The King's School
Q1.Diagram 1 shows cells from the light-sensitive layer in the eye.
Diagram 1
(a)
On Diagram 1, add labels to name part A and part B of the light-sensitive cell.
(2)
(b)
There is a junction between the connecting neurone and the neurone carrying the
impulse to the brain.
(i)
What name is given to the junction?
...............................................................................................................
(1)
(ii)
In what form is information passed across the junction?
...............................................................................................................
...............................................................................................................
(1)
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The King's School
(c)
Diagram 2 shows a bee flying towards a man’s eye.
In the blink reflex , light from the bee reaches the light-sensitive cell in the eye.
The muscles in the eyelid shut the man’s eye before the bee hits the eye.
Describe the pathway taken by the nerve impulse in the blink reflex.
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...............................................................................................................
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...............................................................................................................
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(4)
(Total 8 marks)
Q2.
Plants lose water vapour from their leaves. Most of this water vapour is lost through
the stomata.
(a)
Draw a ring around the correct answer to complete the sentence.
distillation.
Plants lose water vapour by
filtration.
transpiration.
(1)
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(b)
A class of students investigated the number of stomata per mm2 on the upper
surface and on the lower surface of the leaves of three species of plant, P, Q and R.
The students placed samples of the surface cells onto a grid on a microscope.
Student X counted the stomata on the lower surface of a leaf from one of the plant
species.
The diagram shows part of the grid that student X saw under the microscope.
(i)
Complete the calculation to estimate the number of stomata per mm2 on the lower
surface of this leaf.
Number of stomata in
mm2 = .........................................................
Number of stomata in 1 mm2 = ............................................................
(2)
The table shows the mean results for the class.
Mean number of stomata per mm2 of leaf
Plant species
(ii)
Upper surface of leaf
Lower surface of leaf
P
40
304
Q
0
11
R
85
195
Student X had counted the stomata on the lower surface of a leaf from one of the plant
species. Use your answer to part (b)(i), and information in the table, to help you to
answer this question.
From which plant species, P, Q or R, was student X’s leaf most likely to have been
taken?
(1)
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The King's School
(iii)
Species Q is normally found growing in hot, dry conditions.
Explain one way in which species Q is adapted for living in hot, dry conditions.
Use information from the table.
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
(2)
(Total 6 marks)
Q3.This question is about photosynthesis.
(a)
Plants make glucose during photosynthesis. Some of the glucose is changed into
insoluble starch.
What happens to this starch?
Tick (
) one box.
The starch is converted into oxygen.
The starch is stored for use later.
The starch is used to make the leaf green.
(1)
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The King's School
(b)
A student investigated the effect of temperature on the rate of photosynthesis in
pondweed.
The diagram shows the way the experiment was set up.
(i)
The student needed to control some variables to make the investigation fair.
State two variables the student needed to control in this investigation.
1.............................................................................................................
2.............................................................................................................
(2)
(ii)
The bubbles of gas are only produced while photosynthesis is taking place.
What two measurements would the student make to calculate the rate of
photosynthesis?
1.............................................................................................................
2.............................................................................................................
(2)
(c)
The graph shows the effect of temperature on the rate of photosynthesis in the
pondweed.
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Temperature in °C
(i)
Name the factor that limits the rate of photosynthesis between the points
labelled A and B on the graph.
...............................................................................................................
(1)
(ii)
Suggest which factor, carbon dioxide, oxygen or water, might limit the rate of
photosynthesis between the points labelled C and D on the graph.
...............................................................................................................
(1)
(Total 7 marks)
Q4.The nervous system allows humans to react to their surroundings.
(a)
Sense organs have receptors. Receptors detect changes in the environment.
Which word describes a change in the environment?
Draw a ring around one answer.
an effector
a neurone
a stimulus
(1)
(b)
The photograph shows a baby.
Labels A, B, C, D and E show some of the baby’s sense organs.
A
B
C
D
E
Photo by D. Sharon Pruitt [CC-BY-2.0], via Wikimedia Commons
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Answer each question by writing one letter, A, B, C, D or E, in each box.
(i)
Which sense organ has receptors sensitive to light?
