Download Higher Human Biology Exemplar Question Paper

H
National
Qualications
EXEMPLAR PAPER ONLY
EP25/H/02
Human Biology
Section 1 — Questions
Date — Not applicable
Duration — 2 hours and 30 minutes
Instructions for the completion of Section 1 are given on Page two of your question and answer
booklet EP25/H/01.
Record your answers on the answer grid on Page three of your question and answer booklet.
Before leaving the examination room you must give your question and answer booklet to the
Invigilator; if you do not you may lose all the marks for this paper.
©
*EP25H02*
SECTION 1 — 20 marks
Attempt ALL questions
1. Which line in the table below describes cell division in a specific cell type?
Cell Type
Type of cell
division
Chromosome number
in cells produced
A
somatic
meiosis
diploid
B
somatic
meiosis
haploid
C
germline
mitosis
haploid
D
germline
mitosis
diploid
2. If ten percent of the bases in a molecule of DNA are adenine, what is the ratio of adenine
to guanine in the same molecule?
A1:4
B1:3
C1:2
D1:1
3. A variety of proteins can be expressed from the same gene by post-translational
modification.
This may involve
A
cutting mRNA molecules and adding phosphate to the nucleic acid
B
cutting mRNA molecules and removing phosphate from the nucleic acid
C
cutting polypeptide chains and adding carbohydrate to the protein
D
cutting polypeptide chains and removing carbohydrate from the protein.
Page two
4. Which line in the table below shows the effects of different types of gene mutations on the
protein formed?
Gene mutation
Nonsense
Missense
Frameshift
A
Shortened protein formed
Protein contains one
different amino acid
All amino acids changed
from one point
B
Shortened protein formed
All amino acids changed
from one point
Protein contains one
different amino acid
C
Protein contains one
different amino acid
Shortened protein formed
All amino acids changed
from one point
D
All amino acids changed
from one point
Shortened protein formed
Protein contains one
different amino acid
5. The diagram below shows the results of a paternity test. It compares DNA samples from
five individuals.
Woman S is the mother of child X and child Y.
Men P and Q are possible fathers of these children.
Woman Man
S
P
Man
Q
Child Child
Y
X
Which of the following conclusions can be drawn from these results?
A
Man P could be the father of child X.
B
Man P could be the father of child Y.
C
Man Q could be the father of child X.
D
Man Q could be the father of child Y.
Page three
6. High-energy electrons from NADH are used in the final stage of respiration.
Which of the following statements about the role of these electrons is not correct?
A
They are involved in ATP synthesis.
B
They are involved in pumping hydrogen.
C
They are involved in the release of energy.
D
They are involved in the formation of carbon dioxide.
7. The diagram below shows a metabolic pathway that is controlled by end product inhibition.
Substance 1
Enzyme 1
Substance 2
Enzyme 2
Substance 3
Enzyme 3
Substance 4
For Substance 4 to bring about end product inhibition, with which of the following would it
interact?
A
Enzyme 1
B
Enzyme 3
C
Substance 1
D
Substance 3
Page four
8. Changes in the ovary during the menstrual cycle are described below.
1
Corpus luteum forms.
2
Ovulation occurs.
3
Progesterone is produced.
4
Corpus luteum degenerates.
5
Follicle develops.
The sequence in which these changes occur following menstruation is
A
2, 3, 1, 5, 4
B
2, 1, 3, 4, 5
C
5, 2, 1, 3, 4
D
5, 3, 2, 1, 4.
9. Nicotine is a chemical which may affect ante-natal development.
The diagram below shows the stages of development when major and minor malformations
of organs may occur if there is exposure to nicotine.
major malformation
Key —
minor malformation
Stage of development
(weeks after fertilisation)
Ball of
cells
1
2
Embryo
(organ formation)
3
4
5
6
7
Fetus (organ growth
and development)
8
9
10 11 12 13 14 15
brain
ear
limbs
genitalia
For how many weeks during pregnancy is there a possibility of major malformations to
organs during development?
A6
B7
C9
D13
Page five
10. Familial hypercholesterolaemia (FH) is caused by an autosomal dominant allele.
The family history below shows the inheritance of FH through three generations.
Parents
A
B
C
Grandchildren
D
Key
unaffected male
affected male
unaffected female
affected female
Which individual confirms that this condition is autosomal?
11. Which of these cross sections through a blood vessel represents a vein?
A
B
C
D
= muscle tissue
= elastic tissue
Page six
12. The difference in pressure between systole and diastole is often referred to as pulse
pressure.
The graph below shows the changes in blood pressure as blood flows through the
circulatory system of an individual.
