessed. Now you are going to move on to the investigation which you are going to plan and carry out.

Under what conditions could pectinase be used to improve the processing of juice from the fruit?

Investigate this question and write a report of your work. You only need to investigate one factor. You should include the following steps.

You should

(a) consider the details of the question you are going to investigate – you can discuss it with other people, including others taking the assessment;

(b) research the topic, e.g. by looking for information on the internet and possibly include a pre-test;

(c) produce a hypothesis and give some background information which supports it;

(d) produce a plan for undertaking the investigation – you should use information from the work in PART 1;

(e) consider any risks associated with this investigation – you may use the Risk Assessment sheet for this.

You will do parts (c), (d) and (e) under supervision and without discussing it with anyone apart from your teacher.

You should now proceed to carry out the investigation and write it up. You will be able to co-operate with other people in obtaining data but the report must be your own work.

While carrying out your investigation, you should review your method and change it if necessary in the light of experience.

Report Your report should include:

a suitable presentation of all your results

evaluations of the results and discussion of your findings

conclusions and review of the hypothesis

evaluation of the investigation.


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Teacher Guidance Notes This controlled assessment task is in the context of sections 1(f) and 5(d) of the Biology 2 content . The task, including the preliminary work, is structured as follows: 1. Preliminary work: Section 5(d) of the specification of Biology 2 should be carried out

as the preliminary work. This may be by individual or group work by the candidates or by teacher demonstration. This is not assessed, but the experience of the preliminary work and the results obtained will be used to inform their planning for the remaining part of the controlled assessment.

2. Collection of secondary data: As part of the planning process, the candidates need to

collect secondary data. These data can be used by the candidates in two ways: to inform themselves about the repeatability and reproducibility of the data which could inform their decision about the number of repeats; to provide some evidence which may be of use in their hypothesising. The secondary data may also be useful in their analysis / evaluation. The results of other candidates in the preliminary work could be used and supervisors could provide a data set for the candidates to search. It is important that the candidates select appropriate data for themselves. Centres having difficulty in obtaining appropriate data which may be used should contact WJEC.

3. Research: This stage of the controlled assessment is carried out under a limited

level of control. Candidates may carry out some work in conditions not under the supervision of the teacher. The candidates should be given the opportunity to do some research which can involve internet searches and text books into enzyme action / fruit juice yield. Supervisors may prepare materials for candidates to use in this research phase. Copies of these materials should be included with the candidates’ work.

4. Planning an investigation: This stage of the controlled assessment is carried out

under a high level of control, i.e. the candidates work individually. The candidates use the results of their research and their preliminary work to plan an investigation into fruit juice yield and pectinase. They should: • Identify the variables which they intend to investigate • Identify variables which need to be controlled • Suggest a relationship between the dependent and independent variables • Give reasons for suggesting this relationship – coming from their research and /

or their scientific knowledge • Give details of their planned procedure – drawing on their experience of the

preliminary work, including the repeatability of the data achieved in it • Include a risk assessment.

Note that the plan need not be complete at this stage – it can be modified in the light of experience, e.g. in the light of experience of the repeat results. It is not anticipated that the plans occupy more than 2 or 3 sides of A4. This stage of the controlled assessment may take up to 2 hours of formally-supervised time.

5. Data acquisition: This stage of the controlled assessment is carried out under a

limited level of control; candidates with similar plans are allowed to work in groups. Credit is available in the next phase of the controlled assessment for reporting decisions made during data acquisition, e.g. modifying the method of fixing the controlled variables or checking suspect results. It is anticipated that this stage of the controlled assessment will take up to approximately 2 hours. During this stage, feedback should be limited to clarification of the requirements of the assessment.


