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General Certificate of Education Ordinary Level
5096 Human and Social Biology November 2011
Principal Examiner Report for Teachers
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HUMAN AND SOCIAL BIOLOGY
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Paper 5096/11
Multiple Choice
Question
Number
Key
Question
Number
Key
1
2
3
4
5
A
C
B
B
C
21
22
23
24
25
D
A
A
C
D
6
7
8
9
10
A
B
B
A
B
26
27
28
29
30
D
C
C
C
B
11
12
13
14
15
A
C
C
A
C
31
32
33
34
35
B
A
C
A
C
16
17
18
19
20
D
D
D
D
A
36
37
38
39
40
B
B
C
D
B
General Comments
Some questions were not answered as well as had been expected and some indicate common
misconceptions held by candidates. In Questions 6 and 12 candidates showed a good knowledge of the
objectives tested.
Comments on Specific Questions
Question 2
To correctly answer this question, candidates had to recognise the drawings of the three organisms and
structures and have knowledge of the classification of fungi, protozoa, flatworms and threadworms. The
candidates who correctly chose option C demonstrate a clear understanding of these.
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© 2011
General Certificate of Education Ordinary Level
5096 Human and Social Biology November 2011
Principal Examiner Report for Teachers
Question 7
The question requires knowledge of the food tests that candidates should have undertaken as practical work.
Of these tests, the protein test appears to be the least known.
Question 9
Many candidates choose option B, as candidates know milk is a good source of fat and protein. However,
the 10 % of each nutrient shown on the graph for option B is far too high. Candidates should be reminded
that starch is not present in milk.
Question 15
The most able candidates correctly interpreted an unfamiliar diagram and applied their knowledge to deduce
that is was the coronary artery that was blocked and most likely to cause a heart attack.
Question 19
The drawing clearly shows a ball and socket joint and while most candidates correctly deduced this was in
the shoulder, a number of candidates confused it with a hinge joint in the knee, or elbow.
Question 32
Although most candidates choose the correct option, some candidates incorrectly think the tuberculosis
bacterium cannot form spores.
Question 38
Candidates need to fully understand the different stages of sewage disposal.
Question 40
Candidates need to consider the implications of the differences in wording very carefully in order to be able
to select the correct option from the four given.
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© 2011
General Certificate of Education Ordinary Level
5096 Human and Social Biology November 2011
Principal Examiner Report for Teachers
HUMAN AND SOCIAL BIOLOGY
Paper 5096/12
Multiple Choice
Question
Number
Key
Question
Number
Key
1
2
3
4
5
C
A
B
C
B
21
22
23
24
25
D
C
A
A
D
6
7
8
9
10
A
A
A
B
B
26
27
28
29
30
D
B
C
C
C
11
12
13
14
15
B
C
C
A
D
31
32
33
34
35
A
C
B
C
B
16
17
18
19
20
C
D
D
D
A
36
37
38
39
40
B
A
B
C
D
General Comments
Many candidates demonstrated a good knowledge and understanding of the syllabus. Questions 1, 3, 6, 9,
12, 13, 14, 15, 17, 19, 20, 24, 27, 28, 29, 35 and 37 were all extremely well answered.
Comments on Specific Questions
Question 4
To correctly answer this question, candidates had to recognise the drawings of the three organisms and
structures and have knowledge of the classification of fungi, protozoa, flatworms and threadworms. The
candidates who correctly chose option C demonstrate a clear understanding of these.
Question 8
Many candidates choose option B, as candidates know milk is a good source of fat and protein. However,
the 10 % of each nutrient shown on the graph for option B is far too high. Candidates should be reminded
that starch is not present in milk.
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© 2011
General Certificate of Education Ordinary Level
5096 Human and Social Biology November 2011
Principal Examiner Report for Teachers
Question 10
The question requires knowledge of the food tests that candidates should have undertaken as practical work.
Of these tests, the protein test appears to be the least known.
Question 16
The most able candidates correctly interpreted an unfamiliar diagram and applied their knowledge to deduce
that is was the coronary artery that was blocked and most likely to cause a heart attack.
Question 21
The drawing clearly shows a ball and socket joint and while most candidates correctly deduced this was in
the shoulder, a number of candidates confused it with a hinge joint in the knee, or elbow.
Question 31
Although most candidates choose the correct option, some candidates incorrectly think the tuberculosis
bacterium cannot form spores.
