Question 1
Topic: 2.1
(a) Topic-2.1 (cell structure)
(b) Topic- 2.1 (cell structure)
(c) Topic- 2.1 (cell structure)
Fig. 1.1 shows a diagram of an animal cell and a bacterial cell.
(a) Complete Table 1.1 by identifying the structures labelled B to J in Fig. 1.1.
Some structures may not be present in both cells.
One row has been completed for you.
(b) State the function of mitochondria.
(c) Egg cells and sperm cells are examples of specialised animal cells.
Place ticks (✓) in Table 1.2 to show the correct adaptive feature for each type of cell.
▶️Answer/Explanation
1(a)
1(b) aerobic respiration
1(c)
Question 2
Topic: 19.2
(a) Topic- 19.2 (food web)
(b) Topic- 19.2 (food web)
(d) Topic- 18.3 (selection)
Fig. 2.1 shows part of a food web for a coral reef. Algae and plankton are producers.
(a) Using the information in Fig. 2.1, identify:
an organism that feeds at the third trophic level ……………………………………………………………..
a herbivore …………………………………………………………………………………………………………………
a carnivore …………………………………………………………………………………………………………………
an organism that is a primary consumer and a secondary consumer…………………………………
(b) (i) State what the arrows in Fig. 2.1 represent.
…………………………………………………………………………………………………………………….
(ii) Using the information in Fig. 2.1, construct a food chain containing five organisms.
Do not draw the organisms.
(iii) State the name of the process used by some producers to convert energy from light into
chemical energy.
…………………………………………………………………………………………………………………….
(iv) State the name of the type of organism that gets its energy from dead or waste organic
material.
…………………………………………………………………………………………………………………….
(c) The large fish in the food web is the coral grouper, Cephalopholis miniata.
Fig. 2.2 is a photograph of a coral grouper on a coral reef. Coral groupers are a popular food
fish for humans.
Overharvesting of the large fish would cause the turtle population to decrease.
Using the information in Fig. 2.1, explain why the turtle population would decrease.
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
(d) Coral groupers developed over time from a species of fish with very few spots on their bodies.
Complete the sentences to explain how coral groupers developed.
The fish species with few spots had genetic variation in their population.
When these fish ………………………………………….., some of the offspring were born with
more spots than others.
Fish with more spots were better adapted to the …………………………………………..
because predators were less likely to see them.
Fish with more spots had a greater chance of passing on the …………………………………………..
for more spots to the next generation.
This process is called ………………………………………….. selection.
▶️Answer/Explanation
2(a)
turtles / large fish / sea urchins / sharks / starfish;
sea cucumbers / small fish / sea urchins;
sea urchins / turtles / large fish / starfish / sharks;
sea urchin;
2(b)
(i) energy, transfer / flow ;
(ii) algae / plankton → small fish → starfish → large fish → shark
(iii) photosynthesis
(iv) decomposer
2(c) turtle population decreases because: sharks eat more turtles; because there are fewer, coral grouper / large fish, for sharks to eat; population of small fish increases; idea of less predation by, coral grouper / large fish / AW; idea of more small fish eating algae / algal population decreases; less food for sea cucumbers; so less, food / sea cucumbers, for turtles to eat or turtles only eat sea cucumbers;
2(d)
reproduced / AW ;
environment / coral reef ;
alleles ;
natural ;
Question 3
Topic: 6.2
(a) Topic- 6.2 (leaf structure)
(b) Topic- 6.2 (leaf structure)
(c) Topic- 6.2 (leaf structure)
Fig. 3.1 shows a photograph of some leaves on a tree.
(a) State two features of the leaves, visible in Fig. 3.1, that are adaptations for photosynthesis.
1 ………………………………………………………………………………………………………………………………
2 ………………………………………………………………………………………………………………………………
(b) Fig. 3.2 is a diagram of part of a cross-section of a leaf.
(i) Explain how the parts of the leaf labelled A, B, C and D in Fig. 3.2 adapt the leaf for gas
exchange during photosynthesis.
………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………….
(ii) State the name of the mineral ion that plants need to make chlorophyll.
………………………………………………………………………………………………………………………….
(c) Complete the sentences about transport in plants.
Leaves contain ………………………………………….. bundles.
The xylem in the bundles provides plants with support and transports water and ………………………………………….. from the ………………………………………….. to the leaves.
Phloem in the bundles transports ………………………………………….. and amino acids.
▶️Answer/Explanation
3(a) any two from:
large surface area ;
thin ;
AVP ;
3(b)
(i) any four from:
A: spongy mesophyll, (orientation of cells) allow gases to move,
easily / to palisade (mesophyll) ;
B: stomata, hole / AW that lets (named) gases to, enter / leave, leaf ;
C: guard cells, open and close stomata OR control stomatal size AW ;
D: air space, allow gases, to move (easily) / to get to the palisade
(mesophyll) ;
by diffusion ;
AVP ;
(ii) magnesium ;
3(c)
vascular ;
minerals / mineral ions ;
roots ;
sucrose ;
Question 4
Topic: 16.4
(a) Topic- 16.5 (male reproductive system)
(b) Topic- 16.5 (male reproductive system)
Fig. 4.1 is a diagram of part of the human male reproductive system.
(a) Identify the letter in Fig. 4.1 for the structure that:
produces sperm ………………………………………………………………………
places sperm into the vagina …………………………………………………….
carries urine out of the body ……………………………………………………..
holds the testes outside the body. ………………………………………………
(b) Scientists investigated the link between testis size and length of sperm in bird species. Fig. 4.2 shows the results.
Using the information shown in Fig. 4.2:
(i) Describe how the length of the sperm changes as the testis size increases.
