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)
Question Paper (Higher Tier)
27
Mark Schemes
47
Assessment Grids
61
Unit 2
65
81
Mark Schemes
97
Assessment Grids
111
Unit 3
115
129
Mark Schemes
143
Assessment Grids
157
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.
feeding,
(b)
photosynthesis,
respiration,
[3]
burning.
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]
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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
GM winter rape
GM beet
GM maize
Bees and butterflies
fewer
fewer
more
Springtails (soil insects)
more
more
more
Wildlife
(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
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]
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
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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
2000
(a)
2004
2008
Year
What can you conclude from the results about the level of pollution in the
stream? Give your reasons.
[3]
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
Sludgeworm
Water louse
Mayfly nymph
Sludgeworm
Water louse
Caddis fly larva

Mayfly nymph
Sludgeworm
10
Caddis fly larva
15
Mayfly nymph
Number
Water
louse
Caddis fly larva
20
(b)
Nona said that these samples should be taken at the same time each year
but Rhys said it doesnt 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.
(a)
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
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]
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.......................................................................................................................................
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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:

Energy content / kJ g-1
Type of food
(a)
Apparatus A
Apparatus B
Carbohydrate
10.3
19.3
Fat
21.0
28.0
Protein
10.4
19.3
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.
F1
gametes
[2]
(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:
Number of seeds obtained
Experiment
number
Round
Wrinkled
27
24
32
11
74
24
17
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]
............................................................................................................................
............................................................................................................................
Candidate Name
Centre Number
Candidate Number
0
GCSE
BIOLOGY
HIGHER TIER (Grades D-A*)
BIOLOGY 1 Adaptation, evolution and body maintenance
SPECIMEN PAPER
(1 hour)
page.
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
2000
(a)
2004
Year
Sludgeworm
Water louse
Mayfly nymph
Sludgeworm
Water louse
Caddis fly larva

Mayfly nymph
Caddis fly larva
10
Sludgeworm
15
Mayfly nymph
Number
Water
louse
Caddis fly larva
20
2008
What can you conclude from the results about the level of pollution in the
stream? Give your reasons.
[3]
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
(b)
Nona said that these samples should be taken at the same time each year
but Rhys said it doesnt 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.
(a)
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
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:

Energy content / kJ g-1
Type of food
(a)
Apparatus A
Apparatus B
Carbohydrate
10.3
19.3
Fat
21.0
28.0
Protein
10.4
19.3
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.
F1
gametes
[2]
(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:
Number of seeds obtained
Experiment
number
Round
Wrinkled
27
24
32
11
74
24
17
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]
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................................................................................................................
................................................................................................................
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(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)
(b)
Some energy is lost at points A and B. State two ways in which this energy
could be lost.
[2]
(i)
................................................................................................................
(ii)
................................................................................................................
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]
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(b)
Suggest how the development of Warfarin resistance can be used to support

Charles Darwin's theory of evolution.
[2]
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.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
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 25C 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]
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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)
(b)
2.
(a)
(b)
(large) increase/growth in numbers (not: more lemmings)
[1]
Fewer foxes so less predation from/fewer foxes to kill/eat lemmings

(not: no foxes/ no hunting or catching)
[1]
Shortage of food/space/disease/loss of habitat/competition for food

(not: named disease/habitat loss due to humans) (Any 2)
[2]
Question Total
[4]
Any three terms, correctly placed burning, respiration, photosynthesis,

feeding (2 correct 2 marks, 1 correct 1 mark)
[3]
less deforestation
or use alternative energy generation/fewer flights or equivalent valid point
e.g. use cars less often/less fuel.
[1]
Question Total
3.
[4]
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)
(b)
(c)
differences between members of the same species/organisms

of the same kind/type/ Bizzy Lizzies
[1]
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]
(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.
(a)
(b)
Disease passed on or inherited in the genes / faulty gene.