(1)
(ii)
Which two sense organs have receptors sensitive to chemicals?
and
(2)
(iii)
Which sense organ has receptors sensitive to changes in the baby’s position?
(1)
(c)
Information from sense organ A is passed along nerve cells.
The information is coordinated to produce a response.
Which organ in the body coordinates the information?
........................................................................................................................
(1)
(Total 6 marks)
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Q5.
Changing the conditions in which plants grow affects how fast they grow. The diagram
shows a propagator in which scientists can control temperature, light intensity and carbon
dioxide concentration.
The graph shows the effects of changing the temperature, light intensity and carbon
dioxide concentration on the growth of lettuce plants.
(a)
Describe and explain the effect of increasing light intensity on the mean mass of
lettuce plants at 4% carbon dioxide and 15 °C.
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(3)
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(b)
Growers wish to make maximum profits from their lettuces.
What do they need to consider before making decisions about the growing
conditions for their lettuces?
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
(2)
(c)
The nutrient solution contains nitrate ions and magnesium ions.
Complete the table to show the functions of these ions in plants and their deficiency
symptoms.
Ion
Function in plants
Deficiency symptoms
.........................................................
........................................................
Nitrate .........................................................
........................................................
.........................................................
.........................................................
.........................................................
..........................................................
Magne
.........................................................
sium
.........................................................
.........................................................
.........................................................
(4)
(Total 9 marks)
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The King's School
Q6.
The graph shows the effect of temperature on photosynthesis.
(a)
Between which temperatures is the rate of photosynthesis fastest?
............................... and .......................... °C
(1)
(b)
Suggest why the rate of photosynthesis stays the same between these two temperatures.
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
(2)
(c)
A greenhouse owner wants to grow lettuces as quickly and cheaply as possible in
winter. At what temperature should he keep his greenhouse in order to grow the
lettuces as quickly and cheaply as possible?
.......................... °C
Explain your answer.
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
(3)
(Total 6 marks)
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The King's School
Q7.
(a)
What is the name of the organ which controls the nervous system?
....................................................................................................................................
(1)
(b)
The diagram shows a reflex arc. Label the three neurones.
(3)
(c)
Snatching your hand from a hot object is an example of a reflex action. Give one
other example of a reflex action.
....................................................................................................................................
(1)
(d)
Describe the stages that happen in a reflex action.
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
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(3)
(Total 8 marks)
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The King's School
Q8.
Some students investigated the effect of nitrates on the growth of seedlings.
The diagram shows the apparatus the students used.
The students set up three test tubes.
•
Tube A contained pure water
•
Tube B contained all the mineral salts that a seedling needs for healthy growth
•
Tube C contained all the mineral salts that a seedling needs for healthy growth,
but no nitrate.
(a)
Why did the students set up tubes A and B?
........................................................................................................................
........................................................................................................................
(1)
(b)
To make it a fair test, what should each of the tubes, A, B and C, contain?
........................................................................................................................
........................................................................................................................
(1)
The table shows the students’ results.
Tube
Solution in test tube
Mass of seedling
after 14 days
in g
A
Pure water
0.10
B
All the mineral salts a seedling needs for
healthy growth
0.45
C
All the mineral salts a seedling needs for
healthy growth but no nitrate
0.30
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The King's School
(c)
Give two conclusions that you can make from the students’ results.
1 .....................................................................................................................
........................................................................................................................
2 .....................................................................................................................
........................................................................................................................
(2)
(Total 4 marks)
Q9.The diagram shows a section through a plant leaf.
(a)
Use words from the box to name two tissues in the leaf that transport substances
around the plant.
epidermis
mesophyll
phloem
xylem
.................................................................. and ............................................................
(1)
(b)
Gases diffuse between the leaf and the surrounding air.
(i)
What is diffusion?
...............................................................................................................
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...............................................................................................................
...............................................................................................................
(2)
(ii)
Name one gas that will diffuse from point A to point B on the diagram on a
sunny day.
...............................................................................................................
(1)
(Total 4 marks)
Q10.
A student grew a plant in an upright pot.
She then put the pot in a horizontal position and left the plant in the dark for two days.
Diagram 3 shows the potted plant after two days in the dark.
