175 minutes
140 marks
Page 1 of 51
Q1.
Ions of metals such as zinc often pollute rivers. The effect of zinc ions on gas exchange and
respiration in fish was investigated. Fish were kept in tanks of water in a laboratory.
The fish in one group (X) had a solution of a zinc compound injected directly into their blood and
were then put in a tank of zinc-free water. A second group (Y) was not injected but had the
solution of the zinc compound added to the water in the tank.
The partial pressure of oxygen in the blood of both groups of fish was then monitored. The
results are shown in the graph.
(a)
During this investigation, the water temperature in the tanks was kept constant. Explain
why changes in the water temperature might lead to the results of the investigation being
unreliable.
......................................................................................................................
......................................................................................................................
(1)
(b)
The results from the two groups were compared using a statistical test.
(i)
Page 2 of 51
(ii)
Explain why it is important to use a statistical test in analysing the results of this
investigation.
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(2)
(c)
Two suggestions were made to explain the results shown in the graph.
A
Zinc ions reduce the rate at which oxygen is taken up from the water and
passes into the blood.
Which of these suggestions is the more likely? Explain the evidence from the graph
that supports your answer.
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(2)
(d)
During the investigation, the pH of the blood was also monitored. It decreased in group Y.
Suggest an explanation for this decrease in pH.
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(3)
Page 3 of 51
(e)
Leaves were collected from sycamore trees growing in a polluted wood and the
concentration of some metal ions in samples of these leaves was measured. Woodlice
were then fed with the leaves. After 20 weeks, the concentration of the ions in the bodies of
the woodlice was measured. Some of the results are shown in the table.
Concentration of ions / g g1
Leaves
Woodlice
(i)
Copper
Cadmium
Zinc
Lead
52
26
1430
908
1130
525
1370
132
Which of the elements shown in the table is concentrated most by the woodlice?
Use suitable calculations to support your answer.
(2)
(ii)
Suggest what happens to most of the lead ions in the leaves eaten by the woodlice.
.............................................................................................................
.............................................................................................................
(1)
(iii)
Explain the difference in the copper ion concentration between the leaves and the
woodlice.
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(2)
Page 4 of 51
(f)
Yorkshire fog is a species of grass. Two varieties of Yorkshire fog were studied. One
variety was tolerant to arsenic, while the other variety was not. In a series of investigations,
it was found that
Plants that are not tolerant to arsenic grow poorly on soil which has a high
concentration of both arsenic and phosphorus-containing compounds.
Tolerance to arsenic in Yorkshire fog is caused by a single gene with the allele, a, for
tolerance recessive to the allele, A, for non-tolerance.
(i)
(ii)
(iii)
Arsenic-tolerant Yorkshire fog plants are very rare in areas with low concentrations
of arsenic in the soil, even where the soil has a high concentration of phosphate.
Explain why they are unable to compete in these conditions with plants that are not
tolerant to arsenic.
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(3)
(Total 20 marks)
Page 5 of 51
Q2.
(a)
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
(1)
(b)
Scientists investigated the distribution of three species of fish in a lake. They recorded
the range of depths where each species was found. The table shows their results.
Species of fish
White bass
(i)
Range of depths /m
0 to 8.4
Walleye
6.8 to 10.0
Sauger
7.2 to 14.6
Use information from the table to give the range of depths at which all three
species of fish may be found living together.
Answer ............................................................ m
(1)
(ii)
Suggest and explain one advantage to the fish of occupying different depths in
the lake.
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(2)
Page 6 of 51
(c)
The graph shows the relationship between the depth and the temperature of the water
in the lake.
A student concluded that the temperature of the water in the lake determined the depth
at which the species of fish were found. Use the table and the graph to evaluate this
conclusion.
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(Extra space) .................................................................................................
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(3)
(Total 7 marks)
Page 7 of 51
Q3.
(a) Rather than use chemical pesticides or biological agents farmers often use an
integrated system of chemical pesticides and biological agents to control agricultural
pests. Explain the advantages of using an integrated system to control agricultural pests.
(6)
(b)
Nitrate from fertiliser applied to crops may enter ponds and lakes. Explain how nitrate may
cause the death of fish in fresh water.
(5)
(c)
Explain how the intensive rearing of domestic livestock increases net productivity.
(4)
(Total 15 marks)
Q4.
Scientists investigated the effect of a pesticide called malathion on the survival of tadpoles of
species of toads found in the USA. The scientists determined the LC50 for the tadpoles of each
species over a 16-day period in an aquarium. The LC50 is the concentration of malathion that
killed 50 percent of a population of tadpoles. The scientists also investigated whether the
presence of a predator of tadpoles changed the effect of malathion.
(a)
Suggest two advantages of using the LC50 to determine the effect of a pesticide.
1...................................................................................................................
......................................................................................................................
2....................................................................................................................
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(2)
Page 8 of 51
The scientists looked at previous studies on the effects of various pesticides on tadpoles.
They found that most of these studies:
(b)
The scientists concluded that these previous studies were of limited use when trying to
assess the effects of malathion on the tadpoles of toads found in the USA. Suggest why
the scientists reached this conclusion.
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(Extra space)..................................................................................................
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(3)
(c)
Malathion affects the nervous system of tadpoles. The scientists investigated whether
the stress caused by the presence of a predator changed the effect of malathion on
the tadpoles. The scientists used newts which are predators of tadpoles. They carried
out two experiments, as shown in the diagram.
