Download prose QWC questions B1

Q1.
A student grew a plant in an upright pot.
She then put the pot in a horizontal position and left the plant in the dark for two days.
Diagram 3 shows the potted plant after two days in the dark.
Plant growing
upright
Plant put horizontal
in the dark
Plant after 2 days
in the dark
Explain fully why the plant responded in this way.
(Total 4 marks)
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
Q2.
The diagram below shows a food web for some of the organisms which live in a pond.
You may need to use information from the food web to help you to answer the following
questions.
(a)
carbon
dioxide
The algae photosynthesise. Complete the equation for photosynthesis.
+
+
light energy
sugar
+
(2)
(b)
Only a small percentage of the Sun’s energy captured by the algae is eventually
incorporated into the body tissues of the stickleback. Explain, as fully as you can,
what happens to the rest of the energy captured by the algae.
(8)
(Total 10 marks)
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
Q3.
Coal is used in many power stations.
To gain full marks in this question you should write your ideas in good English. Put them
into a sensible order and use the correct scientific words.
Use information from the diagram to describe, in as much detail as you can, how using
coal in power stations can damage the environment.
(Total 4 marks)
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
Q4.
(a)
Give three receptors which a mouse might use to detect food under natural
conditions.
(3)
(b)
Whilst observing mouse behaviour, a student drops a pen near the mouse’s cage.
The mouse jumps at the noise.
Describe, as fully as you can, the processes by which the mouse responds to the
stimulus of the dropped pen.
(6)
(Total 9 marks)
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
Q5.
The diagram below shows a food web for a wood.
(a)
The diagrams below show a pyramid of the numbers and a pyramid of the biomass
for 0.1 hectare of this wood.
(i)
Name one organism from the level labelled X.
(1)
(ii)
Explain, as fully as you can, why the level labelled Y is such a different width
in the two pyramids.
(3)
(b)
Explain, as fully as you can, what eventually happens to energy from the sun which
is captured by the plants in the wood.
(10)
(Total 14 marks)
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
Q6.
In this question you will be assessed on using good English, organising information
clearly and using specialist terms where appropriate.
The diagram below shows a food web for some of the organisms that live on moorland.
Only a small percentage of the Sun’s energy captured by the heather is eventually
incorporated into the body tissues of the fox.
Explain, as fully as you can, what happens to the rest of the energy captured by the
heather.
(Total 6 marks)
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
Q7.
(a)
Explain how diseases caused by bacteria are usually treated by doctors.
(2)
(b)
Explain, as fully as you can, how white blood cells protect us from disease.
(5)
(Total 7 marks)
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
Q8.
Doctors give antibiotics to patients to kill bacteria in their bodies.
Explain how the overuse of antibiotics has led to the evolution of antibiotic-resistant
bacteria.
To gain full marks in this question you should write your ideas in good English.
Put them into a sensible order and use the correct scientific words.
(Total 3 marks)
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
Q9.
Penicillin is an antibiotic which stops bacteria from reproducing. It was used a lot in
the past to treat bacterial infections in humans and other animals. In many hospitals there
are now strains of penicillin resistant bacteria.
Explain how natural selection could have produced these strains of penicillin resistant
bacteria.
(Total 5 marks)
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
Q10.
Meiosis and mitosis are different types of division in human cells. Compare the two
processes by referring to where each takes place and the kind of products that are made.
(Total 6 marks)
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
Q11.
Read the passage.
MMR is a triple vaccine used to protect against three viral diseases. Weakened strains
of the three viruses are injected together. The weakened strains cause the body to
become immune to the diseases. The vaccine is usually given to children between one
and two years old.
Some people believe that the vaccine can trigger a response called autism in children.
Autism damages the mental and social development of the child. The vaccine can also
lead to problems in the large intestine.
(a)
What are the three diseases that the MMR vaccine protects against?
(1)
(b)
Use the information in the passage and your own knowledge to evaluate whether a
parent should or should not have their child vaccinated.
To gain full marks in this question you should write your ideas in good English. Put
them into a sensible order and use the correct scientific words.
(5)
(Total 6 marks)
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
Q12.
Each autumn, many trees lose their leaves.
(a)
Describe how carbon compounds in the leaves can be recycled so that they can be
used again by the trees.
To gain full marks in this question you should write your ideas in good English. Put
them into a sensible order and use the correct scientific words.
(4)
(b)
Give two environmental conditions which speed up the processes that you have
described in part (a).
(2)
(Total 6 marks)
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
Q13.
During evolution, many groups of animals have become extinct (died out).
(a)
The graph shows how the number of animal groups has changed over time.
Harold L Levin, The Earth Through Time,© 2005,
Reprinted with permission of John Wiley & Sons, Inc.
How has the number of animal groups changed between 200 million years ago and
the present day?
(1)
(b)
In this question you will be assessed on using good English, organising information
clearly and using specialist terms where appropriate.
Describe the different causes of the extinction of organisms.
Your description should include possible reasons for the mass extinctions shown on
the graph.
(6)
(Total 7 marks)
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
Q14.
Sometimes babies are born with extra fingers or toes as shown in the
photograph.This condition is called polydactyly.