Plant growing
upright
Plant put horizontal
in the dark
Plant after 2 days
in the dark
Explain fully why the plant responded in this way.
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(Total 4 marks)
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The King's School
Q11.The diaphragm and ribcage move air into the lungs and out of the lungs.
The graph shows changes in the volume of the lungs in one breathing cycle.
Time in seconds
(a)
(i)
Describe the changes in the volume of the lungs in one breathing cycle.
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(3)
(ii)
Explain how the diaphragm and ribcage cause the changes in lung volume
shown in the graph.
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(3)
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(b)
Sometimes patients are unable to breathe for themselves.
Mechanical ventilators are used to make these patients breathe.
Photograph 1 shows a patient in an iron lung ventilator.
Photograph 1
CDC [Public domain], via Wikimedia Commons
Air is pumped out of the iron lung, creating a very low pressure.
This low pressure causes the thorax to expand, causing air to flow into the lungs.
When air is pumped back into the iron lung the pressure inside the tank increases,
causing air to move out of the lungs.
Photograph 2 shows a modern ventilator.
Photograph 2
By Calleamanecer (Own work) [CC-BY-SA-3.0], via Wikimedia Commons
Modern ventilators increase the pressure in the patient’s airways using a tube put
into the trachea. The increased pressure in the patient’s airways causes air to flow
into the patient’s lungs. Then, the ventilator causes the pressure in the patient’s
airways to drop to zero, and the patient breathes out.
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The King's School
(i)
The ventilators shown in Photographs 1 and 2 make the patient inhale in a
very different way.
Describe this difference.
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
(2)
(ii)
The iron lung ventilator was used mainly in the 1900s.
Most patients are now treated with the type of ventilator shown in Photograph
2.
Give one advantage and one disadvantage of using the modern ventilator
rather than the iron lung ventilator.
...............................................................................................................
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(2)
(Total 10 marks)
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The King's School
Q12.
A student‘s breathing was monitored before and after vigorous exercise. The student
breathed in and out through a special apparatus. The graphs show the changes in the
volume of air inside the apparatus. Each time the student breathed in, the line on the
graph dropped. Each time the student breathed out, the line went up.
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\(a)
How many times did the student breathe in per minute:
before exercise; ...........................................................................................................
after exercise? .............................................................................................................
(1)
(b)
On each graph, the line A – B shows how much oxygen was used. The rate of
oxygen use before exercise was 0.5 dm3 per minute. Calculate the rate of oxygen
use after exercise.
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
Rate of oxygen use after exercise = ................................................. dm3 per minute
(2)
(c)
The breathing rate and the amount of oxygen used were still higher after exercise,
even though the student sat down to rest. Why were they still higher?
.....................................................................................................................................
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(4)
(Total 7 marks)
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The King's School
Q13.
Emphysema is a lung disease.
(a)
The drawings show sections through the lung of a healthy person and through the
lung of a person with emphysema. The drawings are drawn to the same scale.
Use information from the drawings to answer the questions.
What effect does emphysema have on:
(i)
the thickness of the surface used for gas exchange
...........................................................................................................................
...........................................................................................................................
(1)
(ii)
the total area available for gas exchange?
...........................................................................................................................
...........................................................................................................................
(1)
(b)
Two men did the same amount of exercise.
One man was in good health. The other man had emphysema.
The results are shown in the table.
Man with
good health
Man with
emphysema
Oxygen entering blood in dm3 per minute
2.1
1.1
Air flow into lungs in dm3 per minute
90.7
46.0
The man in good health was able to take more oxygen into his blood than the man with
emphysema.
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The King's School
Calculate how much more oxygen was taken into the blood per minute by the man
in good health. Show your working.
.....................................................................................................................................
.....................................................................................................................................
Answer = ....................................................... dm3 per minute
(2)
(Total 4 marks)
Q14.
Some students set up the following apparatus.
The balances show the same mass at the start of the investigation.
After 24 hours the mass of flask B was the same but the mass of flask A had changed.
(i)
Describe and explain the change to the mass of flask A.
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
(3)
(ii)
Why did the students need to set up flask B?
.....................................................................................................................................
.....................................................................................................................................