6. Report writing: This stage of the controlled assessment is carried out under a high level of control, i.e. the candidates work individually. The candidates present their data appropriately, e.g. using tables, charts and graphs, chosen to allow the hypothesis to be tested as rigorously as possible. Any decisions made during data acquisition, including modifications to the plan should be presented with justification. The report should include suitable analysis of the data and a conclusion relating to the hypothesis. The extent and quality of the data should be explored alongside a discussion on the degree of confidence in the conclusion.

It is anticipated that this stage of the controlled assessment will take 1 - 2 hours and that the extent of the report, including tables and graphs, should occupy not more than 4 sides of A4. During this stage, feedback should be limited to clarification of the requirements of the assessment.

7. Assessment: This stage of the controlled assessment is carried out under a medium

level of control. Supervisors use the WJEC marking criteria to assess the report using a “best fit” approach.


Controlled Assessment Biology: Investigation

Marking Criteria 1. The work of each candidate should be assessed in each of the following fields

1. Hypothesising and planning 2. Collecting, reviewing and processing data 3. Analysing and reviewing procedure 4. Analysing data and concluding

2. The maximum mark in each assessment field is 12 and is subdivided into the

following bands: 0 marks, 1 – 3 marks, 4 – 6 marks, 7 – 9 marks, 10 – 12 marks 3. The bands are hierarchical; however, a “best fit” approach should be adopted, i.e.

minor shortcomings at one level can be overcome by a candidate clearly meeting the additional demands of a higher level.

4. The demands of quality of written communication are incorporated into the criteria in

fields 2 and 4. 5. Centres are required to annotate work to show which level is achieved in each field

and to indicate the evidence for the achievement of the level and position within the level.

6. The marks for each of the fields should be entered into the table on the controlled

assessment cover sheet and the authenticating declarations by the candidate and teacher / lecturer signed and dated.

7. A single mark out of 48 is submitted.


Hypothesising and planning

Mark range Description Exemplification – indicative assessment points

0 No evidence of planning is presented.

1-3

Candidates work from a given hypothesis and make a plan to collect some relevant data without necessarily controlling variables. They take some account of safety in their plan.

Possible hypothesis, e.g. as enzyme concentration/ temperature increases, the runniness of pectin increases, the candidates plan to do some or all of:

• time how long pectin takes to run through a burette • repeat a reading at least once • work safely, e.g. mention a normal laboratory rule

4-6

Candidates make a simple hypothesis relating the independent and dependent variables. Plan identifies independent and dependent variables without necessarily identifying controlled variables explicitly. They identify any significant hazards relating to the investigation.

Candidates make a simple qualitative hypothesis, e.g. as enzyme concentration / temperature increases, the time taken decreases, but candidates may use other independent variables. They may identify the enzyme concentration and the time to run through the burette as the dependent and independent variables and give a significant hazard e.g. allergy to enzyme or potential injury from breaking burette

7-9

Candidates make a hypothesis relating the variables to be investigated and discuss it in terms of scientific knowledge or the results of their preliminary research. Plan identifies the variables which need to be controlled and includes ranges and intervals of variables and appropriate numbers of repeats. They use the experience of previous work to produce a simple risk assessment for the investigation.

In addition to the above candidates • relate the hypothesis qualitatively to concepts of effects of enzyme activity or justify

it in terms of experience of the preliminary work or research, including secondary data

• identify explicitly all significant variables including the variables which need to be controlled [concentration/volume of enzyme/substrate, temperature if appropriate, pH]

• plan a range and intervals of the independent variable which should lead to a test of the hypothesis [at least 5 different and reasonably spaced values]

• plan to take at least three readings at each value of the independent variable – or justify why fewer are sufficient, e.g. from the preliminary work

• produce a simple risk assessment for the investigation


Hypothesising and planning Mark range Description Exemplification – indicative assessment points

10-12

Candidates additionally use the results of scientific knowledge, preliminary work and research to justify the hypothesis. They explain how they control variables and justify the need to control specific variables in terms of a valid investigation (or discuss the limitations of the investigation where variables cannot be controlled). They discuss and use the results of preliminary work to inform details of the plan, e.g. in terms of ranges and number of repeats and any relevant safety issues.

