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General Certificate of Secondary Education Higher Tier June 2014

1 2 3

Additional Science
Unit Biology B2

BL2HP

4 5

Biology
Unit Biology B2 Tuesday 13 May 2014 9.00 am to 10.00 am

H

6 7 TOTAL

For this paper you must have:  a ruler. You may use a calculator.

A

Time allowed  1 hour Instructions  Use black ink or black ball-point pen.  Fill in the boxes at the top of this page.  Answer all questions.  You must answer the questions in the spaces provided. Do not write outside the box around each page or on blank pages.  Do all rough work in this book. Cross through any work you do not want to be marked. Information  The marks for questions are shown in brackets.  The maximum mark for this paper is 60.  You are expected to use a calculator where appropriate.  You are reminded of the need for good English and clear presentation in your answers.  Question 2 should be answered in continuous prose. In this question you will be marked on your ability to: – use good English – organise information clearly – use specialist vocabulary where appropriate. Advice  In all calculations, show clearly how you work out your answer.

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2 Answer all questions in the spaces provided.

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1

Some students investigated the effect of pH on the digestion of boiled egg white by an enzyme called pepsin. Egg white contains protein. The students:
   

put a glass tube containing boiled egg white into a test tube added a solution containing pepsin at pH 7 set up six more tubes with solutions of pepsin at different pH values left the test tubes for 24 hours at room temperature.

Figure 1 shows one of the test tubes, at the start and at the end of the 24 hours. Figure 1

Solution of pepsin 24 hours 50 mm

Glass tube Boiled egg white

At start

24 hours later

1 (a) (i)

Name the product of protein digestion. [1 mark] ............................................................................................................................................

1 (a) (ii) What type of enzyme digests protein? Tick () one box. [1 mark] amylase

lipase

protease

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3 1 (b) The egg white in each tube was 50 mm long at the start of the investigation. Table 1 shows the students’ results. Table 1 pH 1 2 3 4 5 6 7 Length in mm of boiled egg white after 24 hours 38 20 34 45 50 50 50

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1 (b) (i)

At which pH did the pepsin work best? [1 mark] pH ..................................

1 (b) (ii) The answer you gave in part (b)(i) may not be the exact pH at which pepsin works best. What could the students do to find a more accurate value for this pH? [2 marks] ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ 1 (b) (iii) There was no change in the length of the egg white from pH 5 to pH 7. Explain why. [2 marks] ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ Question 1 continues on the next page Turn over 

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4 1 (c) Pepsin is made by the stomach. Name the acid made by the stomach which allows pepsin to work well. [1 mark] ............................................................................................................................................

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5 2 In this question you will be assessed on using good English, organising information clearly and using specialist terms where appropriate. Diffusion is an important process in animals and plants. The movement of many substances into and out of cells occurs by diffusion. Describe why diffusion is important to animals and plants. In your answer you should refer to:
  

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animals plants examples of the diffusion of named substances. [6 marks]

............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ Extra space ........................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ Turn over 

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6 3 Figure 2 shows an athlete running on a treadmill. Figure 2

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After running for several minutes, the athlete’s leg muscles began to ache. This ache was caused by a high concentration of lactic acid in the muscles. 3 (a) The equation shows how lactic acid is made. glucose lactic acid (+ energy) [1 mark] ............................................................................................................................................ 3 (b) Scientists investigated the production of lactic acid by an athlete running at different speeds. In the investigation:
 

Name the process that makes lactic acid in the athlete’s muscles.

the athlete ran on the treadmill at 4 km per hour the scientists measured the concentration of lactic acid in the athlete’s blood after 2 minutes of running.

The investigation was repeated for different running speeds. Figure 3 shows the scientists’ results.

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7 Figure 3
8.0 7.0 6.0 Concentration of lactic acid in the blood in mmol per dm3 5.0 4.0 3.0 2.0 1.0 0.0

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0

2

4 6 8 10 12 14 Treadmill speed in km per hour

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3 (b) (i)

How much more lactic acid was there in the athlete’s blood when he ran at 14 km per hour than when he ran at 8 km per hour? [2 marks] ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ Answer = ......................... mmol per dm3

3 (b) (ii) Why is more lactic acid made in the muscles when running at 14 km per hour than when running at 8 km per hour? [3 marks] ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................

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8 4 Farmers sometimes grow crops in greenhouses without using any soil. Figure 4 shows one way this can be done. Figure 4

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Image of hydroponic system cannot be reproduced here due to third-party copyright constraints.