(1)
(Total 4 marks)
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The King's School
Q15.
(a)
Complete the equation for photosynthesis.
Carbon dioxide + ...............................
light
energy
............................... + oxygen
(2)
(b)
A farmer grew tomato plants in a greenhouse.
The graph shows the effect of light intensity on the rate of photosynthesis in the
tomato plants growing in the greenhouse.
(i)
What was the highest rate of photosynthesis?
.................................................................. arbitrary units
(1)
(ii)
The farmer wants to increase the rate of photosynthesis in his tomato plants.
Apart from light intensity, name one factor that the farmer could change to
increase the rate of photosynthesis in his tomato plants.
........................................................................................................................
(1)
(Total 5 marks)
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The King's School
Q16.
Students investigated the effect of changing the carbon dioxide concentration on the rate
of photosynthesis in pieces of leaf.
Diagram 1 shows the type of leaf used by the students.
The students:
•
cut pieces of leaf from the green region
•
put the pieces into tubes
•
added different concentrations of carbon dioxide to each tube
•
shone lights on the tubes with either high or low light intensity
•
recorded the concentration of oxygen in the tubes after 5 hours.
Diagram 2 shows how each experiment was set up.
The graph shows the results of the investigation.
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(a)
(i)
Describe the effect of increasing carbon dioxide concentration on the rate of
photosynthesis at low light intensity.
...............................................................................................................
...............................................................................................................
(1)
(ii)
Explain the effect that you have described.
In your answer you should refer to limiting factors.
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
(2)
(b)
What would have been the effect on oxygen concentration over the five-hour period
if a white region of the leaf had been used, instead of a green region?
Effect .............................................................................................................
Explain your answer.
Explanation ....................................................................................................
........................................................................................................................
........................................................................................................................
(2)
(c)
Some people keep indoor plants which have variegated leaves (leaves with green
and white regions). If plants with variegated leaves are kept in dim light conditions
the white areas of the leaves start to turn green.
This is an advantage to the plant.
Suggest why.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
(2)
(Total 7 marks)
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The King's School
Q17.
The diagram shows a small part of a lung.
(a)
The arrow on the diagram shows the movement of oxygen from the air in the
alveolus to cell X.
Complete the sentences by drawing a ring around the correct answer.
platelet
(i)
Cell X is a
red cell
white cell
(1)
diffusion
(ii)
Oxygen moves from the air in the alveolus into cell X by
filtration
respiration
(1)
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The King's School
glycogen
(iii)
The substance in cell X that combines with oxygen is called
haemoglobin
lactic acid
(1)
a cell membrane
(iv)
Cell X does not have cytoplasm
a nucleus
(1)
(b)
On the diagram, draw an arrow to show the movement of carbon dioxide during
gas exchange.
(1)
(Total 5 marks)
Q18.
Charles Darwin investigated tropisms in plants.
Some students did an investigation similar to Darwin’s investigation.
The students:
• grew seeds until short shoots had grown
• used black plastic to cover parts of some of the shoots
• put the shoots in light coming from one direction
• put boxes over the shoots to keep out other light.
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The King's School
The diagrams show how the investigation was set up.
Two days later the students took off the black plastic covers and looked at the shoots.
The diagrams show the results.
(a)
Give two variables that the students should control in this investigation.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
(2)
(b)
Shoot A bent towards the light as it grew.
Explain how.
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(4)
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The King's School
(c)
What conclusions can be drawn from the results about:
(i)
the detection of the light stimulus
...............................................................................................................
...............................................................................................................
(1)
(ii)
where in the shoot the response to the light takes place.
...............................................................................................................
...............................................................................................................
(1)
(Total 8 marks)
Q19.Some students used the apparatus shown in the diagram to measure the rate of water
uptake by a plant cutting.
The students set up the apparatus in three different conditions:
•
no wind at 15°C
•
no wind at 25°C
•
wind at 25°C
For each experiment, the students recorded the movement of the air bubble along the
scale.
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The King's School
(a)
(i)
Name the two variables the students chose to change in these experiments.
1 ...............................................................................................................
2 ...............................................................................................................
(2)
(ii)
It was important to use the same plant cutting each time to make these
experiments fair.