Page 9 of 51
(i)
(ii)
(d)
Adult toads spend most of their time on land but lay their eggs in water.These eggs hatch
into tadpoles, which live in water and develop into adults. The tadpoles are much smaller
than adult toads. Use this information to explain why the tadpoles are affected more rapidly
by pesticides in water than adult toads.
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(2)
(e)
Page 10 of 51
(f)
As a result of this investigation, the scientists concluded that more studies on pesticides
should be carried out in natural habitats rather than under laboratory conditions. Suggest
two advantages of carrying out such investigations in natural habitats.
1......................................................................................................................
........................................................................................................................
2......................................................................................................................
........................................................................................................................
(2)
(Total 15 marks)
Q5.
(a)
Calculate the rate of oxygen uptake in arbitrary units per hour between 2 and 4 hours.
Page 11 of 51
(b)
(i)
Use the information provided to explain the changes in oxygen uptake during this
investigation.
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(Extra space).........................................................................................
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(3)
(ii)
Use the information provided to explain the changes in production of ethanol during
this investigation.
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(2)
(c)
Sodium azide is a substance that inhibits the electron transport chain in respiration.The
student repeated the investigation but added sodium azide after 4 hours. Suggest and
explain how the addition of sodium azide would affect oxygen uptake and the production of
ethanol.
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(Extra space)..................................................................................................
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(3)
(Total 9 marks)
Page 12 of 51
Q6.
(a)
In an investigation, scientists transferred slices of apple from air to anaerobic conditions in pure
nitrogen gas. They measured the rate of carbon dioxide production.
(b)
The scientists kept the temperature constant throughout the investigation. Explain how a
decrease in temperature would affect the rate of carbon dioxide production.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
(2)
(c)
When the apple slices were transferred to nitrogen, the following biochemical pathway
took place.
Use this pathway to explain the part played by reduced NAD when the apple slices were
transferred to nitrogen.
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(2)
Page 13 of 51
(d)
The rate of carbon dioxide production was higher when the apple slices were in nitrogen
than when they were in the air. Explain why.
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(3)
(Total 8 marks)
Page 14 of 51
Q7.
Scientists investigated the effect of iron deficiency on the production of triose phosphate in
sugar beet plants. They grew the plants under the same conditions with their roots in a liquid
growth medium containing all the necessary nutrients. Ten days before the experiments, they
transferred half the plants to a liquid growth medium containing no iron. The scientists measured
the concentration of triose phosphate produced in these plants and in the control plants:
(a)
(i)
The experiments were carried out at a high carbon dioxide concentration. Explain
why.
...............................................................................................................
...............................................................................................................
...............................................................................................................
(1)
(ii)
Explain why it was important to grow the plants under the same conditions up to ten
days before the experiment.
...............................................................................................................
...............................................................................................................
...............................................................................................................
(1)
Page 15 of 51
(iii)
The plants were left in the dark for 6 hours before the experiment. Explain why.
...............................................................................................................
...............................................................................................................
...............................................................................................................
(1)
(b)
Iron deficiency reduces electron transport. Use this information and your knowledge of
photosynthesis to explain the decrease in production of triose phosphate in the irondeficient plants.
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(Extra space).................................................................................................
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(4)
(c)
Iron deficiency results in a decrease in the uptake of carbon dioxide. Explain why.
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(2)
(Total 9 marks)
Page 16 of 51
Q8.
Sea otters were close to extinction at the start of the 20th century. Following a ban on
hunting sea otters, the sizes of their populations began to increase. Scientists studied the
frequencies of two alleles of a gene in one population of sea otters. The dominant allele, T,
codes for an enzyme. The other allele, t, is recessive and does not produce a functional
enzyme.
In a population of sea otters, the allele frequency for the recessive allele, t, was found to be 0.2.
(a)
(i)
Answer ..................................... %
(2)
(ii)
What does the Hardy-Weinberg principle predict about the frequency of the t allele
after another 10 generations?
.............................................................................................................
.............................................................................................................
(1)
(b)
Several years later, scientists repeated their study on this population. They found that the
frequency of the recessive allele had decreased.
(i)
A statistical test showed that the difference between the two frequencies of the t
allele was significant at the P = 0.05 level.
Use the terms probability and chance to help explain what this means.
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(2)
Page 17 of 51
(ii)
What type of natural selection appears to have occurred in this population of sea
otters? Explain how this type of selection led to a decrease in the frequency of the
recessive allele.
Type of selection ................................................................................
Explanation .........................................................................................
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(2)
(Total 7 marks)
Q9.
(a)
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(2)
Page 18 of 51
(b)
Tay-Sachs disease is a human inherited disorder. Sufferers of this disease often die
during childhood. The allele for Tay-Sachs disease t, is recessive to allele T, present in
unaffected individuals. The diagram shows the inheritance of Tay-Sachs in one family.
(i)
Explain one piece of evidence from the diagram which proves that the allele for TaySachs disease is recessive.
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(2)
(ii)
Explain one piece of evidence from the diagram which proves that the allele for TaySachs disease is not on the X chromosome.
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(2)
Page 19 of 51
(c)
(i)
In a human population, one in every 1000 children born had Tay-Sachs disease. Use
the Hardy-Weinberg equation to calculate the percentage of this population you
would expect to be heterozygous for this gene. Show your working.
Answer = ...................................... %
(3)
(ii)
Q10.
(a) Explain what is meant by stabilising selection and describe the circumstances under
which it takes place.
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(5)
(b)
Some European clover plants can produce cyanide. Those plants that can produce
cyanide are called cyanogenic; those that cannot produce cyanide are called acyanogenic.
Cyanide is toxic to the cells of animals and plants.