120
100
blood
pressure
(mmHg)
80
60
40
20
aorta
arteries
capillaries
veins
vena cava
direction of flow through circulation
The maximum pulse pressure shown in the graph is
A
40 mmHg
B
80 mmHg
C
100 mmHg
D
120 mmHg.
13. The ratio of high-density lipoproteins to low-density lipoproteins in the blood (HDL:LDL) is
related to the level of cholesterol in the blood. This in turn can influence the chances of
developing atherosclerosis.
Which line in the table below illustrates these relationships?
HDL:LDL
Cholesterol
level
Chance of
atherosclerosis
A
High
Low
Reduced
B
High
High
Increased
C
Low
Low
Increased
D
Low
High
Reduced
Page seven
14. The graph below shows how the concentration of insulin in the blood is affected by
changes in the concentration of glucose in the blood.
15
10
Concentration of
insulin in the blood
(units/cm3)
5
0
80
90
100
110
120
130
Concentration of glucose in the blood (mg/100 cm3)
140
What total mass of glucose would be present in an individual with 5 litres of blood and an
insulin concentration of 5 units/cm3?
A
115 mg
B
575 mg
C
1150 mg
D
5750 mg
15. By calculating body mass index (BMI), it can be determined whether a person is clinically
obese.
The table below contains information about four individuals.
Individual
Height (m)
Mass (kg)
1
1·60
90
2
2·10
130
3
1·80
100
4
1·30
56
Which of these individuals would be classified as obese?
A
2 only
B
2 and 3
C
1, 3 and 4
D
all of them
Page eight
16. The diagram below represents a neural pathway.
Stimulus
Response
The type of pathway shown is a
A
diverging neural pathway
B
converging neural pathway
C
reverberating neural pathway
D
sensory neural pathway.
17. The following is a list of body parts.
1tongue
2eyebrows
3hands
4eyes
Which of these body parts can be used in non-verbal communication?
A
3 only
B
2 and 4 only
C
2, 3 and 4 only
D
1, 2, 3 and 4
18. When a disease occurs regularly in an area it is classified as being
A
sporadic
B
endemic
C
epidemic
D
pandemic.
Page nine
19. On which of the following does the herd immunity threshold not depend?
A
Type of disease
B
Population density
C
Effectiveness of the vaccine
D
Quarantine of non-immune individuals
20. The table below contains information about the number of cases of influenza in a city over
five years.
Year
Influenza cases
in January
Influenza cases
in July
2001
580
120
2002
620
345
2003
1200
350
2004
120
145
2005
400
100
Which of the following conclusions can be drawn from the data in the table?
A
There are always more cases of influenza in January than in July.
B
The number of cases of influenza decreased by 75% between January and July of 2005.
C
The greatest percentage decrease in influenza cases occurred between January and
July of 2003.
D
The greatest percentage increase in influenza cases occurred between July 2002 and
January 2003.
[END OF SECTION 1. NOW ATTEMPT THE QUESTIONS IN SECTION 2
OF YOUR QUESTION AND ANSWER BOOKLET.]
Page ten
H
FOR OFFICIAL USE
National
Qualications
EXEMPLAR PAPER ONLY
EP25/H/01
Mark
Human Biology
Section 1 — Answer Grid
and Section 2
Date — Not applicable
*EP25H01*
Duration — 2 hours and 30 minutes
Fill in these boxes and read what is printed below.
Full name of centre Town
Forename(s) Date of birth
Day
Month
Surname
Year Number of seat
Scottish candidate number
Total marks ­— 100
SECTION 1 ­— 20 marks
Attempt ALL questions.
Instructions for completion of Section 1 are given on Page two.
SECTION 2 ­— 80 marks
Attempt ALL questions.
Write your answers in the spaces provided. Additional space for answers and rough work is
provided at the end of this booklet. If you use this space, write clearly the number of the
question you are attempting. Any rough work must be written in this booklet. You should score
through your rough work when you have written your fair copy.
Use blue or black ink.
Before leaving the examination room you must give this booklet to the
Invigilator; if you do not, you may lose all the marks for this paper.
©
*EP25H0101*
SECTION 1­— 20 marks
The questions for Section 1 are contained in the question paper EP25/H/02.
Read these and record your answers on the answer grid on Page three opposite.
Do NOT use gel pens.
1. The answer to each question is either A, B, C or D. Decide what your answer is, then fill
in the appropriate bubble (see sample question below).
2. There is only one correct answer to each question.
3. Any rough working should be done on the additional space for answers and rough work at
the end of this booklet.
Sample Question
The digestive enzyme pepsin is most active in the
Amouth
Bstomach
Cduodenum
Dpancreas.
The correct answer is B—stomach. The answer B bubble has been clearly filled in (see below).