Question 38
Candidates need to consider the implications of the differences in wording very carefully in order to be able
to select the correct option from the four given.
Question 39
Candidates need to fully understand the different stages of sewage disposal.
4
© 2011
General Certificate of Education Ordinary Level
5096 Human and Social Biology November 2011
Principal Examiner Report for Teachers
HUMAN AND SOCIAL BIOLOGY
Paper 5096/21
Theory
Key Message
In order to do well in this paper, candidates must be able to demonstrate the following:
● knowledge, understanding and, where appropriate, application of all subject matter tested,
● the ability to handle and interpret information and, where required, to solve problems.
General Comments
The most able candidates were able to meet, and often exceed, the criteria set out above. Their answers,
sometimes excellent, were accurate, concise and provided sufficient relevant detail to score well. The
interpretation of presented information, where required, was both accurate and well-reasoned.
Many candidates often correctly identified key elements in their answers, but needed to provide greater
relevant detail. Other candidates correctly identified key elements in their answers but also provided much
irrelevant detail, such detail is not only time consuming for candidates to write and can not be rewarded.
The large majority of candidates were able to answer, subject to their knowledge, all questions in the time
allowed.
A small proportion of candidates made a rubric infringement, incorrectly providing answers to both alternative
questions (9 and 10) in Section C.
Comments on Specific Questions
Section A
Question 1
(a)
(i)
Very few candidates gained credit for identifying gametes as being haploid / possessing 23
chromosomes.
(ii)
Very few candidates correctly identified the relative larger size of the egg cell as being linked
to its role in the provision of nutrients for the embryo / growth. Many candidates incorrectly
linked size to the relative ease of fertilisation by the sperm cell.
(iii)
The answers of many candidates were characterised by lack of sufficient relevant detail.
Answers most commonly seen were ‘implantation’ and ‘the supply of nutrients’.
(i)
The large majority of candidates correctly identified structure A as the umbilical cord,
although a wide variety of spellings were seen. Most candidates correctly identified structure
B as the amnion / amniotic sac. Common errors included amniotic fluid and uterus / uterus
wall. Structure C was often correctly identified as the cervix, but a significant proportion of
candidates gave the incorrect answer vagina.
(ii)
Very few candidates correctly identified the fetal heart as being responsible for blood flow.
The majority of candidates gave a wide variety of incorrect answers.
(b)
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© 2011
General Certificate of Education Ordinary Level
5096 Human and Social Biology November 2011
Principal Examiner Report for Teachers
(iii)
This was well answered, with the majority of candidates able to correctly identify the role of
the fluid inside structure B (amniotic fluid).
(iv)
Whilst a small number of candidates were able to gain full credit, many answers were
characterised by either lack of knowledge and / or lack of detail. Many candidates incorrectly
described ‘food’ as passing from mother to fetus, and ‘urine’ and / or ‘faeces’ passing from
fetus to mother.
(i)
Many candidates’ answers did not contain sufficient detail to gain full credit.
(ii)
Many candidates were able to name a correct substance.
references to ‘tobacco smoke / smoke’ and ‘urea’.
(c)
(d)
Common errors included
This part of the question was generally well answered. Most candidates were able to name two
correct advantages of breast milk.
Question 2
(a)
A majority of candidates correctly identified chlorophyll (spellings were sometimes variable). Less
able candidates gave a variety of incorrect answers.
(b)
Relatively few candidates named light as a ‘source of energy for photosynthesis’. Some
candidates wrote the term photosynthesis, without referring to the source of energy. Other
candidates gave imprecise, vague answers usually referring to growth, and were insufficient to be
awarded credit.
(c)
The large majority of candidates appeared to be unfamiliar with the term ‘biomass’ and named
incorrect substances e.g. carbon dioxide, oxygen.
Question 3
(a)
(i)
Most candidates correctly identified the joint at the elbow in Fig. 3.1 as a hinge joint,
although there was a wide variation in the spelling. A small number of candidates incorrectly
believed it to be a ball and socket joint.
(ii)
Many candidates did not give sufficiently accurate answers to be awarded credit. Common
errors included reference to up and down movement and to movement of the ‘hand’ rather
than the upper / lower arm.
(b)
From the responses given to this question, candidates need to gain correct knowledge and
understanding of the terms ‘origin’ and ‘insertion’ in the context of the biceps (and the triceps)
muscle.