In addition to the above, candidates • use detailed scientific knowledge such as collision theory or properties of pectin to

justify hypothesis • use their scientific knowledge of experimental techniques and enzymes to explain why

named variables need to be controlled and how e.g. by using buffers to control pH or as appropriate

• use the details of the preliminary work, including secondary data, to justify the number of repeats readings required [in terms of the expected scatter of the individual readings]


Collecting, reviewing and processing data Mark range Description Exemplification – indicative assessment points

0 No evidence of collected data presented.

1-3

Candidates work safely, they collect some data relevant to the investigation and display the collected data.

Working with due regard for safety, candidates • make a single relevant measurement of the dependent variable for one value of the

independent variable • measure the dependent variable for at least two different values of the independent

variable, without necessarily controlling other variables • present the measured values of dependent and independent variables – not

necessarily in systematic form or with correct use of units

4-6

Candidates collect sufficient relevant data which enables an initial assessment of the validity of the hypothesis to inform the plan. They select simple forms and styles of presentation of the data including a simple table, graph, chart or diagram which enables data to be interpreted and they process some data mathematically e.g. by averaging.

In addition to the above, candidates • make measurements of the dependent variable for at least 3 values of the

independent variable • repeat a measurement of the dependent variable for at least one value of the

independent variable • make enough measurements of the dependent variable to enable an initial

judgement the validity of the hypothesis • produce a table of results for at least 3 values of the independent variable, not

necessarily including repeated readings of the dependent variable for all values of the independent variable or produce a graph of the dependent against the independent variable, which may show lack of precision e.g. of plotting, axis labels

• determine the mean value of the dependent variable, for at least 3 values of the independent variable


Collecting, reviewing and processing data Mark range Description Exemplification – indicative assessment points

7-9

Candidates collect sufficient valid data which enables them to make a judgement on a simple hypothesis and review details of the plan in the light of results. Using standard forms and styles of presentation appropriate to the task, they display data systematically, including detailed graph or chart; they use judgement in the selection and mathematical processing of data which they display appropriately.

Candidates • collect data from at least 5 widely spread values of the independent variable

sufficient to allow a judgement on a qualitative hypothesis and comment on any changes to the details of the plan, e.g. number of repeats, in the light of experience

• display data, with units, in appropriate sequence and suitable arrangement in a table or tables with headings which may have omissions e.g. units

• produce a graph of the dependent against the independent variable with good choice of scales and labelled axes but may have plotting errors or incomplete axis labels

• average, ignoring suspect values if appropriate, and correct use of significant figures

10-12

Candidates collect sufficient high-quality valid data which enables them to make a good judgement of a detailed hypothesis and they discuss the sufficiency of the data, reflecting upon the plan. They select and effectively use high level forms and styles of presentation appropriate to the task; they process data appropriately and accurately producing a high-level display of the data.

Candidates • produce data that are sufficient [in terms of spread of independent variable values

and variability of dependent variable values] to test a hypothesis and consider the sufficiency of the data

• produce a clear table or tables of results and appropriately manipulated values with clear, accurate headings and appropriate units

• produce a graph, with linear scales and complete axis labels, which can be used to test hypothesis, e.g. enzyme concentration (%) vs time taken for mixture to run through burette (sec) with appropriate and accurate joining of plots


Analysing and reviewing procedure Mark range Description Exemplification – indicative assessment points

0 No evidence of analysis or review presented.

1-3

Candidates make simple relevant comments about techniques in the procedure and on the quality of the evidence produced. They make a simple statement referring to other data, e.g. in the preliminary work or research.

• make a simple statement about how the procedure was carried out, such as the difficulty of timing, e.g. it was difficult to time it

• make a simple, non-factual statement about how accurate they think the data are • brief, non-qualified statement

4-6

Candidates make detailed relevant comments about techniques in the procedure and use the spread/trend of their raw data to comment on the repeatability of the data produced. They make a detailed statement referring to other data, e.g. in the preliminary work or research.