(not : ref. recessive alleles / mutated gene / symptoms unqual)
(i)
(ii)
6.
[5]
[1]
By using liposomes which

merge with the cells lining the airways
[1]
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]
(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

(not: reduces wildlife)
[1]
Question Total
[5]
7.
(a)
alcohol increases reaction time/reactions become slower as more alcohol
is taken
[1]
leading to impairment of judgement/reduced concentration so increasing risk
of accidents
[1]
(not: reaction time becomes slower)
(b)
(Agree with Sima because)
in the experiment 6 units were consumed but the body can get rid of one unit
per hour
[1]
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

(not: take more readings at chosen intervals)
[1]
Question Total
8.
(a)
nutrients/nitrates from fertiliser
[5]
[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)
(c)
Decrease in fish/fishing/water becomes stagnant/algae make water

unsuitable for water sports (not: decrease unqualified)
[1]
Two marks can be awarded for two correct and relevant points e.g.
pesticide not broken down/excreted/persistent in body
it enters food chain/food web or description of chain/web
[1]
[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
9.
[7]
(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)

Question total
[1]
[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
(not: global language)
[1]
Question Total
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
12.
[2]
[6]
(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.
(b)
(c)
(i)
gametes
R
r
R
RR
Rr
[1]
[1]
r
Rr
rr
Gametes correct
(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]
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)
Question Total
[1]
[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)

Question Total
2.
(a)
(i)
European fox, Sand fox and Kit fox (or scientific names)
(b)
Because the scientific name is the same in all countries / universal /

the common name differs in different countries
(not: global language)
Question Total
3.
[1]
[5]
[1]
[1]
[2]
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

3 4 marks

1 2 marks

grammar.
0 marks
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
5.
(a)
gametes
r
r
R
Rr
Rr
R
Rr
Rr
Gametes correct
(b)
(c)
(i)
gametes
R
r
R
RR
Rr
[4]
[1]
[1]
r
Rr
rr
Gametes correct
(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]
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)
Question Total
[1]
[7]
6.
(a)
(b)
(c)
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]
because it would remove a possible source of the infection in

cattle/cattle can be infected by badgers.
[1]
the evidence is contradictory/gives two opinions/unreliable
[1]
Question Total
7.
(a)
(i)
(ii)
(b)
Fertiliser/ nitrates/phosphates used on farmland

leaching into water/sea
(allow: ref. nitrogen/phosphorus/NP)
[3]
[1]
Heavy metal or named e.g. copper/Cu, lead/Pb, zinc/Zn in

factory waste
[1]
(i)
Rhine
[1]
(ii)
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

Heavy metal/lead cause poisoning/build up to a toxic level
(not: dangerous level/toxins/ bioaccumulation unqual.)
Question Total
8.
[1]
[1]
[9]
(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
Question Total
[1]
[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

Illustrates natural selection/survival of fittest (to breed)
Question Total
10.
(a)
One mark for making a correct and relevant point e.g.

action of bacteria/decomposers. (allow: fungi, not: microbes)
[1]
[1]
[6]
[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

boiling denatures/destroys enzymes the reaction (in tube A)
is probably due to an enzyme.
(not: kills enzymes)
[1]
(ii)
Bacteria/decomposers
(not: ref. nitrifying/denitrifying)
[1]
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

3 4 marks

1 2 marks

grammar.
0 marks
worthy of credit.
Question Total
[6]
ASSESSMENT GRIDS
MARK SPECIFICATION GRID

Biology 1
Specimen assessment
FOUNDATION TIER
B1 - Adaptation, evolution and
body maintenance
Question
Number
1. (a)
(b)
2. (a)
Target Totals for

Paper
Specification
Reference
1 (d) (e)
2 (i) (j)
(b)
3.
Assessment Objective
AO1
AO2
AO3
24
21
15
2
3
1
(c)
5. (a)
4. (a)
60
1 (c)
Total
Mark
(b)
4 (a)
(b) (i)
4 (d), 7 (f)
(ii)
6. (a)
(b)
(c) (i)
3 (i) (j)
(ii)
7. (a)
(b)
6 (b), 7 (c)
(c)
8. (a)
(b)
2 (b) (d)
(c)
9. (a)
1
2
(b)
1
1
2 (c)
(c)
10. (a)
1 (b)
(b)
11.
6 (g)
12. (a)
7 (a) (b)
(b)
1
4
2
1
6
2
13. (a)
(b) (i)
(ii)
2
1
3 (g) (h)
(iii)
(c)
1
Raw Totals:
23
23
14
60
HSW
QWC

Biology 1
Specimen assessment
HIGHER TIER
B1 - Adaptation, evolution and body
maintenance
Question
Number
1. (a)
(b)
(c)
2. (a)
(b)
3.
4. (a)
(b)
5. (a)
(b) (i)
(ii)
(iii)
(c)
6. (a)
(b)
(c)
7. (a) (i)
(ii)
(b) (i)
(ii)
(c)
8. (a)
(b)
(c)
(d)
9. (a)
(b)
10. (a)
(b) (i)
(ii)
11.
Target Totals for