(c)
Many candidates’ answers showed confusion between the terms ‘tendon’ and ‘ligament’, and were
unable to correctly identify the structure which attaches muscle to bone. Even when tendon was
correctly given, there was often confusion with regard to the nature of this tissue.
Question 4
(a)
This part of the question was almost universally well answered. Most candidates were able to
transfer the information provided in Table 4.1 to complete a bar chart in Fig. 4.1. Very
occasionally, the x-axis labels were not completed.
(b)
This part of the question proved challenging to almost all candidates. Most candidates incorrectly
interpreted the significance of the minimum distances perceived during the investigation. They
incorrectly believed that the greater the distance, the higher / more sensitive was the perception.
As a result, they concluded that perception by the thumb was the least sensitive part, of the upper
limb, whereas the opposite was true.
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© 2011
General Certificate of Education Ordinary Level
5096 Human and Social Biology November 2011
Principal Examiner Report for Teachers
(c)
As in (b), the conclusions which many candidates drew were incorrect and based on a fundamental
misinterpretation of the significance of the results of the investigation, and many did not gain credit.
Question 5
(a)
(b)
(i)
Few candidates based their answer on chemical purity of river water, as required by the
question. Incorrect and vague answers, particularly relating to soil and waste / animal waste
were common.
(ii)
Many candidates did not base their response upon microbiological purity of river water,
whilst many others appeared not to understand the use of the scale (1 to 5) used in the
wording of the question. As a result, most candidates gave inappropriate or irrelevant
answers.
(iii)
Most answers were characterised by vague / incorrect references to washing of clothes etc.
and to the use of lakes for leisure activities.
(iv)
The large majority of candidates gave answers which needed more detail and so were not
awarded full credit.
(v)
Vague references to sewage and waste were commonly given, as were chemicals not
specifically relevant to the contamination of water such as carbon monoxide or sulfur dioxide.
Candidates should be reminded to read each question carefully.
Many candidates correctly named an effect of dissolved lead upon the body. Many other
candidates named an incorrect effect, of which a link to cancer (especially bowel cancer) was
common.
Question 6
(a)
Many candidates made correct reference to reduced supply of oxygen, but very few provided
sufficient correct additional detail to receive further credit. Specific mention of lowered levels of
haemoglobin was uncommon (although many candidates made vague references to red blood
cells), whilst mention of reduced respiration and energy release rarely appeared.
(b)
Relatively few candidates made the required link to haemoglobin. Once again, vague reference to
red blood cells was common.
(c)
(d)
(i)
A significant proportion of candidates correctly referred to the destruction of red blood cells
by the malarial parasite / Plasmodium. A common misconception was that the bite of the
(adult) mosquito was responsible for anaemia.
(ii)
Many candidates correctly described the loss of blood in faeces / urine.
This was generally well answered.
Section B
Question 7
(a)
This was, in general, well answered. Most candidates provided sufficient correct detail in Table
7.1. Less able candidates frequently gave confused, mis-matched answers.
(b)
A large majority of candidates made correct reference to not overcooking food, but then did not
provide sufficient additional details for full credit.
Question 8
(a)
A majority of candidates provided a correct explanation of the term disease as disruption of normal
processes of the body. Many candidates incorrectly believed that named microorganisms / bacteria
are a disease.
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© 2011
General Certificate of Education Ordinary Level
5096 Human and Social Biology November 2011
Principal Examiner Report for Teachers
(b)
(i)
More able candidates provided full and detailed answers. Some candidates gave answers
which were characterised by lack of relevant detail especially with regard to method of
spread of typhoid. A few candidates correctly named the causative organism of typhoid as
Salmonella typhi. A small number of candidates gave answers based upon the incorrect
disease.
(ii)
Candidates responses here indicated that tuberculosis is better understood than typhoid
when compared with the responses in (i). Some candidates gave answers which lacked
sufficient correct detail. Once again, only a small number of candidates were able to
correctly name Mycobacterium tuberculosis as the causative organism of tuberculosis.
There was evidence of confusion between vaccination and immunisation.
Section C
Question 9
The overall standard of answers indicated that the subject matter is not well understood by a significant
proportion of candidates.
(a)
With the exception of the most able, candidates did not provide sufficient relevant detail to score
significantly. Detail of the digestion of starch beyond the mouth was very sketchy.
(b)
Most candidates, including the more able ones, found this part of the question to be challenging
and did not include enough detail in their answers.