• more detailed statement e.g. it was difficult to time it accurately • make a statement which refers to how spread out the data were, either the plotted mean

points or the individual readings for a particular value of the dependent variable • comment on how close different groups’ results were in the preliminary work or how the

relationship fits in with their research

7-9

Candidates suggest changes to the techniques in the procedure. They justify improvements in terms of the repeatability of the measurements or justify an assertion that no improvement is necessary. They comment on other data, e.g. in the preliminary work or research.

• suggest a way of improving the evidence or show why the evidence does not need improvement, e.g. use different type of water bath, thermostatic rather than using a bunsen.

• relevant comment e.g. referring to temperature variation during the experiment. • comment on how this investigation supports or contradicts the research

10-12

Candidates discuss the limitations of the investigation. They relate the outcome of the investigation with information discovered in the candidate’s research, making a detailed comparison.

• suitable comment e.g. it was difficult to ensure consistency when timing • examine the repeatability and/or reproducibility [from the preliminary work] and discuss

to what extent the data support the conclusion • consider whether a different conclusion is also supported by the data • discuss in detail to what extent the data are in line with the initial research


Analysing data and concluding

Mark range Description Exemplification – indicative assessment points

0 No analysis or conclusion presented.

1-3

Candidates make a simple, relevant statement about the data possibly identifying some trends or patterns in the data. The presentation may have major inaccuracies of spelling punctuation and grammar; little use of scientific vocabulary.

• make a correct statement referring to the data which may be about one value of the dependent variable • make a correct statement, referring to at least two values of the dependent variable, referring to a trend • uses non-scientific terminology, incomplete sentences and in a way which requires the assessor to search

for relevant points

4-6

Candidates give a detailed, accurate description of the trends or patterns in the data, relating the trends to information discovered in the candidate’s research. The presentation has inaccuracies in spelling, punctuation and grammar; use of scientific vocabulary is limited.

• make a simple statement linking the variation of the dependent variable with that of the independent variable

• comment on how the trend compares with that expected • some use of basic scientific terms, sentences may not be accurately constructed with incorrect spelling

7-9

Candidates identify the relationship(s) between variables revealed in the data, relating this to the hypothesis. They make a comparison of the outcome of the investigation with information discovered in the candidate’s research. The presentation has no major inaccuracies in spelling, punctuation and grammar; use of scientific vocabulary is good.

• make a qualitative but detailed statement linking the variables • comment on the extent to which the relationship supports the hypothesis • comment on how this investigation supports or contradicts the research • mainly appropriate use of scientific terms, simple sentences with no major inaccuracies in construction

and spelling

10-12

Candidates produce a valid conclusion from the data collected. They discuss the extent to which the data support the hypothesis (including whether an alternative hypothesis is supported) and discuss the extent to which more/improved quality of the data would improve their confidence in the conclusion. The presentation has good spelling, punctuation and grammar; use of scientific vocabulary is appropriate and of a high standard.

• make a conclusion relating the independent and dependent variable, or show that the expected relationship is not supported by the data

• examine the repeatability and/or reproducibility [from the preliminary work] and discuss to what extent the data support the conclusion

• consider whether a different conclusion is also supported by the data, e.g. discuss in detail to what extent the data are in line with the initial research

• uses scientific terms appropriately throughout, clear well expressed sentences with correct spelling



GCSE Biology

Controlled Assessment

Assessment Objective Total

AO1 AO2 AO3 HSW QWC

As percentage of the Controlled Assessment 18.75% 25.0% 56.25% 100%

Marks for the Controlled Assessment 9 12 27 48

WJEC GCSE in Biology SAMs - 2011/ED 14/02/2011

Documents

GCSE Speciment Assesment and Ans 2011