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Biology/Science
Unit B1: Influences on Life
Foundation Tier
Additional Sample Assessment Material
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•
S39586A
©2012 Edexcel Limited.
6/8/8/1/
*S39586A0116*
Turn over
Answer ALL questions
Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
Bacterial investigations
1 Bacteria are examples of pathogens.
They can cause humans to become ill.
(a)(i) State two physical barriers the body has to protect itself from pathogens.
(2)
1 .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Complete the sentence by putting a cross ( ) in the box next to your answer.
Salmonella bacteria can cause disease, these bacteria get into the body by
A being bitten by a mosquito
B breathing in
C drinking bottled water
D eating contaminated food
2
*S39586A0216*
(1)
(b)Lisa was investigating the effect of three different antibiotics on the growth of
bacteria.
Lisa left the Salmonella bacteria to grow on an agar plate for a week with three
discs each containing a different antibiotic A, B or C.
The diagram shows the results of the experiment.
The dark grey area shows bacterial growth.
The light grey area shows where the bacteria did not grow.
disc with antibiotic A
A
disc with antibiotic B
bacterial growth
B
no bacterial growth
C
disc with antibiotic C
(i) Measure the width of the no bacterial growth for antibiotic A and antibiotic B.
Calculate the difference between the two widths.
(2)
difference = .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . cm
(ii) Before the experiment Lisa predicted that: ‘All the discs would work and no
growth of Salmonella would be found around the discs’.
Explain why this prediction was incorrect.
Use the results for all three antibiotics in your explanation.
(2)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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*S39586A0316*
3
Turn over
(iii) Chemicals, other than antibiotics, can be used to prevent bacterial growth.
Give the name of one of these chemicals.
(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 1 = 8 marks)
4
*S39586A0416*
Classification
2 (a) The diagram shows a unicellular freshwater organism called Euglena.
flagellum
reservoir
nucleus
chloroplast
(i) Complete the sentence by putting a cross (
) in the box next to your answer.
Using the information above, Euglena is placed in the kingdom
AAnimalia
(1)
BProkaryota
CPlantae
DProtoctista
(ii) State the function of the nucleus in the Euglena.
(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(iii) Describe the function of chloroplasts in the Euglena.
(2)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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*S39586A0516*
5
Turn over
(iv)
Explain why Euglena is a difficult organism to classify.
(2)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(b)Explain why viruses have not been classified in any of the five kingdoms.
(2)
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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 2 = 8 marks)
6
*S39586A0616*
The use of drugs
3 (a) The graph shows the number of cigarettes smoked in the United States between
1975 and 1997.
Cigarette consumption in the US, 1975–1997
700.0 –
600.0 –
number of
cigarettes
smoked per
year (billions)
500.0 –
400.0 –
300.0 –
200.0 –
1997–
1995–
1993–
1991–
1989–
1987–
1985–
1983–
1981–
1979–
1975–
0.0 –
1977–
100.0 –
year
(i) Calculate the difference in the number of cigarettes smoked in 1983
compared to the number smoked in 1992.
Show your working.
Answer =
(2)
. .......................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) State the general trend shown in the graph for the number of cigarettes
smoked between 1983 and 1992.
(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(iii) Suggest reasons for the change in the number of cigarettes smoked between
1983 and 1992.
(2)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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*S39586A0716*
7
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(b)(i) Complete the sentence by putting a cross ( ) in the box next to your answer.
Cigarette smoke contains many substances that can have harmful effects on
the human body.
The addictive substance in cigarette smoke is
(1)
Aarsenic
B carbon monoxide
Cnicotine
Dtar
(ii) Some of the chemicals in cigarette smoke are carcinogens.
Define the word carcinogen.
(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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8
*S39586A0816*
(c) The table shows the oxygen-carrying ability of the blood for a smoker and for a
non‑smoker.
oxygen-carrying ability of the blood (%)
smoker
non-smoker
89
97
(i) Describe the results shown in the table.
(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(ii) Explain why there is a difference in the oxygen-carrying ability of the blood
for a smoker and for a non-smoker.
(2)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(Total for Question 3 = 10 marks)
*S39586A0916*
9
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Reaction time
4 (a) Reaction time can be measured by recording the time from the dropping of a flag
(stimulus) to when a person raises their arm.
(i) Complete the sentence by putting a cross ( ) in the box next to your answer.
The sense organ that will receive this stimulus is the
(1)
Abrain
Bear
Ceye
Dskin
(ii) Use words from the box to complete the sentences.
(2)
chemical synapses electrical
auxins hormonal neurotransmitters
Impulses are carried along neurones as .................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . impulses.
There are gaps between neurones which are called
. . . . . . . . . . . . . . . . . . . ..............................................................
.
(iii)
Describe the nerve pathway for this reaction, from the stimulus to the
response.