Paper
Specification
Reference
AO1
24
AO2
21
AO3
15
1
1
2 (c)
Total
Mark
60
1
1 (b)
6 (g)
7 (a) (b)
1
1
4
2
1
2
6
2
2
2
3 (g) (h)
1
1
1
1
1
2 (b)
1
1
2 (d)(e)
2
1
2
2 (f) (g)
5 (c)(d)
1
1
2
1
3
1
2
1
2
2
1
2 (l) (m)
6(h)
1
5
Raw Totals:
26
21
5
6
13
60
HSW
QWC
Candidate Name
Centre Number
Candidate Number
0
GCSE
BIOLOGY
BIOLOGY 2 Cells and metabolism, digestion and respiration,
biodiversity
SPECIMEN PAPER
(1 hour)
page.
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)
(b)
State three factors, other than time, which should be kept constant in this
investigation.
[3]
(i)
...........................................................
(ii)
...........................................................
(iii)
..........................................................
(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.
(a)
Leaf size
Time taken from indicator to change

from red to purple / minutes
Small
63
Medium
47
Large
26
Very large
18
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?
Underline the correct answer.
The tube with the:
small leaf
medium leaf
large leaf
very large leaf
[1]
5.
The diagram below shows the human respiratory system.
(a)
Label parts A to C on the diagram.
(b)
The table below shows some of the contents of inhaled and exhaled air.
Gas
Oxygen
Carbon dioxide
(i)
[3]
Inhaled air (%)
Exhaled air (%)
20
15
0.03
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 .....................................................
(b)
[1]
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)
(d)
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]
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]
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
Candidate Name
Centre Number
Candidate Number
0
GCSE
BIOLOGY
BIOLOGY 2 Cells and metabolism, digestion and respiration,
biodiversity
SPECIMEN PAPER
(1 hour)
page.
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 .....................................................
(b)
[1]
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)
(d)
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]
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:

Distance moved by liquid in the glass tube (mm)
Time (min)
Syringe 1
Syringe 2
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

1.

and counterpoints.
2.
might be confused.
3.
4.
subsequent parts.
5.
6.
7.
8.

is provided
sequence.

Foundation Tier
1.
(a)
34
[1]
(b)
genetic composition of daughter cells is not identical to mother cell/ owtte [1]
Question total
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]
Reference to taking repeat readings

Reference to need to test temperatures between 35oC and 80oC.
[1]
[1]
(iii)
Question total
3.
[2]
(a)
(b)
[7]
(i)
the peas are carrying out respiration and so are giving off heat
[1]
(ii)
decomposers/bacteria/fungi are present

and are respiring/giving off heat
[1]
[1]
(i)
to retain heat/ owtte
[1]
(ii)
to allow gases to diffuse/because oxygen is needed for respiration [1]
Question total
[5]
4.
(a)
photosynthesis (is taking place)
which removes / absorbs / uses CO2
(not: ref. to respiration)
[1]
[1]
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
5.
[6]
(a)
A.
B.
C.
rib
bronchus
alveolus
[1]
[1]
[1]
(b)
(i)
oxygen diffuses from alveoli/ lung
[1]
into blood so less is in air breathed out
[1]
(allow: used for (1) respiration (1))
(ii)
carbon dioxide diffuses from blood
[1]
into alveoli/lung so more is in air breathed out
[1]
(allow: CO2 produced (1) in respiration (1))
Question total
6.
(a)
[7]
eaten/killed by rat / stoat
[1]
Its food is eaten by possum / deer / rabbit

(not: competition unqualified)
[1]
(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
Shouldnt be allowed to die out as may be useful in the future
Loss of biodiversity / AVP
[1]
Question total
[4]
7.
(a)
(b)
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)
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
through a selectively permeable membrane
[1]
[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]
put it in water/weaker solution (allow: add water)
[1]
Question total
8.
(a)
pancreas
large intestine
[1]
[5]
[1]
(b)
process which breaks down/changes;

large insoluble molecules into small/soluble substances;
so they can be absorbed.
[1]
[1]
[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)
(b)
Indicative content:
[1]
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)
(d)
Straight horizontal line starting where line on graph starts and

continuing to near end of axis
[1]
Add Benedicts
[1]
Boil/heat STRONGLY/heat to any stated temperature 80C/boiling water

bath
[1]
(not: warm/heat gently or just heat)