Question 10
The overall standard of answers indicated that the subject matter is not well understood by a significant
proportion of candidates.
(a)
Many candidates gave responses which needed more detail than simply the route of passage
between nose and lungs. The detail of oxygen transfer within the lung was often sketchy, if
mentioned at all. The requirement for oxygen to dissolve (which is fundamental to transfer) was
seldom given.
(b)
Very few candidates provided an adequate description of the pathway taken by oxygen in the blood
from the lungs to the muscle cells. On occasion, the role of the heart was not even mentioned.
Descriptions of how oxygen is absorbed from the blood and used by muscle cells were usually
sketchy and lacking in detail. Many candidates made no mention at all of how oxygen is absorbed
from the blood. The role of oxygen in respiration was often mentioned, but relevant additional
detail (e.g. role of mitochondria, substrate, products, release of energy) was often not given.
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© 2011
General Certificate of Education Ordinary Level
5096 Human and Social Biology November 2011
Principal Examiner Report for Teachers
HUMAN AND SOCIAL BIOLOGY
Paper 5096/22
Theory
Key Message
In order to do well in this paper, candidates must demonstrate their ability with regard to the following:
●
●
knowledge, understanding and, where required, application of all subject matter tested,
the ability to handle and interpret information and, where required, to solve problems.
General Comments
The most able candidates were able to meet, and often exceed, the criteria set out above. Their answers,
frequently excellent, were accurate, concise and provided sufficient relevant detail to score well. The
interpretation of presented information, where required was, in general, both accurate and well-reasoned.
Many candidates often correctly identified key elements in their answers, but needed to provide greater
relevant detail. Other candidates correctly identified key elements in their answers but also provided much
irrelevant detail, such detail is not only time consuming for candidates to write and can not be rewarded.
The large majority of candidates were able to answer, subject to their knowledge, all questions in the time
allowed.
A small proportion of candidates made a rubric infringement, incorrectly providing answers to both alternative
questions (10 and 11) in Section C.
Overall, the general standard of response to this paper was pleasingly high.
Comments on Specific Questions
Section A
Question 1
(a)
This was well answered by the majority of candidates. Among less able candidates some
confusion (e.g. hepatic artery / vein, hepatic vein / hepatic portal vein, hepatic / renal) was evident.
(b)
Most candidates correctly identified one substance transported in blood vessel A (oxygen was
usually given) and blood vessel B (glucose or amino acids were usually given).
(c)
Many answers, even from more able candidates, either lacked sufficient correct detail or were
vague.
(d)
This was generally well answered by most candidates, who correctly identified structures D and E
as cell / cytoplasmic membrane and nucleus respectively. Some candidates confused cell
membrane with cell wall.
(e)
This was generally well answered by all but the weakest candidates.
(f)
Most candidates correctly identified F as the gall bladder and G as the pancreas. Fewer correctly
identified H as the bile duct, with many candidates confusing the bile duct with the hepatic portal
vein.
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© 2011
General Certificate of Education Ordinary Level
5096 Human and Social Biology November 2011
Principal Examiner Report for Teachers
(g)
This was usually well answered with many full and accurate descriptions of the digestion of fat in
the duodenum.
(h) A majority of candidates correctly identified J (insulin), K (glucagon), and L (glycogen). The spelling
of glucagon was sometimes problematic, and some candidates confused glucagon / glycogen.
Question 2
(a)
(i)
This was generally correctly answered.
(ii)
This was generally correctly answered.
(iii)
Many answers were characterised by lack of detail. Some candidates referred to reflexes
other than the pupil reflex.
(b)
This part of the question proved to be challenging for a large number of candidates. Many gave
detailed (but incorrect) descriptions of the role of circular muscles controlling the size of the pupil
rather than the shape of the lens, despite lens being mentioned in the question.
(c)
The majority of candidates provided full and correct descriptions of the function of circular muscles
in the wall of the alimentary canal.
Question 3
(a)
This was generally well understood, although a significant number of candidates did not provide
sufficient detail (sweat, water, evaporation).
(b)
Most candidates gained partial credit (usually for water being lost with faeces), but then did not
provide sufficient correct detail to gain further credit.
(c)
Some candidates did not mention the location of reabsorption of water within the kidney (simply
mentioned kidney).