When the leaves of cyanogenic plants are damaged by slugs, or exposed to low
temperatures, membranes within the cells are broken. This causes the release of the
enzymes that control the reactions which produce cyanide.
Page 20 of 51
Page 21 of 51
Q11.
Parasites are organisms that live on or in host organisms. The populations of many
organisms may be reduced by the effects of parasites.
Feather mites are small parasites found on the wing feathers of many birds. The mites feed on
the oil that the birds produce. This oil keeps the feathers in good condition. Birds unable to oil
their feathers properly use more energy in maintaining their body temperature. This results in
less energy being available for other processes.
Scientists investigated the relationship between the numbers of feather mites and the breeding
success of one species of bird, the great tit.
(a)
Use the information above to suggest how feather mites could affect breeding in great tits.
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(2)
Page 22 of 51
(b)
The scientists located a large number of great tit nests. They sampled these at random.
For each nest they recorded
(i)
(ii)
The scientists calculated the percentage of each pairs eggs from which chicks
survived to leave the nest. They called this breeding success per pair.
The table shows some of the data that the scientists obtained.
Total number of feather
mites on both parent birds
Breeding
success per pair
86
100
64
10
82
14
70
15
85
170
42
Page 23 of 51
Do these data support the hypothesis that the presence of feather mites reduces the
ability of great tits to reproduce successfully? Give reasons for your answer.
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(Extra Space) ......................................................................................
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(3)
(c)
(ii)
The correlation coefficient that they obtained had a negative value. What does a
negative value indicate about these data?
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.............................................................................................................
(1)
Page 24 of 51
(d)
The oil that a great tit puts on its feathers is made in an oil gland at the base of the tail. The
bird uses its beak to spread the oil over its feathers. This is called preening. Preening
takes place in early morning and evening and empties the oil gland each time. After
preening, the oil gland is considerably smaller.
At the same time that the scientists recorded the number of feather mites on each great tit,
they also measured the size of the oil gland. The graph shows their results and includes
the scientists line of best fit.
(i)
Describe the relationship between the number of feather mites present on each great
tit and the size of the oil gland.
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(2)
(ii)
Explain how measuring the oil gland at the same time as counting the feather mites
may have affected the reliability of the data.
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(2)
Page 25 of 51
(e)
Feather mites eat pathogenic bacteria and fungi as well as oil. Explain how this may affect
the breeding success of the birds.
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(2)
(Total 15 marks)
Q12.
(i)
(ii)
Describe one method the scientists could have used to ensure that the sites were
chosen without bias.
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(2)
(iii)
The population number of both species of lizard varied at different times of the year.
Suggest two reasons why.
1.............................................................................................................
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2.............................................................................................................
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(2)
Page 26 of 51
The scientists investigated the percentage of lizards of both species that were infected with
malaria at different sites on the island. They collected samples of both lizards at intervals of 3
months for 1 year. They also recorded the elevation (height above sea level) of each site. Some
of their results are shown in the table.
Elevation
of
collection
site /
metres
Total number
of
A. gingivinus
collected in
one year
Percentage of
A. gingivinus
infected with
malaria
Total number
of
A. wattsi
collected in
one year
Percentage of
A. wattsi
infected with
malaria
10
13
80
30
120
35
23
200
40
30
300
52
46
12
315
35
31
13
370
155
37
79
414
124
44
68
Site
(b)
When analysing their results, the scientists used the percentage of lizards infected at each
site, rather than the number of lizards infected. Explain why.
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(2)
(c)
A preliminary study suggested that malarial infections were more common at higher
elevations. Use the information provided to evaluate this suggestion.
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(2)
Page 27 of 51
(d)
(i)
As a result of this investigation, the scientists concluded that the presence of malaria
provided a competitive advantage to A. wattsi. Use the information provided to explain
how they reached this conclusion.
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(2)
(ii)
The malarial parasite of Anolis lizards destroys both red and white blood
cells.Suggest how an increase in the percentage of A. gingivinus infected with
malaria could result in A.wattsi having a competitive advantage.
...............................................................................................................
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(2)
(iii)
The scientists carried out a statistical test to determine whether the correlation
between the number of A. wattsi collected and the percentage of A. gingivinus
infected was significant. They obtained a value for P of < 0.01.
Use the terms probability and chance to help explain what this means.
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(2)
(Total 15 marks)
Page 28 of 51
M1.
(a) (variation in) temperature will affect the solubility of oxygen/ rate of
respiration / use of oxygen by cells/ diffusion/ gas exchange;
to gain credit point made must concern oxygen
1
(b)
(i)
(ii)
(c)
A;
because partial pressure of oxygen only reduced when zinc in water /
in Y / because when injected zinc / in X has no effect on partial pressure
of oxygen in blood;
2
(d)
(e)
(i)
copper;
calculation based on comparing concentration in woodlice with that
in leaves;
accept any suitable method here, giving marks for the method and
explanation. For example, calculating ratio of concentration in woodlice
to concentration in leaves.
2
(ii)
(iii)
Page 29 of 51
(f)
(i)
mutation;
1
(ii)
(iii)
[20]
M2.
(a)
(b)
(i)
(ii)
1.
2.
Less / no competition;
Reference to light and CO2 as a resource negates mark point 2
Ignore intraspecific / interspecific for mark point 2
2
Page 30 of 51
(c)
1.
2.
3.
4.
[7]
M3.
(a)
(Biological Agents)
Assume advantages are in context of correct type of control
(chemical or biological) unless stated otherwise
1.
2.
Specific;
3.
4.
5.
(Chemical pesticides)
6.
Acts quickly;
7.
8.
(b)
1.
2.