(3)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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10
*S39586A01016*
(b)The mean reaction times of males and females of different ages are recorded in
the table.
age / years
mean reaction time
/ milliseconds
male
female
10
190
220
20
160
200
30
180
220
40
180
240
50
200
250
60
250
270
(i) Using the data in the table, state the age of males with the fastest mean
reaction time.
(1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Compare the effect of age on the mean reaction times of males with females.
(3)
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(Total for Question 4 = 10 marks)
*S39586A01116*
11
Turn over
Pollution
5 (a) Complete the sentence by putting a cross ( ) in the box next to your answer.
Indicator species for air pollution in the environment are
Abloodworms
(1)
Blichen
Csludgeworms
Dstoneflies
(b)The photograph shows a rose plant with blackspot fungus.
Blackspot fungus is another example of an air pollution indicator.
Explain how scientists can use blackspot fungus to estimate the level of air
pollution in an area.
(2)
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12
*S39586A01216*
(c) An increase in human population causes changes in nitrate levels in streams and
rivers.
Suggest how this increase in human population can lead to a change in the level
of nitrates in streams and rivers.
(3)
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*(d)Carbon is a substance that can be recycled in the environment.
Describe the processes involved in the carbon cycle.
(6)
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(Total for Question 5 = 12 marks)
*S39586A01316*
13
Turn over
Eye colour inheritance
6 (a) The diagram below shows the inheritance of eye colour in a family.
The allele for brown eyes is (B) and the allele for blue eyes is (b).
Mother
Jenny
Jacob
Father
Baby J
John
Janet
Jeremy
key
BB bb Bb (i) Give the phenotype of the mother.
(1)
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(ii) Give the genotype of Baby J.
(1)
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14
*S39586A01416*
(iii) Complete the sentence by putting a cross ( ) in the box next to your answer.
Baby J is a
(1)
A female with blue eyes
B female with brown eyes
C male with blue eyes
D male with brown eyes
(b)Jacob has a genetically identical twin.
Explain which child is Jacob’s genetically identical twin.
(3)
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*S39586A01516*
15
Turn over
*(c) Explain why two parents with the alleles BB and bb for eye colour are unlikely to
produce offspring with blue eyes.
You should draw a genetic diagram or Punnett square to help with your
explanation.
(6)
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(Total for Question 6 = 12 marks)
total for paper = 60 marks
16
*S39586A01616*
Additional Sample Mark Scheme
GCSE Science 2011
GCSE
GCSE Biology (5BI1F/ 01)
Edexcel Limited. Registered in England and Wales No. 4496750
Registered Office: One90 High Holborn, London WC1V 7BH
General Marking Guidance
•
All candidates must receive the same treatment. Examiners must mark the
first candidate in exactly the same way as they mark the last.
•
Mark schemes should be applied positively. Candidates must be rewarded for
what they have shown they can do rather than penalised for omissions.
•
Examiners should mark according to the mark scheme not according to their
perception of where the grade boundaries may lie.
•
There is no ceiling on achievement. All marks on the mark scheme should be
used appropriately.
•
All the marks on the mark scheme are designed to be awarded. Examiners
should always award full marks if deserved, i.e. if the answer matches the
mark scheme. Examiners should also be prepared to award zero marks if the
candidate’s response is not worthy of credit according to the mark scheme.
•
For questions worth more than one mark, the answer column shows how
partial credit can be allocated. This has been done by the inclusion of part
marks eg (1).
•
Where some judgement is required, mark schemes will provide the principles
by which marks will be awarded and exemplification may be limited.
•
When examiners are in doubt regarding the application of the mark scheme
to a candidate’s response, the team leader must be consulted.
•
Crossed out work should be marked UNLESS the candidate has replaced it
with an alternative response.
Quality of Written Communication
Questions which involve the writing of continuous prose will expect candidates to:
•
Write legibly, with accurate spelling, grammar and punctuation in order to
make the meaning clear
•
Select and use a form and style of writing appropriate to purpose and to
complex subject matter
•
Organise information clearly and coherently, using specialist vocabulary
when appropriate.
Full marks will be awarded if the candidate has demonstrated the above abilities.
Questions where QWC is likely to be particularly important are indicated (QWC) in the mark
scheme, but this does not preclude others.