The pump for the solution sends water and ions to the plant roots. The solution flows slowly past the roots and returns to the reservoir. The concentration of the ions in the solution and its pH are controlled automatically. 4 (a) (i) It is an advantage to give ions to the plants as shown in Figure 4 instead of growing the plants in a container of soil. Give one reason why. [1 mark] ............................................................................................................................................ ............................................................................................................................................ 4 (a) (ii) The air pump and airstone make bubbles of air in the solution of ions. Gases from the air will dissolve in the solution. Explain how this helps to keep the plants’ roots alive. [3 marks] ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................

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9 4 (b) Figure 5 shows how easy it is for plants to take in some ions at different pH values. The thicker the bar in Figure 5, the easier it is for the plants to take in the ion. Figure 5 Nitrate Phosphate Potassium Sulfate Calcium Magnesium 4 5 6 7 pH 8 9 10

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4 (b) (i)

The plants will grow better if the farmer keeps the solution at pH 7. Use information from Figure 5 to suggest why. [1 mark] ............................................................................................................................................ ............................................................................................................................................

4 (b) (ii) Each molecule of chlorophyll contains a magnesium ion. Why do plants need magnesium ions for healthy growth? [2 marks] ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ 4 (b) (iii) Name one ion that plants take in to supply them with nitrogen. [1 mark] ............................................................................................................................................ 4 (b) (iv) Give one reason why plants need a supply of the element nitrogen. [1 mark] ............................................................................................................................................ ............................................................................................................................................ Turn over 

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10 5 At the seashore, the tide comes in and goes out twice each day. Some students investigated whether two different species of seaweed could live only at certain positions on a rocky shore. Seaweeds are plant-like organisms that make their food by photosynthesis. Figure 6 shows the two species of seaweed that the students investigated. Figure 6 Bladder wrack Air bladders Sea lettuce

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Not to scale

Holdfast (fixes seaweed to the rock)

5 (a)

The students: 1 2 3 placed a 50-metre tape measure on the rocks at right angles to the sea placed a quadrat next to the tape measure recorded whether each species was present or not.

The students repeated steps 2 and 3 every metre down the shore. Figure 7 shows a section of the seashore and the students’ results.

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11 Figure 7
2.0 1.5 metres 1.0 Rock 0.5 0.0 0 10 20 metres Students’ results Bladder wrack Sea lettuce 30 40 Sea Pools of seawater Section of the seashore

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0

10

20 metres

30

40

5 (a) (i)

The students placed the quadrat at regular intervals along a transect line rather than placing the quadrat at random positions anywhere on the rocky shore. Explain why. [2 marks] ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................

5 (a) (ii) How could the students have improved their investigation to ensure that they produced valid data? [2 marks] ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ Question 5 continues on the next page Turn over 

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12 5 (a) (iii) Figure 7 is repeated here to help you answer this question. Figure 7
2.0 1.5 metres 1.0 Rock 0.5 0.0 0 10 20 metres Students’ results Bladder wrack Sea lettuce 30 40 Sea Pools of seawater Section of the seashore

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0

10

20 metres

30

40

The students concluded that bladder wrack is better adapted than sea lettuce to survive in dry conditions. What is the evidence for this conclusion? Use information from Figure 7. [2 marks] ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................

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13 5 (b) The bladder wrack has many air bladders. The air bladders help the bladder wrack to float upwards when the sea covers it. Suggest how this helps the bladder wrack to survive. [2 marks] ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................

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Turn over for the next question

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14 6 6 (a) 6 (a) (i) Phenylketonuria (PKU) is an inherited condition. PKU makes people ill. PKU is caused by a recessive allele. What is an allele? [1 mark] ............................................................................................................................................ ............................................................................................................................................ 6 (a) (ii) What is meant by recessive? [1 mark] ............................................................................................................................................ ............................................................................................................................................ 6 (b) Figure 8 shows the inheritance of PKU in one family. Figure 8 Key Male with PKU Female with PKU 5 6 7 8 9 Male without PKU Female without PKU 10 11

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1

2

3

4

6 (b) (i)

Give one piece of evidence from Figure 8 that PKU is caused by a recessive allele. [1 mark] ............................................................................................................................................ ............................................................................................................................................