3.
4.
5.
Page 31 of 51
(c)
1.
2.
3.
4.
Heating / Kept warm / inside so less heat / energy / respiratory loss / maintain
body temperature;
5.
[15]
M4.
(a)
(b)
1.
Only carried out on one species of toad / African toad / not carried
out on USA toads / tadpoles / species;
1. Accept not carried out on all species of toad
1. Accept carried out on different species
1. Do not accept one type of toad
2. Only tested for 1 - 4 days / short term / not 16 days / long term;
3. Did not look at effect of predator / predation;
3. Do not accept biotic factor on its own, there must be a reference
to the predator
4. Used various pesticides / may not have used malathion;
4. Accept did not use malathion
3 max
(c)
(i)
1.
2.
(ii)
1.
2.
Page 32 of 51
(d)
1.
2.
3.
Longer time exposure to pesticide / adults / toads live in and out of water /
tadpoles remain / stay in water;
2 max
(e)
1.
Link between using less (pesticide) and cost / less effect on environment
/ organisms;
1. Accept answers which link concentration (of pesticide) to being
cost effective
2.
3.
4.
(f)
1.
2.
[15]
M5.
(a)
0.8;
1
(b)
(i)
1.
Aerobic respiration;
1. Allow description e.g. respiration using oxygen
1. Accept oxidative phosphorylation
2.
3.
(ii)
1.
2.
3.
Page 33 of 51
(c)
1.
2.
3.
[9]
M6.
(a)
(b)
(c)
(d)
Respiring anaerobically;
(Anaerobic respiration/respiration with nitrogen) less efficient/produces
less ATP;
More anaerobic respiration/more glucose/substrate must be respired
to produce same amount of ATP (so more carbon dioxide produced);
3
[8]
M7.
(a)
(i)
(ii)
(iii)
Page 34 of 51
(b)
1.
2.
3.
4.
(c)
1.
2.
[9]
M8.
(a)
(i)
(ii)
(b)
(i)
(ii)
1. Directional;
2. The recessive allele confers disadvantage/ the dominant
allele confers advantage/more likely to survive / reproduce;
Assume "it" to refer to the recessive allele
2. References to selection do not gain credit as the term is in the
question. Allow reference to phenotype / enzyme functionality
(instead of allele) when describing advantage/disadvantage.
2
[7]
M9.
Page 35 of 51
(b)
(i)
1.
2.
OR
If dominant at least one of 3 and 4 would be affected;
2
(ii)
1.
11 is affected, 3 is not;
1 Accept: 3 / unaffected father / parents produce
an affected daughter
1. Accept: 3 and 4 would only produce unaffected females
2.
OR
(If on X) 11 / affected female would not receive the recessive allele on X
chromosome / Xt from 3 / father;
Reject: recessive / dominant chromosomes
OR
(If on X) 3 / father (of 11) would pass on the dominant allele on his X
chromosome / XT;
2
(c)
(i)
2.
p / q / T = 0.968 0.97;
3.
(ii)
[10]
Page 36 of 51
M10.
(a)
+
2. (Initial range of values in which) mean is best adapted;
3. Selection against extremes / selection for the mean;
4. Mean/median/mode unaltered
5. Range/S.D is reduced;
6. Repeated over many generations;
7. Increasing proportion of populations becomes well adapted
to environment;
max 4
(b)
[10]
M11.
(a)
(b)
(i)
1. Avoids bias;
2. Data representative/choice of nest not influencing results;
3. Allows use of statistical tests/named statistical test;
2 max
Page 37 of 51
(ii)
Accept general statements or statements based on data that make the required
points.
1. Correct statement about range of 0 15;
2. Correct statement about 0;
3. Correct statement about 170;
4. Correct statement about gap between 15 and 170;
1. e.g. No pattern/no correlation between 0 and 15.
2. e.g. Birds with no feather mites did not have (the) high(est)
breeding success / 86%.
3. e.g. Highest number of feather mites linked to lowest breeding
success.
4. e.g. No data between 15 and 170.
3 max
(c)
(i)
(ii)
(d)
(i)
1. The larger the size of the oil gland the larger the number of feather mites;
2. Positive correlation;
3. (Wide) scatter of points / points not on line;
3. Accept any answer that conveys the idea of a wide spread.
Ignore any reference to anomalies.
2max
(ii)
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(e)
[15]
M12.
(a)
(i)
(ii)
1.
2.
(iii)
1.
2.
3.
Predator;
4.
5.
Temperature variation;
6.
(b)
1.
2.
(c)
1.
2.
3.
Limited results for A. wattsi / small sample / number / percentage infected for A.
wattsi;.
2 max
Page 39 of 51
(d)
(i)
1.
2.
3.
(ii)
1.
2.
(iii)
1.
2.
OR
3.
[15]
Page 40 of 51
E1.
Unit 8
(a)
Most candidates were able to explain that an increase in water temperature would
influence a relevant feature such as oxygen solubility or respiration. Answers based on the
effect of temperature on the rate of enzyme activity or on metabolism were, however, a
little too general, failing to relate to the specific investigation described in the question.
There were a few references to ensuring a fair test, an entirely inappropriate response at
this level.
(b)
The responses to this section formed a sharp contrast to the high marks frequently
awarded for statistical analysis in coursework. Answers to part (i) were often centredependent, some candidates being able to produce a sound null hypothesis; others clearly
had little idea. These candidates frequently lacked understanding of the purpose of the
investigation or of the concept of a null hypothesis. The weakest responses usually
involved equating the expression with an inappropriate statistical formula. In part (ii), many
candidates were aware that statistical tests are related to chance, but fewer were able to
explain that such tests give a measure of the probability that chance might account for the
results obtained.