A
B
C
D
Changing an answer
If you decide to change your answer, cancel your first answer by putting a cross through it (see
below) and fill in the answer you want. The answer below has been changed to D.
A
B
C
D
If you then decide to change back to an answer you have already scored out, put a tick (3) to
the right of the answer you want, as shown below:
A
B
C
A
D
B
C
or
*EP25H0102*
Page two
D
SECTION 1 — Answer Grid
*OBJ20AD1*
A
B
C
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
*EP25H0103*
Page three
D
[BLANK PAGE]
DO NOT WRITE ON THIS PAGE
*EP25H0104*
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MARKS
SECTION 2 — 80 marks
Attempt ALL questions
Note that question 13 contains a choice.
1. The diagram below shows some stages in the development of blood cells and
nerve cells.
Fertilised egg
Embryonic stem cells
Tissue stem cell
Tissue stem cell
Differentiation
Blood cells
Nerve cells
(a) State the role of stem cells.
1
(b) State the location of the tissue stem cells which develop into blood
cells.
1
(c) Describe what is meant by the term differentiation.
1
*EP25H0105*
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1. (continued)
(d)Both embryonic stem cells and tissue stem cells are used in medical
research.
Give one reason why embryonic stem cells are potentially more useful
than tissue stem cells.
*EP25H0106*
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2. Yeast is a single-celled fungus which produces enzymes, one of which
catalyses the release of hydrogen during respiration.
An investigation was carried out to compare three sugars as respiratory
substrates for yeast. Methylene blue dye was used to measure the rate of
respiration because it turns clear in the presence of hydrogen.
A colorimeter was used to measure the colour intensity of the dye during the
investigation.
The investigation set-up is shown in Figure 1.
Table 1 shows the range of colorimeter readings recorded.
Table 1
Figure 1
Colour intensity
of dye
Colorimeter
reading (units)
maximum
63
minimum
0
yeast,
methylene blue dye
and sugar solution
Three test tubes were set up, each containing a different sugar. The colour
intensity of the dye was measured at four-minute intervals for 20 minutes.
The results of the investigation are shown in Table 2 below.
Table 2
Time (min)
Colorimeter reading (units)
glucose sugar
maltose sugar
lactose sugar
0
63
63
63
4
46
61
63
8
28
56
63
12
10
35
63
16
0
10
63
20
0
0
63
*EP25H0107*
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2. (continued)
(a) When setting up the test tubes as shown in Figure 1, state which
substance should be added last.
Give a reason for your choice of substance.
1
Substance
Reason
(b)Identify two variables which would have to be kept constant during this
investigation.
2
1
2
(c)State one way in which the reliability of the results from this
investigation could be improved.
*EP25H0108*
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2. (continued)
(d) (i) Construct a line graph to show all the data in Table 2.
3
(Additional graph paper, if required, can be found on Page thirty)
(ii) State a conclusion that can be drawn from the results of this
investigation.
*EP25H0109*
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2. (continued)
(e) (i) Maltose is a disaccharide sugar which is composed of two glucose
molecules joined together.
Use this information to explain why the colour intensity of the dye
in the test tube containing maltose decreased more slowly than
the intensity of the dye in the test tube containing glucose.
1
(ii) Lactose is also a disaccharide sugar.
Suggest why the colour intensity of the dye in the test tube
containing lactose remained the same throughout the
investigation.
*EP25H0110*
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3. The graph below shows how the temperature of the DNA in a reaction tube is
changed during one cycle of the polymerase chain reaction (PCR).
Stage X
Stage Y
Stage Z
Temperature (ºC)
100
80
60
40
0
1
2
3
4
5
Time (min)
(a) Calculate the maximum change in temperature that the reaction tube
experiences during one cycle of PCR.
1
Space for calculation
ºC
(b) State the function of PCR.
1
(c) Describe what happens to the DNA during Stage X.
1
(d) Short sections of DNA called primers are involved in Stage Y.
State what happens to these primers during Stage Y.
*EP25H0111*
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3. (continued)
1
(e) Suggest why the temperature is increased during Stage Z.
(f) (i) A forensic scientist discovered a tiny spot of blood at a crime
scene.
A sample taken from this spot contained 100 molecules of DNA.
The sample underwent PCR cycles for 40 minutes.
Use data from the graph to calculate how many molecules of DNA
would be present after this time.
1
Space for calculation
molecules
(ii) Name the process that would then allow an individual to be
identified from the DNA.