Question 4
(a)
A significant proportion of candidates did not provide sufficient accurate detail in their answers to
gain full credit. There was also confusion apparent between the terms parasite and pathogen.
(b)
This was generally well answered.
(c)
This was generally well answered though some candidates confused sexual / asexual.
(d)
Again, this was generally well answered.
Question 5
(a)(b)
The majority of candidates were able to correctly state that osmosis was responsible for the
observed change and were able to give a full, well-reasoned and accurate deduction concerning
the nature of solution Q (high concentration of sucrose).
Some candidates confused
osmosis / diffusion and often provided incorrect answers based upon the movement of sucrose,
rather than water, through the Visking (dialysis) tubing.
Question 6
(a)
This was well answered. The large majority of candidates correctly completed the bar chart shown
in Fig. 6.2. Very occasionally, the x-axis labels were not completed.
(b)
This was well answered, with almost all candidates correctly identifying the link between body
mass and vital capacity.
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© 2011
General Certificate of Education Ordinary Level
5096 Human and Social Biology November 2011
Principal Examiner Report for Teachers
(c)
This part of the question, which required interpretation of the data provided in Table 6.1, proved to
be more difficult for many candidates. Many did not interpret the data accurately and / or did not
provide sufficient detail in their answers.
(d)
This was generally well answered.
Question 7
(a)
Many candidates correctly identified process 1 (mitosis), but many others showed confusion
between process 1 (mitosis) and process 2 (meiosis).
(b)
This part of the question proved to be more challenging even for those candidates who had
correctly identified process 1 in (a). In many instances, candidates provided answers containing
much incorrect or irrelevant detail. The question simply required candidates to explain the
particular role of mitotic division in bones, namely growth, repair, production of red / white blood
cells.
(c)
This was generally well answered, although some candidates confused testis / testes with
testicle(s).
Section B
Question 8
(a)
This part of the question was, almost universally generally well answered. The large majority of
candidates were able to correctly complete all sections of Table 8.1.
(b)
This, too, was well answered with a large proportion of candidates providing sufficient correct
detail.
The area of the syllabus tested in this question appears to be well understood by the large majority
of candidates.
Question 9
(a)
This part of the question proved to be challenging for candidates. Many were able to define
temperature, but had more difficulty in defining heat, and were therefore unable to describe the
difference between heat and temperature.
(b)
Most candidates provided an accurate answer for the normal value for human body temperature. A
few candidates either gave an incorrect value or gave too wide a range.
(c)
Most candidates were able to provide at least two valid reasons underlying an increase in body
temperature. A common error was to give fever, which is not a reason underlying increased body
temperature but rather an alternative description for increased body temperature.
(d)
This part of the question proved to be more challenging for a significant proportion of candidates,
many of whom confused production of heat (as required by the question) with minimising loss of
heat. Such candidates often provided a wealth of irrelevant detail not linked to the production of
heat which could not be awarded credit.
(e)
In general, this part of the question was well answered by most candidates. Many provided full and
accurate answers. A large number of candidates, including many of the most able, incorrectly
referred to the role of evaporation of sweat rather than to the evaporation of water (contained within
sweat). Some other candidates did not describe the roles of either sweating and / or vasodilation of
arterioles in the removal of excess heat. Significant numbers of candidates confused arterioles
with arteries / capillaries, whilst many incorrectly referred to the movement of blood vessels towards
the surface of the skin.
11
© 2011
General Certificate of Education Ordinary Level
5096 Human and Social Biology November 2011
Principal Examiner Report for Teachers
Section C
The large majority of candidates obeyed the rubric of Section C and attempted either Question 10 or
Question 11. A small number of candidates attempted both of the Section C alternatives.
Question 10
(a)
Most candidates provided relevant answers which contained sufficient correct detail to receive
some credit. Some candidates did not give a named example of a disease in their answer and, of
those who did not correctly name a disease, the bacterium responsible for the disease was not
identified.
(b)
The majority of candidates provided answers which supplied correct detail. Some candidates,
while giving correct answers concerning the life cycle and habits of houseflies, did not link this
information with food preparation and domestic refuse collection as required by the question.
Question 11
(a)
This part of the question was, in general, very well answered. Most candidates provided very full
accounts of the treatment of impure water to make it suitable for drinking, with correct and relevant
detail being given in their answers.
(b)
This part of the question was also generally very well answered with many excellent and accurate
descriptions of experimental techniques / methods being given.
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© 2011