(c)
Most candidates correctly identified A as the more likely explanation and were able to
justify their choice.
(d)
Better candidates were able to produce in a logical account in which they successfully
linked a lower oxygen concentration to anaerobic respiration and the production of lactic
acid. Others revealed a disturbing lack of understanding of respiratory biochemistry,
suggesting that the evolution of carbon dioxide was entirely independent of the
consumption of oxygen. They inevitably based their answers on an argument that, despite
reduced oxygen, fish must continue to respire aerobically, so there would be an increase
in carbon dioxide. There were occasional references to supposed chemical effects of zinc.
(e)
The best candidates used common sense in part (i) and, realising that the only elements
that were concentrated were copper and cadmium, calculated appropriate ratios for these
ions. Credit was also given to those who supported their conclusions by calculating the
inverse. A significant number, however, merely subtracted the relevant values from each
other, an approach which inevitably led to an incorrect answer. The examiners were
instructed to be generous in marking the calculations and undertook much work in
interpreting confusing presentation. Centres would do well to advise candidates that it is
their responsibility to present material sufficiently clearly that the logic of the response can
be followed. In part (ii), most recognised that lead ions would be egested or excreted,
although there was some incorrect usage of these terms. Most candidates were aware, in
part (iii), that woodlice would concentrate copper. The principle of bioaccumulation was
often correctly described but not always related to eating a large number of leaves.
Weaker candidates frequently referred to additional sources of copper ions or to the
intriguing possibility of copper ions multiplying within the body of the woodlouse.
(f)
Mutation figured widely in the responses to part (i), although there were occasional
incorrect references to natural selection or to the presence of arsenic causing the allele to
first arise. Although there were a number of rather vague references to growth and
formation of new cells, the majority of candidates were able to identify two specific effects
of phosphates in part (ii). Answers to part (iii) were frequently marred by a failure to answer
the question and explain why arsenic-tolerant plants were unable to compete in the
conditions described. Candidates referred to both arsenic-tolerant and non-tolerant plants
as they and it was often far from clear as to which they were referring. However, it was
encouraging to note that, although this question was targeted specifically at Grade A
candidates, many others were able to suggest that arsenic-tolerant plants would not grow
as well because they were unable to take up sufficient phosphates.
Page 41 of 51
Unit 9
(a)
Candidates offered a range of explanations, suggesting that the air mixed the water, that it
affected the zinc, and that it was needed to make the test fair. Few candidates earned a
mark; those that did suggested that oxygen would no longer be a limiting factor. Links were
rarely made with the effect it would have on the saturation of the haemoglobin.
(b)
(i)
A large number of individuals know from their coursework that the term null
hypothesis implies no difference, but they did not always recognise where this lack
of difference might lie. Weaker candidates made comments about chance. The
commonest error was to devise a hypothesis relating to gas exchange and
respiration.
(ii)
Many commented on the need to look for effects that are due to chance. Some
quoted significance levels, but failed to mention probability. Many referred to
establishing levels of accuracy, and a few made statements about the null
hypothesis. It was disappointing to note that large numbers of candidates are able to
suggest null hypotheses in their coursework but are unable to apply these statistical
skills to material presented in an unfamiliar context.
(c)
Most candidates recognised the answer as A, and were able to use the graph to explain
their choice. Those that could not were vague in their answers.
(d)
Unless candidates recognised that there was less oxygen available to the cells they were
inclined to answer irrelevantly. The best recognised the anaerobic respiration that would
ensue, and therefore lactic acid would be produced. Some wrote of haemoglobin as a
buffer, but failed to recognise that it would be the extra hydrogen ions which affected the
pH not those absorbed through the buffer. Weaker candidates were confused over the
numbering of the pH scale. They thought that zinc affected the pH of the water, or that zinc
caused haemoglobin to pick up fewer hydrogen ions from the water.
(e)
(i)
The calculations were absent in some cases, and very varied where present. Simple
ratios were the best idea, but some even calculated standard deviations.
Subtractions were also fine. Many candidates had no idea what to calculate. The
commonest response was to find the mean concentration of cadmium and copper in
shrews, without any reference to the levels in the source of food. Many gave
calculations without saying what they were, leaving the examiner to guess. The
weakest candidates mis-read the data as numbers of shrews or numbers of ions.
Despite poor performances on the supporting mathematics, many candidates could
comment on the relative concentrations.
(ii)
The fate of the ions was mixed. There appears to be widespread confusion over
egestion and excretion and the fact that ions have to be absorbed before they can be
used appears to have escaped some. Weaker candidates were of the opinion that
the copper ions could be broken down.
(iii)
Candidates had little understanding of the ways in which ions accumulate through
diet.
Page 42 of 51
(f)
E2.
Most candidates correctly identified mutations as the cause of the allele arising, but
some offered a choice to the examiner regarding natural selection.
(ii)
Likewise, most candidates were able to name two functions of phosphates. A few
were confused with protein synthesis. Some answered too vaguely with
membranes, iii). This part of the question presented difficulties to many and only the
better candidates directed their responses appropriately. There were many vague
references to fogs and inappropriate set-piece answers on inheritance.
(a) Four out of five students were able to provide a suitable definition of the ecological term
community. Incorrect responses were often definitions relating to a population or
ecosystem.
(b)
(c)
E3.
(i)
(i)
Almost two thirds of students correctly provided the range of depths, 7.2 to 8.4, at
which all three species of fish may be found living together. The most common
incorrect response was 6.8 to 8.4.