Question total
[10]
10.
(a)
The variety or number

of different species in an area
(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.
(c)
[1]
[1]
Reference to the biological control agents eating/destroying native/other

plants/species/ref. introduce disease/ introduce weevil as it only eats
floating pennywort.
[1]
[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)
pancreas
large intestine
[1]
(b)
process which breaks down/changes;

large insoluble molecules into small/soluble substances;
so they can be absorbed.
[1]
[1]
[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
2.
(a)
(light) brown/yellow to dark/blue-black/black (not: blue)
(b)
Indicative content:
[8]
[1]
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

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

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

indicative content, showing limited reasoning. The answer
addresses the question with significant omissions. The candidate
uses limited scientific terminology and inaccuracies in spelling,
0 marks
worthy of credit.
[6]
(c)
(d)
Straight horizontal line starting where line on graph starts and continuing to
near end of axis
[1]
Add Benedicts
[1]
Boil/heat STRONGLY/heat to any stated temperature 80C/boiling water bath
[1]
(not: warm/heat gently or just heat)

Question total
[10]
3.
(a)
The variety or number

of different species in an area
(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.
(c)
[1]
[1]
[1]
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.
(not: tendons)
[1]
(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)
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
therefore maximum rate of photosynthesis and oxygen
production is at noon
[1]
Question total
6.
(a)
(i)
(ii)
(iii)
(b)
[6]
carbon dioxide produced which
[1]
exerted pressure/pushed it down

(not: ref. to volume)
[1]
more energy/heat is being released/produced
[1]
by respiration
[1]
microbes/bacteria would use glucose/respire
[1]
(ethanol) acts as a poison/kills yeast

(not: stops yeast working)
[1]
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/doesnt cure diseases and doesnt 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.
5 6 marks

3 4 marks

1 2 marks

grammar.
0 marks
worthy of credit.
Question total
[6]
8.
(a)
(b)
Movement of water from where it/water is in high concentration to where

it/water is in low concentration/or down a concentration gradient
(allow: correct references to solutes)
[1]
Through a selectively permeable membrane
[1]
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 cant get through glass)
Answer only to refer to why modern lenses are suitable i.e. no reverse
argument
Question total
9.
(a)
(b)
Does not account for clumping / may miss a species / some areas left
unsampled or sampled more than once. (Any 2)
[6]
[2]
(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.
xy
[1]
z
(ii)
(I) Marking does not affect or make animals more conspicuous

to predators / does not affect chances or probability of being
caught
(II) It assumes that immigration rate is same as/balanced by
emigration rate
[1]
Question total
[8]
[1]
ASSESSMENT GRIDS

Biology 2
Specimen assessment
FOUNDATION TIER
B2- Cells and metabolism,
digestion and respiration,
biodiversity
Question
Number
1. (a)
(b)
2. (a)
(b) (i)
(ii)
(iii)
3. (a) (i)
(ii)
(b) (i)
(ii)
4. (a)
(b)
(c)
(d)
5. (a)
(b) (i)
(ii)
6. (a)
(b)
(c)
7. (a)
(b)
8. (a)
(b)
(c)
9. (a)
(b)
(c)
(d)
10. (a)
(b) (i)
(ii)
(c)
Target Totals for

Paper
Specification
Reference
1 (l) (m)
AO1
AO2
AO3
24
24
12
Total
Mark
60
3
1
1 (i)
4 (a)(b)
1
2
1
3 (b)(c)
6 (a) (d)
3
1
1
2 (d) (e)
5 (d) (e)
5 (b) (d)
7 (d) (e)
Raw Totals:
5
2
1
1
1
1
1
2
7 (d) (e)
1
3
3
1
2
2
1
4
5
8
1
3
1
1
24
10
2
1
1
25
1
1
2
7
3
2
1
1
1
HSW
1
1
11
6
60
QWC

Biology 2
Specimen assessment
HIGHER TIER
B2- Cells and metabolism,
digestion and respiration,
biodiversity
1.
2.
3.
4.
5.
6.
Question
Number
(a)
(b)
(c)
(a)
(b)
(c)
(d)
(a)
(b) (i)
(ii)
(c)
(a)
(b)
(c)
(a)
(b)
(c) (i)
(ii)
(a) (i)
(ii)
(iii)
(b)
7.
8. (a)
(b)
9. (a)
(b) (i)
(ii)
Target Totals for