5BI1F/01
Additional Sample Mark Scheme
General Information
The following symbols are used in the mark schemes for all questions:
Symbol
eq
Meaning of symbol
Indicates that credit should be given for other
correct alternatives to a word or statement
/ oblique
Words or phrases separated by an oblique are
alternatives to each other
{ } curly brackets
( ) round brackets
Indicate the beginning and end of a list of
alternatives (separated by obliques) where
necessary to avoid confusion
Words inside round brackets are to aid
understanding of the marking point but are not
required to award the point
5BI1F/01
Additional Sample Mark Scheme
Question
Number
1(a)(i)
Question
Number
1 (a)(ii)
Answer
Acceptable answers
Mark
Any two from the following points
•
skin (1)
•
cilia (in the trachea) (1)
•
mucus (in the trachea) (1)
Answer
(2)
Acceptable answers
Mark
D
(1)
Question
Number
1(b)(i)
Answer
Acceptable answers
Mark
give full marks for correct answer, no
working shown
(2)
Acceptable answers
Mark
one correct measurement (1)
correct difference (1)
e.g.
measurement A = 1.8
measurement B =1.2
1.8 – 1.2 = 0.6 (cm)
OR
0.6 – 0.2 = 0.4 (cm)
Question
Number
1(b)(ii)
Question
Number
1(b)(iii)
Answer
An explanation including the
following points
•
there was no effect on
bacterial growth around disc
with antibiotic C (1)
•
around discs A and discs B
there was different amounts
of bacterial growth (1)
(2)
Answer
Acceptable answers
antiseptic
brand names e.g. Dettol
Mark
(1)
5BI1F/01
Additional Sample Mark Scheme
Question
Number
2(a)(i)
Answer
Acceptable answers
Mark
D
(1)
Question
Number
2(a)(ii)
Answer
Acceptable answers
Mark
controlling the cell’s activities /
contains chromosomes / DNA
(1)
Question
Number
2(a)(iii)
Question
Number
2(a)(iv)
Answer
Acceptable answers
Mark
A description including two of the
following points
•
a chloroplast /chlorophyll
captures energy from sunlight
(1)
•
into glucose (1)
•
by photosynthesis (1)
Answer
Ignore references to feeding on
sunlight
(2)
Acceptable answers
Mark
An explanation linking two of the
following points
•
Euglena contains chloroplasts
(1)
•
which could place it onto the
plant kingdom (1)
•
Euglena has (flagella) capable
of movement (1)
•
which could place it onto the
animal kingdom (1)
(2)
5BI1F/01
Additional Sample Mark Scheme
Question
Number
2(b)
Answer
Acceptable answers
Mark
An explanation linking the two
following points
•
viruses are regarded as non–
living (1)
•
because {viruses do not have a
cell structure (organelles)
/viruses do not convert food
into energy}(1)
(2)
5BI1F/01
Additional Sample Mark Scheme
Question
Number
3 (a)(i)
Answer
Acceptable answers
Mark
correct readings from graph
1983 = 600
1992 = 500
difference = 100 (1)
correct unit (1)
= (100) billion
(2)
Question
Number
3 (a)(ii)
Answer
Acceptable answers
Mark
an overall decrease in the number of
cigarettes smoked
(1)
Question
Number
3 (a)(iii)
Question
Number
3 (b)(i)
Question
Number
3 (b)(ii)
Answer
Acceptable answers
Mark
Any two from the following points
•
increased awareness of health
issues (1)
•
controls on advertising (1)
•
social pressure / restrictions
on smoking in public places
(1)
•
improved support for giving
up smoking .g. nicotine
replacement products (1)
Answer
(2)
Acceptable answers
C
Answer
a cancer causing substance
Mark
(1)
Acceptable answers
Mark
(1)
5BI1F/01
Additional Sample Mark Scheme
Question
Number
3(c)(i)
Answer
Acceptable answers
Mark
a smoker has less oxygen in the blood
than a non-smoker
(1)
Question
Number
3(c)(ii)
Answer
Acceptable answers
Mark
An explanation linking two of the
following points
•
presence of carbon monoxide
(1)
•
which binds to {red blood cells
/ haemoglobin} /forming
carboxyhaemoglobin (1)
•
(so) less room to pick up oxygen
(1)
(2)
5BI1F/01
Additional Sample Mark Scheme
Question
Number
4(a)(i)
Answer
Acceptable answers
Mark
C
(1)
Question
Number
4(a)(ii)
Question
Number
4(a)(iii)
Question
Number
4(b)(i)
Answer
Acceptable answers
•
electrical (1)
•
synapses (1)
Answer
Mark
(2)
Acceptable answers
Mark
A description including the following
points
•
sensory neurone carries the
impulse from stimulus to
spinal cord / brain (1)
•
(spinal cord carries impulse
to) the brain initiates a
response (1)
•
brain sends a message via the
spinal cord to the motor
neurone to initiate a response
(1)
Answer
Allow signal for impulse
(3)
Acceptable answers
Mark
20 (years)
(1)
5BI1F/01
Additional Sample Mark Scheme
Question
Number
4(b)(ii)
Answer
Acceptable answers
Mark
A comparison including the following
points
•
from the age 20, as age
increases reaction time also
increases for males / from the
age 20, as age increases
reaction time also increases
for females (1)
•
reaction in females is slower
than reaction times in males
across all ages (1)
•
at age 10, reaction times are
slower (for both sexes) (1)