*EP25H0112*
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4. The graph below compares the percentage of slow twitch and fast twitch
muscle fibres found in Commonwealth Games athletes competing in track
events of different distances.
slow
twitch
fast
twitch
800
1500
80
70
60
Percentage 50
of total
40
muscle
fibres
30
20
10
0
100
10 000
Distance of event (m)
(a) (i) Calculate, as a simple whole number ratio, the percentage of slow
twitch to fast twitch muscle fibres found in the 10 000 metre
runner.
1
Space for calculation
:
slow twitch
fast twitch
(ii) Explain why the 10 000 metre runner requires a high percentage of
slow twitch muscle fibres.
(b) Describe a trend shown in the graph.
*EP25H0113*
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4. (continued)
(c)Describe two structural differences between slow twitch and fast twitch
muscle fibres.
1
2
*EP25H0114*
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5. Duchenne muscular dystrophy is an inherited condition in which muscle
fibres gradually degenerate.
The condition is sex-linked and caused by a recessive allele.
The family tree below shows the inheritance of the condition through three
generations of a family.
Grandparents
P
Q
R
Unaffected female
S
Carrier female
Unaffected male
T
Affected male
U
(a) (i) Using the symbols D and d to represent the alleles, state the
genotype of individual R.
1
(ii) Calculate the percentage of the grandsons that have muscular
dystrophy.
1
(iii) Granddaughter U and her partner go on to have a son.
State the percentage chance of their son having muscular
dystrophy.
1
(b)In humans there is a gene which codes for the essential muscle protein
dystrophin.
When this gene is altered, dystrophin is not produced.
An individual
dystrophin.
with
Duchenne
muscular
dystrophy
cannot
make
(i) State the general term that is used to describe a gene alteration.
1
(ii) Describe how the structure of the gene which codes for dystrophin
might be altered.
1
*EP25H0115*
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5. (continued)
(c) Where conditions such as Duchenne muscular dystrophy exist in a family,
the family history can be used to determine the genotypes of its
individual members.
State the term used for this process.
*EP25H0116*
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6. The graph below shows changes that occurred in a man’s breathing when he
inhaled air containing different concentrations of carbon dioxide.
Key
volume of each breath
2400
32
2200
30
2000
28
1800
26
1600
24
1400
22
1200
20
1000
18
800
16
600
14
400
12
200
0
1
2
3
4
5
6
7
Breathing rate (breaths/min)
Volume of each breath (cm3)
breathing rate
10
Carbon dioxide concentration of inhaled air (%)
(a)Use data from the graph to describe the changes that occurred in the
man’s breathing when the carbon dioxide concentration of inhaled air
increased from 0 to 3%.
2
(b) State the man’s breathing rate when the volume of each breath was
1500 cm3.
1
breaths/min
*EP25H0117*
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6. (continued)
(c) Calculate the volume of air inhaled in one minute when the carbon
dioxide concentration was 2%.
1
Space for calculation
cm3
(d) (i) Predict what the volume of each breath would have been if a
carbon dioxide concentration of 7% had been used.
1
Volume of each breath
(ii) Suggest why the increase in the volume of each breath becomes
less at carbon dioxide concentrations above 4%.
1
(e) O
n average there is 0∙04% carbon dioxide in inhaled air and 4% carbon
dioxide in exhaled air.
Explain why this change in carbon dioxide concentration occurs.
*EP25H0118*
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7. The graph below shows changes in the volume of blood in the left ventricle
of a woman’s heart.
140
120
100
Volume
(cm3)
80
60
40
20
0
0
0·2
0·4
0·6
0·8
1·0
Time (s)
1
(a) State how long ventricular systole lasts.
s
1
(b) (i) State the heart rate of this woman.
beats per minute
(ii) Calculate the volume of blood leaving this woman’s left ventricle
every minute.
Space for calculation
cm3
*EP25H0119*
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7. (continued)
(c) When this woman exercises, the volume of blood leaving her heart
increases significantly.
Describe how the brain and autonomic nervous system cause this
increase.
*EP25H0120*
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8. The diagram below shows a neuron from an adult.
dendrites
cell body
presynaptic knob
myelin sheath
nucleus
(a) Draw an arrow on the diagram to show the direction in which an
impulse would travel.
1
(b) Suggest a possible role of the nucleus in the transfer of information
across a synapse.
1
(c) Complete the table below which contains information about structures
found in the presynaptic knob.
2
Structure
Function
Provides ATP for
synthesis reactions
Vesicle
(d) (i) Describe how a neuron in a newly-born child might differ from the
one in the diagram.
1
(ii) State one way that this would affect how the neuron functions.
1
*EP25H0121*
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9. Use of recreational drugs can lead to addiction.
(a)Recreational drugs cause changes to the neurochemistry of the brain.
State one way in which these neurochemical changes can affect an
individual.