(ii)
The vast majority of students obtained both marks for this question often by referring
to competition for food. Students gaining one mark usually described competition for
an unspecified resource.
Most students gained one mark for a description of the decreasing temperature with
increasing depth of water. Approximately half of these students then gained another mark
for describing either the overlap of the ranges of the fish or the idea that another named
factor could be involved. Very few students mentioned both of these ideas to obtain 3
marks. Some students merely described the depth ranges and temperatures at which
each of the three species of fish were found or referred to the unknown sample size or
lack of statistical tests. Although a significant number of students referred to correlation not
indicating causation, this was more often than not described in an incorrect context.
(a) Only ten percent of students obtained more than four out of the six marks available.
Answers often gave the disadvantages of chemical pesticides and biological agents
without making the advantages of using an integrated system clear. All marking points
were seen in responses, but usually only 2 or 3 of them in any one response. The most
common marking points referred to the specificity of biological agents, its single
application and the reduced need to apply chemical pesticides. The fact that chemical
pesticides act quickly was also appreciated by many students. A common error in weaker
responses was to confuse pesticides with fertilisers and then to provide a detailed account
of eutrophication. On a positive note, the common confusion between resistance and
immunity was less apparent than on previous papers. A larger than expected number of
students gained no marks for this question.
Page 43 of 51
(b)
Not surprisingly this question produced a lot of good answers but still discriminated well
despite forty percent of students scoring four or more marks out of the five available.
Weaker responses lacked the appropriate level of scientific terminology, omitted essential
details or confused ideas. Most students referred to an algal bloom and its effect on
penetration of light. However, some students omitted any reference to photosynthesis, or
related a reduced oxygen concentration solely to the activity of plants. Some students
referred to fish dying due to lack of food with no reference to oxygen or respiration. The
best responses were often clear and concise and read as the mark scheme. These
answers referred to saprobiotic microorganisms rather than simply decomposers and
clearly related the death of fish to a decrease in oxygen for respiration.
(c)
Almost eighty percent of students obtained at least half the marks on this question.
However, relatively few obtained maximum marks despite all the marking points regularly
occurring on different scripts. The two most commonly seen marking points were those
related to less respiratory losses due to animals being kept inside / warm and having
restricted movement. References to selective breeding were also fairly frequent. Students
often referred to animals being fed controlled diets but did not always explain clearly how
this increased net productivity. A common explanation, which was not credited, was to
state that it increased growth. Similarly, when students referred to animals being
slaughtered when still growing, explanations were often inadequate. Better students had
no such problems and provided verbatim the mark scheme answers.
E4.
(a) Very few students were able to suggest two advantages of using the LC50 to
determine the effect of a pesticide. Correct responses usually referred to not killing all the
tadpoles, or for comparing different pesticides. Incorrect responses were often rather
confusing and focused on statistical tests, finding the most cost-effective concentration or
on reliability.
(b)
This question proved to be relatively straightforward for most students, who often gained at
least two marks. They appreciated that previous studies have been carried out mainly on
one species of toad and for a relatively short time period. However, many students did not
make the link between a biotic factor and a predator. In fact, there was a significant
minority of students who described a biotic factor as being temperature or pH.
(c)
(i)
The majority of students gained at least one mark, usually for explaining that the
scientists could see the effect without the newts being present. Less than half these
students gained a second mark for mentioning that the scientists would see the
effect of the pesticide on the tadpoles. Students failing to gain any marks often
simply stated that experiment 1 was a control with no further qualification.
(ii)
Almost ninety five percent of students gained at least one mark, usually for the idea
that the newts are visible to the tadpoles. More than half these students gained a
second mark for stating that the barrier prevented the tadpoles being eaten by the
newts.
Page 44 of 51
(d)
Most students had difficulty obtaining both marks on this question. Many students gained a
mark for explaining that the tadpoles would be exposed to the pesticide for a longer time
period, as they stay in the water. However, relatively few students linked the smaller size of
tadpoles to a larger surface area to volume ratio and even fewer students mentioned a
shorter diffusion pathway.
(e)
This proved to be a very demanding question, with two-thirds of students scoring zero.
Most students failed to understand why a range of concentrations of the pesticide was
used. Many answers only described finding the most effective concentration to use, to see
the effect on other organisms or to see if the tadpoles developed resistance; to get a
reliable mean, to identify anomalies or to use a statistical test also featured. When marks
were awarded, it was usually for the idea of the pesticide building up in the environment,
being diluted or for the idea of finding the lowest effective concentration that causes least
harm to the environment.
(f)
Weaker answers were limited to responses such as to obtain valid results, see effects in
the real world, or suggested that these investigations would be cheaper. However, better
answers showed appreciation that these investigations would enable scientists to see the
effects of abiotic factors on the pesticide and / or the effect of the pesticide on other
organisms.
E5.
(a) Approximately half the students correctly calculated the rate of oxygen uptake as 0.8
arbitrary units.
(b)
(c)
E6.
(i)
Most students gained two marks for this question. They linked the uptake in oxygen
to aerobic respiration and then provided one of a range of correct responses to
explain the decrease in uptake including: oxygen / glucose becoming limiting, ethanol
causing death of cells and, most commonly, anaerobic respiration occurring. Very
few students gained a third mark by linking the increase in uptake of oxygen to the
growth / reproduction of the yeast cells. Weaker answers linked ethanol production
to oxygen uptake, or suggested that the yeast would carry out photosynthesis.
(ii)
The vast majority of students appreciated that the ethanol was produced during
anaerobic respiration. However, only half these students linked the increase in
ethanol production to the fall in oxygen uptake. Relatively few students referred to the
decrease in ethanol production as the glucose was used up.