(3)
5BI1F/01
Additional Sample Mark Scheme
Question
Number
5(a)
Question
Number
5(b)
Question
Number
5(c)
Answer
Acceptable answers
B
Mark
(1)
Answer
Acceptable answers
Mark
An explanation linking the following
points
•
scientists can measure the
amount of blackspot fungus on
roses (1)
•
if there is more pollution there
are lower levels of blackspot
fungus (1)
Answer
(2)
Acceptable answers
•
increase in nitrate level (1)
•
increase in sewage levels
because increase in human waste
(1)
•
increase in use of fertilisers
which can run off / leach into
rivers and streams (1)
Mark
(3)
5BI1F/01
Additional Sample Mark Scheme
Question
Number
QWC
*5(d)
Indicative Content
An explanation of the processes of the carbon cycle including the
following points
•
•
•
•
•
•
•
•
Level
1
0
1-2
2
3-4
3
5-6
Mark
carbon found in fossil fuels
CO2 removed from the air by photosynthesis
plants convert this CO2 into fats, carbohydrates and proteins
plants can be eaten and therefore the carbon passed through the
food chain
organisms die and decomposers release CO2 during respiration
CO2 released by respiring plants
CO2 released by respiring animals
combustion / burning of fossil fuels releases CO2 into atmosphere
(6)
No rewardable content
• limited explanation is provided by the candidate for processes of the carbon
cycle
• there is some evidence that CO2 can be released to and removed from the
atmosphere but no processes named
• the answer communicates ideas using simple language and uses limited
scientific terminology
• spelling, punctuation and grammar are used with limited accuracy
• there is a basic outline of the carbon cycle but the details of the individual
processes are lacking, any steps given are sequential but there may be
missing information
• there is some understanding of the reasoning behind each of the processes.
• the answer communicates ideas showing some evidence of clarity and
organisation and uses scientific terminology appropriately
• spelling, punctuation and grammar are used with some accuracy
• most of the processes of the carbon cycle are stated with accurate
comment on whether the process removes or releases CO2.
• most stages in the cycle are included and are sequential
• the answer communicates ideas clearly and coherently uses a range of
scientific terminology accurately
• spelling, punctuation and grammar are used with few errors
5BI1F/01
Additional Sample Mark Scheme
Question
Number
6(a)(i)
Answer
Acceptable answers
Mark
brown (eyes)
(1)
Question
Number
6(a)(ii)
Answer
Acceptable answers
BB
Accept homozygous dominant
Mark
(1)
Question
Number
6(a)(iii)
Answer
Acceptable answers
Mark
B
(1)
Question
Number
6(b)
Answer
Acceptable answers
Mark
An explanation linking the correct
child with the reasons
•
Jeremy (1)
Any two from:
•
Jeremy is male (1)
•
Jeremy is heterozygous /Bb
for eye colour (1)
•
none of the other children are
both male and heterozygous
/Bb for eye colour (1)
(3)
5BI1F/01
Additional Sample Mark Scheme
Question
Number
QWC
*6(c)
Indicative Content
Mark
A Punnett square or genetic diagram showing the following gametes and
offspring
parent gametes
B
B
parent
gametes
b
Bb
Bb
b
Bb
Bb
If a Punnett square or genetic diagram is not drawn, then a full
description of this genetic inheritance is required
•
•
•
•
•
•
•
Level
1
0
1-2
2
3-4
3
5-6
both parents will give one allele to the possible offspring
one parent can only give a dominant/B allele
one parent can only give a recessive/b allele
a dominant and recessive allele will result in heterozygous
offspring
offspring heterozygous for eye colour will have brown eyes
because the allele for brown eyes is dominant over the allele for
blue eyes
to be blue eyed, the offspring must inherit one recessive allele(b)
from each parent
(6)
No rewardable content
• a limited explanation is provided by the candidate of the inheritance with a
genetic diagram / Punnett square with either correct gametes or offspring
only
• the answer communicates ideas using simple language and uses limited
scientific terminology
• spelling, punctuation and grammar are used with limited accuracy
• the genetic diagram / Punnett square is correct for both gametes and
offspring
• there is a basic outline of the inheritance but the details of the inheritance
are lacking,
• the answer communicates ideas showing some evidence of clarity and
organisation and uses scientific terminology appropriately
• spelling, punctuation and grammar are used with some accuracy
• the Punnett square / genetic diagram is complete and accurate for both
gametes and offspring
• the steps of inheritance of eye colour are outlined clearly
• the answer communicates ideas clearly and coherently uses a range of
scientific terminology accurately
• spelling, punctuation and grammar are used with few errors
5BI1F/01
Additional Sample Mark Scheme