1
(b) Recreational drugs can affect neurotransmitter function at a synapse.
(i) State the function of neurotransmitters.
1
(ii) Describe one way in which recreational drugs can affect the
synapse.
1
(c)Sensitisation is thought to underlie many cases of drug addiction.
Explain what sensitisation is and what causes it.
2
Explanation
Cause
(d) Describe why anti-drug posters often feature an image of a celebrity.
*EP25H0122*
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10. A student carried out an investigation to determine the effect an audience
has on the performance of a task.
In the investigation, each individual had to move a metal ring along a curved
wire, without touching the wire. Whenever the wire was touched a light
would come on.
The diagram below shows the apparatus used.
metal ring
wire
light
The student started by asking each individual to carry out the task without
an audience.
She then asked them to repeat the task with an audience present.
The results of the investigation are shown in the table below.
Individual
Performance
(Number of times the ring touched the wire
when carrying out the task)
Without an audience
With an audience
1
3
3
2
5
2
3
6
3
4
5
0
5
2
3
6
1
1
7
5
3
8
3
1
9
5
0
10
3
2
*EP25H0123*
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10.
(continued)
(a)
Calculate the average improvement in performance caused by the
presence of an audience.
1
Space for calculation
(b) State the term which describes the improvement in performance caused
by the presence of an audience.
1
(c) It is possible that the improvement in performance in this investigation
resulted from practice and not the presence of an audience.
Suggest how the design of the investigation could be improved, without
changing the apparatus, to remove this possibility.
1
(d) Describe how this investigation could be redesigned to investigate the
effects of practice on performance.
1
*EP25H0124*
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11. The diagram below shows an injury in which skin is pierced by a splinter.
splinter
}
cell type X
skin tissue
blood capillary
The flow diagram shows some of the events which result from this injury.
Tissue injury
Release of histamine from cell type X
Effect
Increased blood flow
Result
Leakage of substances
from the blood capillary
(a) Identify cell type X.
1
(b)Complete the flow diagram to show the effects of histamine release.
2
*EP25H0125*
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11.
(continued)
(c) Name one substance which leaks from the blood capillary and describe
how it protects against infection.
Substance
Description
*EP25H0126*
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12. The diagram below shows the structure of one strain of the influenza virus.
nucleic acid
surface proteins
(a) This virus can be used to prepare a flu vaccine. In order to do this the
nucleic acid must be broken up but the surface proteins left intact.
Explain why it is necessary to:
(i) break up the nucleic acid
1
(ii) leave the surface proteins intact
1
(b) A different vaccine is required against each strain of the influenza virus.
Suggest why different vaccines are required.
1
(c) Researchers are attempting to develop a new vaccine which will be
effective against all strains of the influenza virus.
Trials of this new vaccine have shown that it increases the activity of
T-lymphocytes in the body.
Describe one way in which T-lymphocytes combat infection.
*EP25H0127*
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12.
(continued)
(d) Clinical trials of vaccines use randomised, placebo-controlled protocols.
Describe how these protocols are set up by the researchers.
*EP25H0128*
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13.Answer either A or B in the space below.
A
Discuss the exchange of substances between plasma and body cells.
8
Discuss the screening and testing procedures which may be carried out
as part of antenatal care.
8
OR
B
[END OF EXEMPLAR QUESTION PAPER]
*EP25H0129*
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ADDITIONAL SPACE FOR ANSWERS AND ROUGH WORK
Additional graph paper for Question 2 (d) (i)
*EP25H0130*
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ADDITIONAL SPACE FOR ANSWERS AND ROUGH WORK
*EP25H0131*
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ADDITIONAL SPACE FOR ANSWERS AND ROUGH WORK
*EP25H0132*
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H
National
Qualications
EXEMPLAR PAPER ONLY
EP25/H/01
Human Biology
Marking Instructions
These Marking Instructions have been provided to show how SQA would mark this
Exemplar Question Paper.
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General Marking Principles for Human Biology Higher
This information is provided to help you understand the general principles you must apply when
marking candidate responses to questions in this Paper. These principles must be read in
conjunction with the Detailed Marking Instructions, which identify the key features required in
candidate responses.
a) Marks for each candidate response must always be assigned in line with these General
Marking Principles and the Detailed Marking Instructions for this assessment.
b) Marking should always be positive. This means that, for each candidate response, marks are
accumulated for the demonstration of relevant skills, knowledge and understanding: they
are not deducted from a maximum on the basis of errors or omissions.
c) Half marks may not be awarded.
d) Where a candidate makes an error at an early stage in a multi-stage calculation, credit
should normally be given for correct follow-on working in subsequent stages, unless the error
significantly reduces the complexity of the remaining stages. The same principle should be
applied in questions which require several stages of non-mathematical reasoning.