Paper
Specification
Reference
5(d) (e)
5(b) (d)
7(d) (e)
AO1
AO2
AO3
24
24
12
1
3
3
1
2
1
3
1
1
4(d), 1(h)
2(b) (e), 4(c) (d)
7(c)
Raw Totals:
2
2
2
3
1
26
1
1
1
1
1
1
1
23
1
1
1
1
2
1
1
1
10
3 (b) (c) (d), 1(d)
6(f), (g)
1
1
1
1
1
60
2
1
1(o)
Total
Mark
6
6
8
11
60
HSW
QWC
Candidate Name
Centre Number
Candidate Number
0
GCSE
BIOLOGY
BIOLOGY 3: Transport in plants and animals, homeostasis,
microorganisms and disease
SPECIMEN PAPER
(1 hour)
page.
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.

Plant
B
Mineral not present
[2]
Evidence
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:

retina,
(b)
(c)
cornea,
optic nerve,
lens,
[3]
sclera.
Using the letters given in the diagram indicate which part of the eye
(i)
focuses light rays,
...........................
(ii)
is sensitive to light rays,
...........................
(iii)
connects with the brain.
...........................
[3]
Thomas noticed that shining a bright light into Ffions eyes caused the pupil to
become smaller.
The change in Ffions eye is due to a reflex action.
Give two reasons why it is a reflex action.
I.
......................................................................
II.
......................................................................
[2]
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
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.

1. .....................................................
2. .....................................................
[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
Aorta
Pulmonary artery
At highest pressure
(b)
Letter
................
................
................
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 71.7C.

Ultra Heat Treated (UHT) milk is heated to 135C.
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 30C.
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
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]
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Candidate Name
Centre Number
Candidate Number
0
GCSE
BIOLOGY
BIOLOGY 3: Transport in plants and animals, homeostasis,
microorganisms and disease
SPECIMEN PAPER
(1 hour)
page.
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 71.7C.

Ultra Heat Treated (UHT) milk is heated to 135C.
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 30C.
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
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.
(a)
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
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)
(b)
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.
Explain why it is important for the fresh dialysis fluid to contain the same
concentration of glucose and amino acids as blood plasma.
[1]
[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
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

1.

and counterpoints.
2.
might be confused.
3.
4.
subsequent parts.
5.
6.
7.
8.

is provided
sequence.

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.
(a)
(i)
(ii)
Cell A: red blood cell, Cell B: white blood cell

blood clotting
(b)
no nucleus/nucleus, small/large, round/irregular shape

(any 2)
Matched, comparative statements required
[1]
[1]
[2]
Question total
3.
[2]
[4]
(a)
A
B
C
cornea
lens
retina
[1]
[1]
[1]
(b)
(i)
B (allow A)
[1]
(ii)
[1]
(iii)
[1]
happened immediately/automatically
without Ffion knowing
[1]
[1]
(c)
Question total
[8]
4.
(a)
(b)
[1]
(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.

Question total
5.
[8]
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
6.
[1]
(a)
CEC
(b)
One circulation to lungs

and other to body
[4]
[3 x 1]
[1]
[1]
Question total
[5]
7.
(a)
(b)
(c)
bacteria/bacterium/staphylococcus
(not: microbe/pathogen)
[1]
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]
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]
ref to: More awareness of the issue
[1]
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
8.
[5]
(a)
xylem
[1]
(b)
CX
[2]
Question total
[3]
9.
(a)
Reference to:
Recording a measured distance of travel of the air bubble
in a given/set/stated time
[1]
[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
10.
(a)
capillary
(b)
oxygen; carbon dioxide; diffusion; very thin/only one cell thick.
[1]
Question total
11.
[4]
[4x1]
[5]
(a)
to make a fair comparison/fair test
[1]
(b)
Untreated (milk)
[1]
(c)
(i)
UHT
[1]
(ii)
it had the most amount of oxygen/oxygen not used up
(not: ref. colour)
[1]
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.
Question total
[1]
[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

grammar.
3 4 marks

and grammar.
1 2 marks

0 marks

Question total
[6]