Overall this question was well answered by students. The role of oxygen in the ETC was
well known and there were some very clear answers that gained all three marks. The
decreased uptake of oxygen and the earlier and greater production of ethanol were often
described. Occasionally, the sodium azide was believed to have no effect on ethanol
production. NADP was sometimes included rather than NAD in descriptions of the ETC
and there were disappointing references to energy being produced. Some confused
responses suggested that oxygen was needed for ethanol production and without oxygen
being used, no ethanol would be produced. Weaker answers described yeast as a plant
and referred to the Calvin cycle.
The weighting of the assessment objectives limits the number of marks that can be awarded
for recall of basic factual information and this question sought to test understanding of the
principles underpinning respiration. It became clear in marking the scripts that although many
candidates had considerable knowledge of the appropriate technical language, they lacked
fundamental understanding.
(a)
Although there were occasional references to glycolysis, most candidates correctly named
either the Krebs cycle or the link reaction.
Page 45 of 51
(b)
Although most candidates recognised the role of enzymes, the examiners were left with
the impression that many of those who made the basic error of linking decreasing
temperature to enzyme denaturation were responding with prepared answers. A disturbing
number of candidates revealed here, and elsewhere in the question, confusion between
respiration and photosynthesis.
(c)
Apart from predictable and confusion between oxidation and reduction, and between NAD
and NADP this question was answered well.
(d)
Although this part of the question was targeted at those candidates likely to be awarded
higher grades, it was disappointing to note that relatively few were able to make use of the
information provided, that the apple slices were transferred to anaerobic conditions in pure
nitrogen gas. Many wrote about nitrogen fixation, bacterial decomposition or the need for
nitrogen in photosynthesis. Better candidates generally identified respiration as anaerobic
even if they failed to discuss the relative inefficiency of the process.
E7.
(a)
(i)
Three out of four students gained this mark by stating that carbon dioxide is a
limiting factor on photosynthesis. Inadequate responses often simply stated that
carbon dioxide was needed for photosynthesis.
(ii)
Twenty percent of students gained this mark by indicating that any difference in
growth during the experiment would be due to iron deficiency. There was a large
variety of incorrect responses but the majority referred to a fair test, similar growth
or same level of TP.
(iii)
Only the better responses included the realisation that the period in the dark was to
ensure that the levels of triose phosphate were similar / low in both groups of plants
at the start of the experiment. Many who did mention triose phosphate thought that it
would all have been used up or converted to glucose / RuBP, ignoring the evidence
from the graph. Weaker responses only referred to preventing the light-dependent
reaction, or just preventing photosynthesis.
(b)
This question proved to be a very effective discriminator and produced a good range of
marks. Most students gained a mark for ATP being produced during electron transport.
Although many students then gained a mark for the production of reduced NADP, a
significant minority incorrectly referred to NAD. The decrease in production of triose
phosphate was not always linked to a decrease in glycerate-3-phosphate. Only better
responses referred to ATP and reduced NADP being produced during the light-dependent
reaction. Despite the stem of the question stating knowledge of photosynthesis a number
of students described electron transport during respiration.
(c)
This question caused some difficulty for students, with almost forty percent gaining no
marks. It was surprising to find a number of students referring to respiration in their
answers and confusing the Calvin cycle with the Krebs cycle. Some students with a better
understanding failed to gain credit as they limited their explanation to the Calvin cycle being
reduced. Students gaining one mark often referred to the role of RuBP in combining with
carbon dioxide. Only the best responses linked iron deficiency to a reduction in the amount
of triose phosphate and therefore less RuBP.
Page 46 of 51
E8.
(a) About 50% of candidates gained both of the marks available for part (i), but of the rest
there was considerable evidence of confusion. Nearly all wrote out the equation p2 + 2pq +
q2 = 1, when finding 0.22 was all that was needed in this case. Many also did not know
whether the allele frequency of 0.2 was the value for q or for q2. Most candidates
responded correctly to part (ii), but a number continued to provide irrelevant detail about
the conditions required for the Hardy-Weinberg principle to be valid.
(b)
E9.
Few candidates gained both the marks available for part (i), as they did not show the
necessary understanding of the difference between chance and probability. The answer
given by many to part (ii), stabilising selection, suggested that they had not read the stem
of this part of the question carefully enough. Those candidates who missed marks in their
explanations usually did so because they wrote generally about selection rather than
explaining the effect of this allele on survival and reproductive success and the consequent
decrease in its frequency.
(a) The phenotype as the expression of the genotype was well known, with the vast
majority of students gaining the first marking point. Less than a quarter of students
mentioned the effect of the environment on the phenotype. Answers that failed to gain a
mark just described the phenotype as the visible characteristics or appearance of an
organism.
(b)
(c)
(i)
Over a third of students scored zero on this question. Most of these students
suggested that the phenotypes of 1, 2, and 4 / 5 proved that the allele for Tay-Sachs
disease is recessive. There was also a common misconception that individual 3 was
the son of 1 and 2. Approximately half the students who correctly referred to
individuals 3, 4 and 9 / 11, provided a suitable explanation to gain a second mark.
Unfortunately, the use of poor terminology prevented more students from gaining
both marks; for example, do not carry the gene.