………………………………………………………………………………………………………………………….
(ii) Calculate the difference in length between the longest sperm and the shortest sperm.
………………………………………….. µm
(iii) State the testis size that has the longest sperm.
………………………………………….. arbitrary units
▶️Answer/Explanation
4(a)
U;
S/T;
T;
R;
4(b)
(i) (it) increases and then decreases ;
(ii) 58 (µm) ;
(iii) 6 (arbitrary units) ;
Question 5
Topic: 11.1
(a) Topic- 11.1 (gaseous exchange in humans)
(b) Topic- 11.1 (gaseous exchange in humans)
(c) Topic- 13.1 (excretion in humans)
Fig. 5.1 shows part of the human gas exchange system.
(a) Identify the structures labelled F and G on Fig. 5.1.
F ……………………………………………………………………………………………………………………………..
G ……………………………………………………………………………………………………………………………..
(b) Write the words in the correct order in the boxes to show the structures inspired gases move through to get from outside the body to the blood.
alveoli bronchiole bronchus trachea
(c) The composition of air changes between inspiration and expiration.
(i) Complete the table about how expired air differs from inspired air.
Choose the word or phrase from the list.
Each word or phrase may be used once, more than once or not at all.
higher lower the same
(ii) State the name of the substance used to test for the presence of carbon dioxide gas.
…………………………………………………………………………………………………………………….
(d) The lungs excrete waste gases.
(i) State the name of one other organ that excretes waste substances.
…………………………………………………………………………………………………………………….
(ii) Circle three other substances that humans excrete.
amino acids mucus glycerol starch haemoglobin urea ions water
▶️Answer/Explanation
5(a)
F: larynx ;
G: capillary ;
5(b)
5(c)
(i) carbon dioxide: higher ;
oxygen: lower ;
water vapour: higher ;
(ii) limewater/AVP ;
5(d)
(i) kidney
(ii) ions ;
urea ;
water ;
Question 6
Topic: 18.1
(a) Topic- 18.1 (variation)
(b) Topic- 18.1 (variation)
(a) (i) State the meaning of the term variation.
(ii) Table 6.1 shows some statements about variation.
Place ticks (✓) in the boxes to show which statements describe continuous and
discontinuous variation.
Place one tick in each row.
(iii) Fig. 6.1 shows graphs of two types of variation.
On Fig. 6.1, state an example of a phenotype for each type of variation shown.
(b) Complete the statements about mutation.
Mutation is a ………………………………………….. change in which new ………………………………………….. are formed.
The rate of mutation is increased by some chemicals and by ………………………………………….. radiation.
▶️Answer/Explanation
6(a)(i) differences between individuals / organisms of the same species
(ii)
(iii) discontinuous (top) graph: (ABO) blood groups / seed shape in peas / seed colour in peas / AVP ;
continuous (bottom) graph: body length / body mass / AVP ;
6(b) genetic ;
alleles ;
ionising ;
Question 7
Topic: 20
(a) Topic- 20.2 (Habitat destruction)
(b) Topic- 20.2 (Habitat destruction)
(c) Topic- 20.3 (pollution)
Fig. 7.1 shows how some uses of land have changed from the year 1500 to the year 2000 in one country.
(a) Using the data in Fig. 7.1:
(i) Identify the years when there was the largest increase in the percentage of land used for
farming.
from ……………………………… to ………………………………
(ii) State the trend for the percentage of land used for housing.
………………………………………………………………………………………………………………………….
(iii) State the year when the percentage of land used for forests and wild plants was equal to
the percentage of land used for farming.
…………………………………………………………………………………………………………………….
(b) Deforestation is one of the consequences of using land for farming.
Outline the undesirable effects of deforestation.
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
(c) State one way humans can damage aquatic environments.
……………………………………………………………………………………………………………………………
▶️Answer/Explanation
7(a) (i) (from) 1800 (to) 1900 ;
(ii) (percentage land used for housing) increases ;
(iii) 1970 ;
7(b) any three from:
reducing biodiversity ;
disruption of food webs and chains ;
habitat destruction ;
extinction ;
loss of soil / soil erosion ;
flooding ;
increased carbon dioxide in, atmosphere / air ;
AVP ;
7(c) any one from:
overharvesting (aquatic species) ;
(named) pollution / effect of sewage ;
mining / extraction of (named) resources / dredging ;
(non-biodegradable) plastics ;
AVP ;
Question 8
Topic: 12.3
(a) Topic- 12.3 (anaerobic respiration)
(b) Topic- 21.2 (biotechnology)
(c) Topic- 12.3 (anaerobic respiration)
(a) Yeast can respire anaerobically.
The box on the left shows the beginning of a sentence.
The boxes on the right show some sentence endings.
Draw three straight lines from the box on the left to the boxes on the right to make three
correct sentences.
(b) State two ways anaerobic respiration in yeast is used in biotechnology.
1 ………………………………………………………………………………………………………………………………
2 ………………………………………………………………………………………………………………………………
(c) A student investigated the effect of different glucose solution concentrations on the volume of
gas produced by yeast.
The results are shown in Table 8.1.
The rate of gas production can be calculated using the formula:
\( rate = \frac{1}{time}\)
Calculate the rate of gas production for the glucose solution concentration of 0.4 mol per dm3.
Give your answer to two decimal places.
…………………………………… \( cm^{3}\) per s
▶️Answer/Explanation
8(a) Anaerobic respiration in yeast’ linked to: breaks down nutrient molecules. ;
is a chemical reaction. ; releases less energy than aerobic respiration. ;
8(b) any two from:
bread (making) ;
ethanol / alcohol ;
biofuels ;
8(c) 0.02 (\( cm^{3}\) per s)