Higher Tier
1.
(a)
xylem
[1]
(b)
CX
[2]
Question total
2.
(a)
Reference to:
Recording a measured distance of travel of the air bubble
in a given/set/stated time
[1]
[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
3.
(a)
capillary
(b)
oxygen; carbon dioxide; diffusion; very thin/only one cell thick.
[4]
[1]
Question total
4.
[3]
[4x1]
[5]
(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)
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.
Question total
[1]
[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

grammar.
3 4 marks

and grammar.
1 2 marks

0 marks

Question total
6.
(a)
3 arrows, one on each cell and all in right direction
[6]
[1]
(no mark if less than 3)

(b)
Temperature/heat
(not: flame)
[1]
(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
(b)
[3x1]
after the first infection memory cells produced
[1]
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)
(ii)
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)
(not: ref. to cost)
allergic responses/side effects/ill for a short time/personal rights/
cultural rights
(not: traumatic)
Question total
8.
[1]
[1]
[11]
(a)
Correct positions of arrows. (2 x 1). (Y right to left, X towards arm)
[2]
(b)
glucose will not be lost from blood
[1]
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

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

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

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

Question total
10.
(3 correct = 2 marks 2 correct = 1 mark)
[6]
(a)
D A (C) B
[2]
(b)
water is absorbed
(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.
[1]
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
because reabsorption takes place by active transport.
(d)
[1]
[1]
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.
2. (a) (i)
(ii)
(b)
3. (a)
(b) (i)
(ii)
(iii)
(c)
4. (a)
(b) (i)
(ii)
(c)
(d)
5.
6. (a)
(b)
7. (a)
(b)
(c)
8. (a)
(b)
9. (a)
(b)
(c)
10. (a)
(b)
11. (a)
(b)
(c) (i)
(ii)
(d)
12.
Target Totals for

Paper
Specification
Reference
1 (f)
2 (b)
3 (a), (c)
AO1
AO2
AO3
24
24
12
2
1
1
1
2
2 (c) (d)
2
1
2
1
2
1
8
1
1
2
1
8
1
1
2
2
5 (h)
1(e), (d), (g)
60
1
1
4 (a), (b), (j)
6 (a)
Total
Mark
4
5
1
2
1
2
3
2
1
1 (b) (d)
4
1
2 (h)
1
3
1
2
1
6 (b), (c)
5 (a)
Raw Totals:
1
1
1
3
26
3
24
10
6
60
HSW
QWC

Biology 3
Specimen assessment
HIGHER TIER
B3 - Transport in plants and
animals, homeostasis,
microoganisms and disease
Question
Number
1. (a)
(b)
2. (a)
(b)
(c)
3. (a)
(b)
4. (a)
(b)
(c) (i)
(ii)
(d)
5.
6. (a)
(b)
(c)
7. (a)
(b)
(c)
(d) (i)
(ii)
8. (a)
(b)
(c)
9.
10. (a)
(b)
(c)
(d)
Target Totals for

Paper
Specification
Reference
1(e), (d), (g)
AO1
AO2
AO3
24
24
12
1
2
60
3
2
1
1 (b), (d)
Total
Mark
4
1
2 (h)
1
3
1
1
1
1
2
1
6 (b), (c)
5(a)
3 (d)
1
1
1
3
1
6
3
1
2
2
5(c), (d), (e)
1
2
1
11
1
2
4 (h), (j)
2 (f)
4 (d), (e)
Raw Totals:
1
1
4
1
2
2
25
2
2
2
2
25
6
11
10
60
HSW
QWC
CONTROLLED
ASSESSMENT
Assessment area
Mark
Awarded
Hypothesising &
Planning / 12
Collecting,
reviewing &
processing data / 12
Analysing &
reviewing
procedure / 12
Analysing data &
concluding / 12
GCSE Biology: Investigation

TOTAL / 48
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: ...................................................
Year - SPECIMEN
Date .................................
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:
y
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:
y
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.

.

..
..
Ways of reducing risks
Risks
Hazards
GCSE Biology Risk Assessment
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.
Biology: Investigation
Marking Criteria
1.
The work of each candidate should be assessed in each of the following fields
1.
2.
3.
4.
Hypothesising and planning

Collecting, reviewing and processing data
Analysing and reviewing procedure
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.

Mark
range
0
1-3
4-6
7-9
Description
Exemplification indicative assessment points
No evidence of planning is presented.