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15 6 (b) (ii) Persons 6 and 7 are planning to have another child. Use a genetic diagram to find the probability that the new child will have PKU. Use the following symbols in your answer: N = the dominant allele for not having PKU n = the recessive allele for PKU. [4 marks]

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Probability = .................................................. 6 (c) Persons 6 and 7 wish to avoid having another child with PKU. A genetic counsellor advises that they could produce several embryos by IVF treatment. 6 (c) (i) During IVF treatment, each fertilised egg cell forms an embryo by cell division. Name this type of cell division. [1 mark] ............................................................................................................................................ 6 (c) (ii) An embryo screening technique could be used to find the genotype of each embryo. An unaffected embryo could then be placed in person 7’s uterus. The screening technique is carried out on a cell from an embryo after just three cell divisions of the fertilised egg. How many cells will there be in an embryo after the fertilised egg has divided three times? [1 mark] Question 6 continues on the next page Turn over 

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16 6 (c) (iii) During embryo screening, a technician tests the genetic material of the embryo to find out which alleles are present. The genetic material is made up of large molecules of a chemical substance. Name this chemical substance. [1 mark] ............................................................................................................................................ 6 (d) 6 (d) (i) Some people have ethical objections to embryo screening. Give one ethical objection to embryo screening. [1 mark] ............................................................................................................................................ 6 (d) (ii) Give one reason in favour of embryo screening. [1 mark] ............................................................................................................................................

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17 Turn over for the next question

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DO NOT WRITE ON THIS PAGE ANSWER IN THE SPACES PROVIDED

Turn over 

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18 7 (a) Fossils provide evidence for what early life forms were like. From the evidence, scientists think that life began on Earth more than 3 billion years ago. Many early life forms were soft-bodied. Explain why this makes it difficult for scientists to be certain about what these early life forms were like. [2 marks] ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ 7 (b) Figure 9 shows two types of pistol shrimp. The shrimps live in shallow, tropical seas on opposite sides of Panama. Figure 9
Panama Pacific Ocean Caribbean Sea

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Type A

Type B Not to scale

Scientists put one Type A shrimp and one Type B shrimp together in a tank of seawater. The two types of shrimp snapped their claws aggressively at each other. They did not mate. The scientists said that this was evidence for the Type A and Type B shrimps being classified as two different species. 7 (b) (i) Give one reason why the scientists’ opinion may be correct. [1 mark] ............................................................................................................................................ ............................................................................................................................................

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19 7 (b) (ii) Suggest two reasons why the scientists’ opinion may not be correct. [2 marks] 1 ......................................................................................................................................... ............................................................................................................................................ 2 ......................................................................................................................................... ............................................................................................................................................ 7 (c) Panama is a narrow strip of land which today joins North America and South America. It was formed by land moving up from beneath the sea. Panama has separated the Pacific Ocean and the Caribbean Sea for the past 3 million years. Explain how two different species of pistol shrimp could have developed from an ancestral species of shrimp. [6 marks] ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ END OF QUESTIONS

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20 There are no questions printed on this page

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DO NOT WRITE ON THIS PAGE ANSWER IN THE SPACES PROVIDED

Acknowledgement of copyright-holders and publishers Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders have been unsuccessful and AQA will be happy to rectify any omissions of acknowledgements in future papers if notified. Figure 2: © Getty Images

Copyright © 2014 AQA and its licensors. All rights reserved.

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...Poetry (from the Greek "poiesis" — "ποίησις" — with a broad meaning of a "making", seen also in such terms as "hemopoiesis"; more narrowly, the making of poetry) is a form of literary art which uses the aesthetic qualities of language to evoke meanings in addition to, or in place of, the prosaic ostensible meaning. POETRY Poetry has a long history, dating back to the Sumerian Epic of Gilgamesh. Early poems evolved from folk songs such as the Chinese Shijing, or from a need to retell oral epics, as with the Sanskrit Vedas, Zoroastrian Gathas, and the Homeric epics, the Iliad and the Odyssey. Ancient attempts to define poetry, such as Aristotle's Poetics, focused on the uses of speech in rhetoric, drama, song and comedy. Later attempts concentrated on features such as repetition, verse form and rhyme, and emphasized the aesthetics which distinguish poetry from more objectively-informative, prosaic forms of writing. From the mid-20th century, poetry has sometimes been more generally regarded as a fundamental creative act employing language. Poetry uses forms and conventions to suggest differential interpretation to words, or to evoke emotive responses. Devices such as assonance, alliteration, onomatopoeia and rhythm are sometimes used to achieve musical or incantatory effects. The use of ambiguity, symbolism, irony and other stylistic elements of poetic diction often leaves a poem open to multiple interpretations. Similarly, metaphor, simile and metonymy[1] create a resonance...