e) Unless a numerical question specifically requires evidence of working to be shown, full marks
should be awarded for a correct final answer (including units if required) on its own.
f) Larger mark allocations may be fully accessed whether responses are provided in continuous
prose, linked statements or a series of discrete developed points.
g) In the Detailed Marking Instructions, if a word is underlined then it is essential; if a word is
(bracketed) then it is not essential.
h) In the Detailed Marking Instructions, words separated by/are alternatives.
i) If two answers are given where one is correct and the other is incorrect, no marks are
awarded.
j) Where the candidate is instructed to choose one question to answer but instead answers both
questions, both responses should be marked and the better mark awarded.
k) The assessment is of skills, knowledge and understanding in Human Biology, so marks should
be awarded for a valid response, even if the response is not presented in the format
expected. For example, if the response is correct but is not presented in the table as
requested, or if it is circled rather than underlined as requested, give the mark.
l) Unless otherwise required by the question, use of abbreviations (eg DNA, ATP) or chemical
formulae (eg CO2, H20) are acceptable alternatives to naming.
m) Content that is outwith the Course Assessment Specification should be given credit if used
appropriately, eg metaphase of meiosis.
Page 2
n) If a numerical answer is required and units are not given in the stem of the question or in the
answer space, candidates must supply the units to gain the mark. If units are required on
more than one occasion, candidates should not be penalised repeatedly.
o) Incorrect spelling is given. Sound out the word(s):
 If the correct term is recognisable then give the mark;
 If the word can easily be confused with another biological term then do not give the
mark, eg ureter and urethra;
 If the word is a mixture of other biological terms then do not give the mark,
eg mellum, melebrum, amniosynthesis.
p) When presenting data:

If a candidate provides two graphs or charts in response to one question (eg one in the
question and another at the end of the booklet), mark both and give the higher mark.

For marking purposes no distinction is made between bar charts (used to show
discontinuous features, have descriptions on the x-axis and have separate columns) and
histograms (used to show continuous features, have ranges of numbers on the x-axis and
have contiguous columns).

Other than in the case of bar charts/histograms, if the question asks for a particular type
of graph or chart and the wrong type is given, then do not give the mark(s) for this.
Where provided, marks may still be awarded for correctly labelling the axes, plotting the
points, joining the points either with straight lines or curves (best fit rarely used), etc.

The relevant mark should not be awarded if the graph uses less than 50% of the axes; if
the x and y data are transposed; if 0 is plotted when no data for this is given (ie
candidates should only plot the data given).
q) Marks are awarded only for a valid response to the question asked. For example, in response
to questions that ask candidates to:
•
•
•
•
•
•
•
•
calculate, they must determine a number from given facts, figures or information;
compare, they must demonstrate knowledge and understanding of the similarities and/or
differences between things;
describe, they must provide a statement or structure of characteristics and/or features;
evaluate, they must make a judgement based on criteria;
explain, they must relate cause and effect and/or make relationships between things
clear;
identify, name, give, or state, they need only name or present in brief form;
predict, they must suggest what may happen based on available information;
suggest, they must apply their knowledge and understanding of Human Biology to a new
situation. A number of responses are acceptable: marks will be awarded for any
suggestions that are supported by knowledge and understanding of Human Biology.
Page 3
Marking Instructions for each question
SECTION 1
Question Response
Mark
1
D
1
2
A
1
3
C
1
4
A
1
5
D
1
6
D
1
7
A
1
8
C
1
9
B
1
10
B
1
11
C
1
12
A
1
13
A
1
14
D
1
15
C
1
16
C
1
17
D
1
18
B
1
19
D
1
20
B
1
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SECTION 2
Question
1
2
Max
mark
Expected response
Additional guidance
a
Unspecialised cells that can develop into any/
a number of/different/other cell types.
1
b
Bone marrow
1
c
Cells become specialised.
or
Specific types of cell are formed.
or
Genes are switched on/off to allow the cell to
function in a certain way.
1
d
Embryonic stem cells can become any type of
cell while tissue stem cells give rise to a more
limited range of cell types.
1
a
Substance — sugar or yeast.
Reason — As soon as it is added the reaction
will start.
or
So the reaction does not start until it is added.
1
Respiration/hydrogen
release/colour change are
acceptable alternatives
for reaction.
b
1.
2.
3.
4.
5.
6.
Concentration of yeast.
Volume/mass of yeast.
Concentration of sugar solution.
Volume of sugar solution/mass of sugar.
Concentration of (methylene) blue dye.
Volume/number of drops of (methylene)
blue dye.