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
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
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

Mark
range
Description
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]

Mark
range
0
Description
No evidence of collected data presented.
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
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
repeat a measurement of the dependent variable for at least one value of the
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
1-3
4-6

Mark
range
7-9
10-12
Description
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
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
0
1-3
4-6
7-9
10-12
Description
No evidence of analysis or review presented.

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
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
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.
Candidates discuss the limitations of the

investigation. They relate the outcome of the
investigation with information discovered in the
candidates research, making a detailed
comparison.
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
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
0
1-3
4-6
7-9
10-12
Description
No analysis or conclusion presented.

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
Candidates give a detailed, accurate description of the trends

or patterns in the data, relating the trends to information
discovered in the candidates 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
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 candidates research. The
presentation has no major inaccuracies in spelling,
punctuation and grammar; use of scientific vocabulary is
good.
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 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
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
As percentage of the Controlled
Assessment
Marks for the Controlled
Assessment
WJEC GCSE in Biology SAMs - 2011/ED

14/02/2011
Total
AO1
AO2
AO3
18.75%
25.0%
56.25%
100%
12
27
48
HSW
QWC

GCSE Speciment Assesment and Ans 2011

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GCSE in BIOLOGY Specimen Assessment Materials 1

For teaching from 2011

SPECIMEN ASSESSMENT MATERIALS

GCSE in BIOLOGY Specimen Assessment Materials 3

Question Paper (Higher Tier)

Question Paper (Higher Tier)

Question Paper (Higher Tier)

GCSE in BIOLOGY Specimen Assessment Materials 5

GCSE in BIOLOGY Specimen Assessment Materials 6

GCSE in BIOLOGY Specimen Assessment Materials 7

GCSE in BIOLOGY Specimen Assessment Materials 8

GCSE in BIOLOGY Specimen Assessment Materials 9

GCSE in BIOLOGY Specimen Assessment Materials 10

Members of a clone of 'Bizzy-Lizzy' seedlings were planted at various distances from

What is meant by the term variation?

Underline below, the type of variation shown by the plants.

Give a reason for your answer to (c) (i).

GCSE in BIOLOGY Specimen Assessment Materials 11

Cystic fibrosis is an inherited disease that affects about 10 000 people in

GCSE in BIOLOGY Specimen Assessment Materials 12

This large scale trial follows smaller trials on animals.

GCSE in BIOLOGY Specimen Assessment Materials 13

GCSE in BIOLOGY Specimen Assessment Materials 14

Explain the advantages to a farmer from growing a soya bean crop

In 1999 the UK government asked researchers to investigate how growing

Bees and butterflies

Springtails (soil insects)

In March 2004 the UK government announced that two of the above

Suggest the reason for the government's decision.

GCSE in BIOLOGY Specimen Assessment Materials 15

Distance fallen by rule / cm

GCSE in BIOLOGY Specimen Assessment Materials 16

GCSE in BIOLOGY Specimen Assessment Materials 17

Explain how the fertiliser resulted in the increase in midges.

GCSE in BIOLOGY Specimen Assessment Materials 18

Caddis fly larva

Caddis fly larva

Caddis fly larva

Caddis fly larva

GCSE in BIOLOGY Specimen Assessment Materials 19

GCSE in BIOLOGY Specimen Assessment Materials 20

GCSE in BIOLOGY Specimen Assessment Materials 21

The diagram shows a section through the skin.

GCSE in BIOLOGY Specimen Assessment Materials 22

GCSE in BIOLOGY Specimen Assessment Materials 23

The results were as follows:

GCSE in BIOLOGY Specimen Assessment Materials 24

Gregor Mendel made important discoveries on how characteristics or traits are

The following shows how the F1 plants were produced in Mendel's

GCSE in BIOLOGY Specimen Assessment Materials 25

What is the ratio of round to wrinkled seeds produced above?

................................... round: ................................... wrinkled

How do the results of Mendel's experiments compare to your answer in (b)(ii)?

Why was the importance of Mendel's discovery about inheritance not

GCSE in BIOLOGY Specimen Assessment Materials 27

GCSE in BIOLOGY Specimen Assessment Materials 28

Caddis fly larva

Caddis fly larva

Caddis fly larva

Caddis fly larva

GCSE in BIOLOGY Specimen Assessment Materials 29

GCSE in BIOLOGY Specimen Assessment Materials 30

GCSE in BIOLOGY Specimen Assessment Materials 31

The diagram shows a section through the skin.