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Poetry

...Brittany Watson Professor Worthington English 102 23 September 2012 How do Poems Travel?” Words, thoughts and ideas are hidden away beneath the realms of a poet’s subconscious (Meyer 1166). A poet himself, when requested to analyzetheir own writing and discovering wherehis poetry derives from, is like making a child sit still for the duration of a photo shoot. Poet Billy Collins describes writing about ones work, is like switching rooms along with all the contents in it (1166). Poems are not premeditated by their authors; instead the poet engages his writing utensil allowing the poem to guide their thoughts ;( Meyer 1166) spilling them onto the paper before him. His hand glides through the lines of the paper, never dictating his pencil, (Garbett, “Billy Collins”). Collins willfully submits to his work (1166). Writing poetry is not controlled; a poet’s thoughts begin in the mind and become drafted to paper before us. As readers we see the final product (Meyer 1167). If one knows the end of a dramatic movie, in a sense makes us not want to watch it. What is the point? You know how it ends. The poet does not want a predestinated agenda of their vacations, seeing the unknown, exploring the surrounding and even goingbeneath the surface of find a real meaning is a way poets look at writing. Mishaps are not always unfortunate. Mistakes can thrive into something better and more beautiful (Garbett, “Billy Collins”). When mistakes are made in writing lead the writer a drift from the...

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Poetry

...If you are just beginning to delve into the world of poetry, you may initially feel overwhelmed by the occasional ambiguity and inaccessibility of this literary style. However, learning the elements and poetic tools used to build a poem will help to understand and analyze poems. Getting Started 1) Give yourself a lot of time to read the poem several times. Trying reading it out loud. 2) Have a copy of the poem that you can take notes on. As you read, write down every observation, question, or feeling you get from the poem as you read. Pay special attention to how the poem begins and ends. 3) Use your notes as entry points to begin your investigation and analysis of the poem. Ask yourself what elements in the poem lead you to the particular observation and how the poet achieves this effect. 4) Always keep in mind that the poet uses poetic devices to achieve a particular effect. Breaking up the poem into formal poetic components enhances your understanding of the poem’s overall theme, tone, and/or general purpose. In other words, use form to understand the content and create a thesis about the poem. Here are some elements and corresponding poetic devices you can focus on. Note: Many of these divisions are arbitrary. Poetic elements frequently overlap. For definitions of the underlined terms see the UWC Definitions of Poetic Devices handout. Content: How does the tone of the speaker and the context of the work change your understanding of the poem...

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Poetry

...Poetry Essay Thesis Statement “The Road Not Taken” by Robert Frost is designed to show readers that the choices humans make may lead them down a road that will be beneficial or make them unhappy. I. Introduction A. Theme of the poem II. The Setting A. Season 1. Fall 2. Roads 3. Symbols III. Title A. Meaning 1. The Road Not Traveled IV. Rhyme and Metrical Device A. Stanza B. Rhyme V. Conclusion Poetry Essay: The Road Not Taken The poem, “The Road Not Taken”, by Robert Frost presents an interesting take on life and the choices people make about life. The theme of the poem is focused on roads that they are traveling through life, and no matter which road people travel, humans may or may not be happy with the choices that they take in life. These choices can cause unhappiness and regret. This is a lesson that all of humanity endures at multiple times throughout life. Every decision is a choice about which road people would like to travel down. The setting of the poem is in the woods. The woods are described as a yellow wood that has grass and leaves. By the setting, one might think it is fall, as the leaves are turning color and are falling to the ground, based on Frost’s comment, “In leaves no step had trodden black (Frost, 2010, p. 610)”. Frost also states in the poem, “Because it was grassy and wanted wear” (Frost, 2010); that gives you the impression that one of the roads seems to be traveled...

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Poetry

...LIT 2030: Interpretation of Poetry – Paper One – Fall 2012 At this point, you have read and discussed a number of different pieces of poetry from a wide range of cultural contexts and aesthetic agendas. Furthermore, you have learned some of the core elements of poetry and continue to build upon and deploy a growing lexicon of terms with each class you attend. This assignment tasks you with creating an original claim about a poem, locating textual evidence to support your argument, and then synthesizing said evidence with thoughtful analysis to prove your claim. In this first-major essay, you are working on close-reading skills and are prohibited from using any outside sources whatsoever. This means you will compose your argument and subtopics based solely off your reading of the text. It is not reasonable to expect a strong argument to leap from your forehead, nuanced, sophisticated, and fully formed the night before class. But if you keep the assignment in mind during our discussions and when reading on your own, you are more far more likely to come up with a strong, provable thesis. In closing, I encourage you to understand writing to be a process that one improves at over time and is continually fine-tuned. The sooner you get to work, the faster you will see results. Assignment: Utilizing one of the poems we have discussed in class, you will come up with an original argument that lends itself to a more sophisticated understanding of the piece by analyzing genre-specific...

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