7. Temperature of solutions.
8. Type of yeast.
2
Any two
Not — amount of yeast/
sugar/methylene blue.
Not — temperature.
Not — size of test tube.
Not — mass of sugar
solution.
Not — time
Not — pH
c
Repeat the investigation using each sugar
solution.
or
Repeat the investigation and take an average.
1
d
i Correct scales and labels on axes.
Plotting points correctly and drawing
lines.
Labelling/distinguishing the three
lines.
(1)
i Maltose has to be digested/broken down
before yeast could use it for respiration.
Page 5
Remove 1 mark if less
than half the grid is used.
Remove 1 mark if zero
does not appear on at
least one scale.
1
There must be a
reference to respiration
in the answer.
1
Answer must suggest a
two-stage process —
digestion then
respiration.
(1)
(1)
ii Glucose is the best/preferred respiratory
substrate (for yeast).
or
Glucose can be respired fastest/faster than
maltose.
or
Lactose is not a respiratory substrate for
yeast.
e
3
Question
Expected response
ii The yeast did not contain the enzyme
necessary to break down lactose.
or
The yeast was unable to digest/break down
lactose.
or
Lactose does not contain glucose.
or
Lactose is not broken down to glucose
/respiratory substrates.
3
41
1
b
Amplification/(mass) replication/(mass)
copying of DNA.
1
c
Separation of the (DNA) strands.
or
Breaking of hydrogen bonds between strands.
or
Denaturing of the DNA.
1
d
They bind/anneal/join to (the ends of the)
target/complimentary sequences of the DNA
being copied.
1
e
This is closer to the optimum temperature for
DNA polymerase.
1
i 25 600
1
ii DNA profiling
5
a
1
i 3 :1
1
ii They sustain contractions/keep contracting for
a longer time.
1
b
As the distance of the event increases,
athletes have more/a higher percentage of
slow twitch muscle fibres and less/a lower
percentage of fast twitch muscle fibres.
or
As the distance increases, the ratio of slow
twitch to fast twitch increases.
1
c
1. Slow twitch have more mitochondria.
2. Slow twitch have a larger blood supply.
3. Slow twitch have a higher concentration of
myoglobin.
4. Slow twitch have more fat/less glycogen/
less creatine phosphate.
2
a
i
Additional guidance
1
a
f
4
Max
mark
XDXd
1
ii 33/33·3/33⅓
1
Page 6
Any two
Question
Expected response
iii 50
b
Additional guidance
1
i Mutation
1
ii A change in the sequence/order of bases
/nucleotides.
or
A specific base/nucleotide change such as an
insertion is described.
6
Max
mark
1
c
Genetic screening/genetic counselling/
pedigree chart analysis.
1
a
Breathing rate remains constant and volume of
each breath increases. (1)
2
Correct figures and units quoted for at least
one change.
(1)
Eg Breathing rate remains constant at 14
breaths/min.
or
Volume of each breath increases from 480 to
1240 cm3.
b
18
1
c
14 000
1
d
i
Anything between 1800 and 1840 cm3.
ii Lung volume is nearing its maximum capacity.
or
He is breathing as deeply as possible.
or
Lungs have a limited capacity/can only hold so
much air.
7
Carbon dioxide is produced by respiration/the
citric acid cycle (in body cells).
1
a
0·3
1
i 75
Units are essential.
1
e
b
1
ii 5250
8
1
1
c
1. (Increase is) controlled by the medulla
(region of the brain).
2. Impulses travel along sympathetic nerves/
the sympathetic nervous system.
3. To the SAN in the right ventricle of the
heart.
4. Noradrenaline is released which increases
the rate of (impulse production by) the SAN
/the heart.
3
a
Arrow correctly drawn/going from left to right.
1
Page 7
Any three
Max
mark
Question
Expected response
b
DNA/gene/nucleus codes for neurotransmitter
production.
or
DNA/gene/nucleus codes for the enzyme
which makes/breaks down the
neurotransmitter.
or
DNA/gene/nucleus codes for receptor
production.
1
c
Mitochondrion/mitochondria
(1)
Stores/releases neurotransmitter/
acetylcholine/noradrenaline.
(1)
2
d
i Has less/no myelin (sheath).
or
Has fewer/less dendrites/synaptic knobs.
ii Impulses travel at a slower rate.
or
Fewer impulses reach the synaptic cleft.
or
Threshold less likely to be reached/less
neurotransmitters released into the synaptic
cleft.
or
Fewer connections made to other nerve cells.