Explain why.
...............................................................................................................
...............................................................................................................
(1)
(b)
The graph shows the students’ results.
Time in minutes
Which line on the graph, A, B or C, shows the results for each of the three different
experiments?
Write each of the letters, A, B and C, in the correct boxes in the table.
Conditions
Letter
No wind at 15°C
No wind at 25°C
Wind at 25°C
(2)
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The King's School
(c)
Water is lost from the leaves of the plant cutting.
Name this process.
Draw a ring around one answer.
distillation
respiration
transpiration
(1)
(Total 6 marks)
Q20.
A student breathed out into an empty breathing bag five times.
After breathing out five times the volume of air in the bag was measured.
The volume was 3000 cm3.
(a)
Complete the following sentences.
The air the student breathed in would contain more ........................................ than
the air the student breathed out.
The air the student breathed out would contain more ...................................... than
the air the student breathed in.
(2)
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The King's School
(b)
The student then did some exercise for two minutes. The volume breathed out in
five breaths was again measured. This time there was 9000 cm3 of air in the bag.
What does this tell you about the effect of exercise on breathing?
.....................................................................................................................................
.....................................................................................................................................
(1)
(c)
(i)
Name the chemical process that releases energy when it takes place in the
cells of the body.
................................................
(1)
(ii)
Name the substances produced by this process.
.......................................................... and ..........................................................
(2)
(iii)
Explain as fully as you can why this process has to take place more rapidly
during exercise.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)
(Total 8 marks)
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M1.(a)
A cytoplasm
in this order only
1
B (cell) membrane
do not accept (cell) wall
1
(b)
(i)
synapse
1
(ii)
(as) chemical
accept neurotransmitter or named
ignore references to how the chemical is passed
do not accept electrical
1
(c)
(from light-sensitive cell to connecting neurone) to sensory neurone
ignore references to synapses accept ‘nerve cell’ for neuron(e)
throughout penalise ‘nerve’ for neurone once only
1
(sensory neurone) to brain / CNS
allow (sensory neurone) to relay neurone / spinal cord
1
(brain / CNS) to motor neurone
allow (relay neurone / spinal cord) to motor neurone
1
(motor neurone) to (eyelid) muscle
ignore effector
1
[8]
M2.
(a)
transpiration
1
(b)
(i)
200
correct answer with or without working
if answer incorrect:
allow 1 mark for 8 × 25 or
allow 1 mark for answer from candidate’s count × 25
2
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(ii)
R
allow P or Q if candidate’s answer to (b)(i) nearer to value for one
of those
do not allow R if the answer to (b)(i) would give an answer of P or
Q
allow R if (b)(i) is blank
1
(iii)
few stomat
allow no stomata on upper surface / all stomata on lower surface
1
little / less transpiration or little / less water (vapour) loss / enable water to be retained
allow no water loss from upper surface
1
[6]
M3.(a)
The starch is stored for use later
no mark if more than one box is ticked
1
(b)
(i)
any two from:
do not accept temperature
apply list principle
ignore reference to time
•
carbon dioxide (concentration)
•
light intensity
•
light colour / wavelength
allow 1 mark for light if neither intensity or colour are awarded
•
pH
•
size / amount of pondweed / plant
•
same / species / type pondweed
•
amount of water in the tube
ignore amount of water alone
2
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The King's School
(ii)
number / amount of bubbles or amount of gas / oxygen
allow volume of bubbles (together)
ignore ‘the bubbles’ unqualified
1
(relevant reference to) time / named time interval
allow how long it bubbles for
do not accept time bubbles start / stop
ignore speed / rate of bubbling
ignore instruments
do not accept other factors eg temperature
accept how many bubbles per minute for 2 marks
1
(c)
(i)
temperature
allow heat / cold / °C
1
(ii)
carbon dioxide / CO2
allow CO2
do not accept CO2
1
[7]
M4.
(a)
a stimulus
1
(b)
(i)
A
1
(ii)
C
either order
D
(iii)
1
E
1
(c)
brain
allow spinal cord / CNS / central nervous system
do not allow spine
1
[6]
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The King's School
M5.