(ii)
This proved to be very problematic with less than twenty percent of students scoring
above zero. Many students had no idea how to prove that the allele for Tay-Sachs
was not on the X-chromosome, often identifying the wrong individuals or suggesting
that only males should be affected. Some students gained the first mark for correctly
selecting individuals 11 and 3, but only a minority of students were able to explain
how this proved that the allele was not on the X-chromosome. The allele was often
thought to be on the Y-chromosome. The fathers were also thought to pass their Xchromosome to their sons. Some answers were very general and failed to mention
any numbered individuals.
(i)
Page 47 of 51
(ii)
E10.
It was surprising to find that almost fifty percent of students did not gain this mark.
Most correct responses noted the information provided in the stem of part (b), ie
sufferers of this disease often die during childhood. Incorrect responses related to
more general reasons why the Hardy-Weinberg equation might not apply, such as
emigration, immigration, lack of random mating etc. Random fertilisation and
mutation were often seen as incorrect responses. Natural selection, selection
against individuals with Tay-Sachs, stabilising selection and directional selection
were also suggested.
Much of the material in this question was unfamiliar and required careful analysis to score
highly. Even so, candidates across the ability range scored highly on the question, although it
was mainly able candidates who did so.
(a)
Many answers to this question, which demanded only straight recall, were disappointing.
Most candidates did not get beyond saying that stabilising selection acts against the
extremes and results in a smaller range or standard deviation. They often cited the
example of human birth mass. Better candidates were able to explain that this occurred
because those individuals showing the mean value were best adapted to the environment
and that, as a consequence, the mean would not change as the process repeated itself
generation after generation. However, only a few of those took notice of the question and
explained that stabilising selection occurs in an unchanging or stable environment.
(b)
Candidates who made the link between temperature, the activity of slugs and the
proportions of cyanogenic and acyanogenic clover plants usually went on to score well by
explaining the selective advantage of producing cyanide when slugs are active and not
producing cyanide when temperatures are so low that the cyanide would be released into
the plants own tissues.
Those who did not make this link often pursued an inappropriate line of reasoning
concerning the effect of temperature on enzyme kinetics and developed highly teleological
answers.
E11.
(a) Candidates frequently failed to gain credit because they wrote that the mites affected
breeding (as stated in the question) rather than reduced breeding success, before they
went on to explain why.
(b)
The response 'to eliminate bias' gained most candidates one mark for their answer to part
(i), but fewer appreciated the importance of being able to apply a statistical test to the data
collected. In part (ii), many candidates showed that they understood the significance of
variation in breeding success but did not look critically at the independent variable so did
not comment on the lack of data between 15 and 170 mites per pair of parent birds.
Weaker candidates tried to answer the whole question in a single sentence rather than
breaking their answers into separate parts.
(c)
In part (i), candidates seemed to find it difficult to go beyond the general answer of 'there is
no difference' and relate their null hypothesis to the investigation in question. A common
error was to state that, 'There is no difference between the mites and the breeding
success of the birds'. Most incorrect responses to part (ii) simply restated that the
correlation was negative, or that one value went up as the other went down. Marks were
only gained by answers that related to the data in the question, stating clearly that breeding
success went down as the number of mites went up.
Page 48 of 51
(d)
Many candidates made reference in part (i) to anomalous data, rather than describing the
wide scatter or points. Others failed to gain marks because they did not refer to the
number of mites and the size of the oil gland in their answers. In part (ii), some candidates
only considered the practical details here, rather than using the information in the stem.
They were required to explain that preening only took place at certain times of day and that
after preening the gland was significantly smaller, causing the measurement to be lower
than it would have been earlier in the day.
(e)
Most candidates realised that pathogenic organisms were harmful, but few made the
second step and explained that a reduction in pathogens would allow the parent birds to
have greater breeding success because, for example, they had not passed disease to
their offspring.
E12.
(a)
(i)
Almost eighty percent of students obtained this mark, usually by stating that this
method helps to make the samples representative or reliable.
(ii)
The vast majority of students gained at least one mark for referring to using
coordinates or dividing an area into squares. Most of these students gained a second
mark for describing a method of generating random numbers. Some students
incorrectly referred to the mark, release and recapture method.
(iii)
Almost fifty percent of students gained two marks for providing two valid reasons for
changes in the population of lizards at different times of the year. Breeding,
predators, prey and temperature changes were common correct responses.
Responses such as weather or climate were not credited and limited most of the
other students to one mark.
(b)
This was generally answered well, with many students gaining both marks. The most
common scoring point was the idea of allowing a valid comparison. Some students failed
to note that the numbers in the samples vary and obtained one mark. Incorrect responses
often referred to reliability.
(c)
Considering the data provided were not particularly complex, it was disappointing to note
that forty percent of students scored zero for this question. The most common scoring
mark point was for referring to the results at site 5 for A. gingivinus. Relatively few
students gained a second mark by referring to a positive correlation or to the limited results
for A. wattsi.
(d)
(i)
The vast majority of students gained one mark for stating that more A. gingivinus
than A. wattsi are infected. Many students then tried to explain why this might be the
case (more die so less competition for food etc), rather than trying to give further
explanations of how they reached the conclusion. As a result, very few students
obtained two marks.
(ii)
A significant minority of students did not use the information provided on the
destruction of blood cells and gained zero marks. Students who did use this
information often referred to the increased susceptibility to disease due to
destruction of white blood cells. There were slightly fewer marks gained for the
effects caused by a reduction in red blood cells.
Page 49 of 51
(iii)
Less than fifty percent of students obtained both marks. Although students
understood that the P value represented probability, the less than symbol < was
often interpreted as is or equal to. Other errors included referring to 0.01% rather
than 1% probability or the correlation not being due to chance (with 0.01/1%). Some
students correctly used a probability of more than 99% / 0.99 that the correlation is
not due to chance.
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