9
a
b
Changes their
pathway.
or
Changes their
or
Changes their
or
Changes their
mood/activates the reward
1
1
1
cognition.
perception.
behaviour/personality.
i They carry impulses/messages/information
from one neuron (axon) to another neuron
(dendrite)/a muscle/a gland.
or
They carry impulses/messages/information
across the synaptic cleft/synapse.
1
ii Stimulate/block neurotransmitter release.
or
Mimic neurotransmitter action (agonists).
or
Block neurotransmitter binding/receptor
sites (antagonists).
or
Inhibit neurotransmitter re-uptake.
or
Inhibit neurotransmitter (enzymatic)
degradation/breakdown.
1
Page 8
Additional guidance
An example that fits one
of these categories should
be marked correct.
Question
c
10
11
12
Max
mark
Expected response
Explanation — sensitisation is an
increase in the number/sensitivity of
(neurotransmitter) receptors.
Cause — drugs that are antagonists.
or
Drugs that bind to/block receptors.
2
(1)
(1)
d
People identify with/admire the celebrity
and change their beliefs/behaviour to be like
them.
1
a
2
1
b
Social facilitation
1
c
Repeat the experiment with different
individuals who do the task in front of an
audience before doing it without an audience.
or
One group performs the task with an audience
first while another group performs the task
without the audience first.
or
Use two groups of similar ability, one of which
does the task with the audience while the
other does it without the audience.
1
d
Individuals should each repeat it more than
once with either the audience or without the
audience.
1
a
Mast cell
1
b
Vasodilation/widening of arteries.
Increased capillary permeability.
c
Cytokines — result in a build-up of phagocytes.
or
Proteins/antibodies — are antimicrobial/kill
bacteria.
or
Clotting factors/elements — clot prevents
microbes entering the bloodstream.
a
Additional guidance
(1)
(1)
2
2
1.i To prevent multiplication/reproduction of the
virus.
2. or
3. To inactivate/weaken the virus.
4. or
5. To prevent individuals getting the disease.
1
ii To allow recognition by the immune system/
lymphocytes.
or
To allow antibodies/memory cells to be
produced.
1
Page 9
An example can be used
to help explain this.
Max
mark
Question
Expected response
b
Different strains of the virus have different
antigens/surface proteins/antigenic variation.
1
c
They destroy infected cells by apoptosis/
production of self-destructive enzymes.
or
They secrete cytokines that activate
B-lymphocytes/phagocytes.
1
d
It is down to chance which group subjects are
placed in.
or
A description of a randomised method of
allocation to groups, eg picking names out of a
hat.
(1)
One group receives the vaccine/drug while the
other group gets a harmless liquid/dummy
drug/the placebo.
(1)
2
13
A
1. Plasma is the liquid part of the blood.
2. Two named dissolved substances carried
by blood — oxygen, carbon dioxide,
glucose, amino acids, urea, vitamins,
minerals, etc.
3. Site of substance exchange is the
capillaries.
4. Capillaries have a large surface area/thin
walls/narrow diameter.
5. High pressure forces fluid/plasma out of
capillaries or pressure filtration occurs.
6. Tissue fluid (bathes the cells).
7. Plasma proteins do not pass through
capillary walls/stay in blood.
8. (Dissolved) substances diffuse/move from
tissue fluid into body cells.
9. Waste products/named example diffuse
/move out of the cells.
10. To be excreted/carbon dioxide breathed
out.
11. Liquid/water/tissue fluid returns into
the plasma/blood.
12. (Excess) tissue fluid enters lymph vessels.
13. This lymph/fluid is carried back to the
blood (by the lymphatic system).
8
Any eight
13
B
1. Any general health check, eg blood
pressure/blood type/blood tests/urine
tests.
2. Ultrasound (imaging/scan).
3. Dating scan/scan at 8-14 weeks is used to
determine stage of pregnancy/due date.
4. Anomaly scan/scan at 18-20 weeks for
serious physical problems.
5. Biochemical/chemical tests detect
(normal physiological) changes of
pregnancy.
8
Any eight
Page 10
Additional guidance
Question
Expected response
Max
mark
6. Marker chemicals can indicate medical
conditions/can give a false positive
result.
7. Diagnostic/further testing can follow from
routine testing.
8. Amniocentesis/fetal cells can be obtained
from the amniotic fluid.
9. Chorionic villus sampling/CVS/fetal cells
can be obtained from the placenta
/chorion.
10. Fetal cells can be used to produce a
karyotype/to test for Down’s syndrome/
chromosome abnormalities.
11. CVS can be carried out earlier in
pregnancy than amniocentesis.
12. CVS has higher risk of miscarriage.
13. Rhesus antibody testing is carried out on
rhesus negative mothers.
[END OF EXEMPLAR MARKING INSTRUCTIONS]
Page 11
Additional guidance