(a)
any three from:
•
((mean) mass) increases up to 7 / 8 units (of light) then levels off
•
light limiting factor up to 7 / 8 units
•
for photosynthesis
must be in correct context
•
other factor / temperature limiting above 7 / 8 units
3
(b)
any two from:
•
cost of providing conditions / heat / light / CO 2
•
effect of treatment on profit
allow too much of factor is wasteful
•
relevant use of data from graph eg limiting factors
•
named other factors eg fertiliser / pest control / weeds /
density of planting
allow taste / appearance
2
(c)
nitrate function
produce amino acids / proteins / enzymes
ignore DNA
do not allow chlorophyll
1
nitrate deficiency
stunted growth
allow description
ignore plant dies
1
magnesium function
produce chlorophyll
ignore chloroplasts
1
magnesium deficiency
yellow leaves / plant
ignore plant dies
1
[9]
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M6.
(a)
21.5 – 22 and 27 – 27.5
for 1 mark
1
(b)
ideas of
limiting factor / shortage of
e.g. light / carbon dioxide / water / chlorophyll
each for 1 mark
(allow 1 for ‘maximum / optimum rate of enzyme activity if no
reference to limiting factors) (ignore denaturation)
2
(c)
21.5 – 22° C
(allow first figure from answer to (i) so that no ‘double-penalty but
only if this first answer is 20 or greater)
maximum rate of photosynthesis / highest / fastest
but related to flat part of curve
most economical heating / cheapest related to heating
must relate to the temperature the candidate has given
each for 1 mark
3
[6]
M7.
(a)
brain
1
(b)
receptor or sensory or afferent
connector or relay
3
effector or motor or efferent
(c)
any one from
blink (of eye)
accept a violent movement of a limb from pain or sharp object
knee jerk
do not credit snatch from cold object or any temperature reference
e.g. boiling water
accept sneezing, coughing, choking, vomitting, pupil closing or
reflex
1
(d)
danger or a signal detected (by nerve)
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or impulse sent
1
goes to or through spine
accept impulse by-passes the brain
do not award mark if brain mentioned
do not credit message to spine
1
a very rapid response occurs or then to
effector or muscle or motor
accept no thinking time is needed
1
[8]
M8.
(a)
as control(s)
ignore fair test
1
(b)
the same volume of culture solution
1
(c)
plants with all mineral salts grew best
1
plants with mineral salts but no nitrate grow better than
without any mineral salts
1
[4]
M9.(a)
xylem and phloem
either order
allow words ringed in box
allow mis-spelling if unambiguous
1
(b)
(i)
movement / spreading out of particles / molecules / ions / atoms
ignore names of substances / ‘gases’
1
from high to low concentration
accept down concentration gradient
ignore ‘along’ / ‘across’ gradient
ignore ‘with’ gradient
1
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(ii)
oxygen / water (vapour)
allow O2 / O2
ignore O2/ O
allow H2O / H2O
ignore H2O
1
[4]
M10.
gravity
accept gravitropism / geotropism
1
caused redistribution of auxin / hormone to lower side of stem
1
these hormones stimulate growth of cells on the lower side of the stem only
1
so the stem grows upwards
1
[4]
M11.(a)
(i)
rise then fall
1
to peak at 0.48 dm3 / after 1.2s
1
(fall) back to 0 / (falling) back after 2.5s
allow 2.6s
allow after a further 1.3s / 1.4s
1
(ii)
rise / air in caused by upward/outward movement of ribcage
1
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The King's School
decrease / air out caused by return of ribcage to original
position/downward
1
and (rise / air in) by downward movement / flattening of
diaphragmor(decrease / air out) by upward movement / doming of diaphragm
ignore contraction and relaxation of muscles
ignore reference to pressures, ribcage expanding
1
(b)
(i)
in iron lung atmospheric / outside pressure forces air into lungs
allow air sucked / drawn into lungs
1
in modern respirator air forced (mechanically) into lungs
allow for one mark pressures acts externally in iron lung and
internally in modern ventilator
1
(ii)
advantage
any one from:
•
more freedom of movement for patient
•
more portable
•
does not affect blood flow in lower body
ignore cost
1
disadvantage
any one from:
•
(tube in trachea) uncomfortable
•
more difficult to eat / talk
allow it can damage / overinflate the lungs / over breathe
1
[10]
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The King's School
M12.
(a)
(before exercise) – 9 to 11 and (after exercise) – 12 or 13
both correct
1
(b)
0.75 to 0.90
ignore working or lack of working
eg. 2.35 – 1.55 or
for 1 mark
or other suitable figures
2
(c)
any four from:
still need to remove extra carbon dioxide
still need to remove heat / to cool
(some) anaerobic respiration (in exercise)
lactic acid made (in exercise)
oxygen needed to break down lactic acid or suitable reference to oxygen debt
lactic acid broken down to CO2 and water or lactic acid changed into glucose
4
[7]
M13.
(a)
(i)
increased / thick(er)
allow more / wide(r) / broad
1
(ii)
decreased
1
(b)
1
IGNORE working or lack of working
correct figures from table 2.1 and 1.1 but no answer / wrong
answer = 1 mark
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The King's School
2
[4]
M14.
(i)
the mass got less
accept it got lighter
award 1 mark for water was lost from the plant
1
water was taken into the plant or roots
absorbed water
do not accept soaked into plant
1
and lost through transpiration or the
leaves or evaporated from the leaves
or stomata
1
(ii)
to check the effect of the plant or to
act as a control or to show that it was
not due to evaporation from water
do not accept to keep it fair or to check that it was fair
do not accept fair test
1
[4]
M15.
(a)
(LHS) water / H2O
allow H2O
do not accept H2O
1
(RHS) glucose / sugar / C6H12O6
allow starch / carbohydrate
allow C6H12O6
do not accept C6H12O6
1
(b)
(i)
210
1
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The King's School
(ii)
carbon dioxide / CO2 / CO2
or
temperature / heat / warmth
do not accept CO2
ignore mineral ions
ignore water
1
[5]
M16.
(a)
(i)
increase (and then level off) and max / up to at 0.15 (%) (carbon dioxide)
ignore references to oxygen concentration only
ignore mention of 23
1
(ii)
CO2 is limiting at low CO2 / at first
ignore specific numbers
1
light is limiting at high CO2 / at end
1
(b)
mark both parts together
effect: (oxygen) falls
1
explanation: (oxygen) used for respiration
if no other marks awarded allow (effect) no change and
(explanation) no photosynthesis for 1 mark
1
(c)
more chlorophyll / chloroplasts
1
allows more photosynthesis / description
for both marks must refer to more at least once
1
[7]
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The King's School
M17.
(a)
(i)
red cell
1
(ii)
diffusion
1
(iii)
haemoglobin
1
(iv)
a nucleus
1
(b)
(on diagram) arrow from any part of blood to air
1
[5]
M18.
(a)
any two control variables for 1 mark each:
•
age / size of shoots
•
species or type of plant / seeds
•
light intensity
accept amount of light / colour of light
•
(other) named condition eg temperature / water
2
(b)
ignore reference to phototropism
ref to auxin / hormone
1
unequal (lateral) distribution
1
more hormone on dark side
1
causes growth on dark side
1
(c)
(i)
(detection) in tip / top / end
1
(ii)
(response) behind tip
allow at tip / end / top half
1
[8]
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The King's School
M19.(a)
(i)
wind
answers in either order
1
temperature
ignore weather
1
(ii)
different plants have different sizes
ignore reference to validity
/ different numbers of leaves
/ different sizes of leaves
/ different plants take up different amounts of water
/ different number of stomata
/ different surface area
allow different plants need different amounts of water
1
(b)
in table, in sequence:
C
B
A
all 3 correct = 2 marks
2 correct = 1 mark
0 or 1 correct = 0 marks
max 2
(c)
transpiration
1
[6]
(a)
oxygen,
carbon dioxide or water (vapour)
for 1 mark each
2
(b)
idea of more air per breath/deeper breaths
for 1 mark
1
(c)
(i)
respiration
for 1 mark
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The King's School
1
(ii)
carbon dioxide,
water
for 1 mark each
2
(iii)
more energy required,
for increased muscular activity
for 1 mark each
2
[8]
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