©CNRI / SCIENCE PHOTO LIBRARY
The diagram shows the inheritance of polydactyly in a family.
(a)
Polydactyly is caused by a dominant allele, D.
The recessive allele of the gene is represented by d.
Use one genetic diagram to show the inheritance of the polydactyly gene by R and
S.
(4)
(b)
In this question you will be assessed on using good English, organising information
clearly and using specialist terms where appropriate.
Embryos can be screened for genetic disorders.
Many people would favour the use of embryo screening for cystic fibrosis but not for
polydactyly.
Compare the issues involved in the use of embryo screening for cystic fibrosis and
for polydactyly.
You should use your knowledge and understanding of the process and the two
conditions.
(6)
(Total 10 marks)
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
Q15.
Humans damage the environment in many ways, including deforestation.
© Kazuyoshi Nomachi/Corbis
In this question you will be assessed on using good English, organising information clearly
and using specialist terms where appropriate.
The diagram shows an area where the forest is being cleared.
Describe the reasons why deforestation is taking place and the effects that deforestation
has on the environment.
(Total 6 marks)
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
Q16.
The kidneys regulate the concentration of substances in the blood.
(a)
Glucose is found in the blood but not in the urine.
Describe the processes that prevent glucose being excreted in the urine.
(3)
(b)
The table shows the concentrations of dissolved substances in the urine of a
healthy person and the urine of a person with one type of kidney disease.
Concentration in grams per dm3
Substance
Urine of a healthy
person
Urine of a person with
kidney disease
Protein
0
6
Glucose
0
0
Amino acids
0
0
Urea
21
21
Mineral ions
19
19
(i)
Suggest an explanation for the difference in composition of the urine between
the healthy person and the person with kidney disease.
(2)
(ii)
In this question you will be assessed on using good English, organising
information clearly and using specialist terms where appropriate.
The person with the kidney disease could be treated either by using a dialysis
machine or by a kidney transplant operation.
Compare the advantages and disadvantages of these two methods of
treatment.
Use your knowledge and understanding of the two methods in your answer.
(6)
(Total 11 marks)
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
Q17.
Mumps is a disease caused by a virus. Mumps vaccine is usually given to children as part
of the MMR vaccine.
(a)
What diseases, other than mumps, does the MMR vaccine protect against?
(2)
(b)
Mumps vaccines contain mumps viruses. Suggest why these viruses do not cause
mumps.
(c)
Explain how the vaccine makes someone immune to mumps.
To gain full marks in this question you should write your ideas in good English. Put
them into a sensible order and use the correct scientific words.
(5)
(d)
A child who has not been given the mumps vaccine catches mumps. Suggest why a
doctor would not give antibiotics to cure the child of mumps.
(1)
(Total 9 marks)
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
M1.
gravity
accept gravitropism / geotropism
1
caused redistribution of auxin / hormone to lower side of stem
1
these hormones stimulate growth of cells on the lower side of the stem only
1
so the stem grows upwards
1
[4]
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
M2.
(a)
water
gains 1 mark
oxygen
gains 1 mark
2
(b)
e.g.:
some materials/energy lost in animals’ waste materials
respiration releases energy
some materials/energy used in maintenance/repair
some energy used for movement
much lost as heat to surroundings
some organisms die (rather than eaten)
reference to detritivors
reference to microbes
each for 1 mark
8
[10]
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
M3.
Quality of Written Communication
1 mark for correct sequencing
burning → named gas → correct
environmental problem
1
any three from:
coal / fossil fuel is burned
(water vapour and carbon dioxide and) sulphur dioxide formed
accept nitrogen oxides
(gases) dissolve / react in rain
accept dissolve / react in water vapour
make acid rain
damages trees
accept harms plants or animals or damage to buildings
makes rivers /lakes acidic
accept carbon dioxide is a greenhouse gas / causes global
warming for 2 marks
3
[4]
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
M4.
(a)
light/eye
smell/nose
taste/chemical/tongue
for 1 mark each
3
(b)
6 of e.g.
receptors in ear detect sound waves/vibrations
impulses/electrical signals to brain
brain co-ordinates response
impulses sent along nerves
to muscles/effectors which contract to bring about response
any 6 for 1 mark each
6
[9]
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
M5.
(a)
(i)
vole/small bird/beetle
gains 1 mark
1
(ii)
oak trees are large organisms;
therefore their biomass is large; but their numbers are small
each for 1 mark
3
(b)
8 of:
energy stored in chemicals in cells/tissues/growth;
passed up food chain;
less energy stored at each stage in food chain/pyramid level;
because only part of energy taken in used for growth;
some lost in waste;
some used for repair;
used to main body systems;
some lost in respiration;
some converted into other forms of energy;
e.g. movement;
much lost as heat;
by time detritus feeders have used remains;
all returned to environment
each for 1 mark
8
c1 → animals
c2 → decomposers
2 marks for sequencing and organising the information
2
[14]
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
M6.
Marks awarded for this answer will be determined by the Quality of Written
Communication (QWC) as well as the standard of the scientific response.
No relevant content.
0 marks
There is a brief explanation of at least two ways in which the
energy captured by the heather is transferred, which has little
clarity and detail. Credit may be awarded either for references
to general ways in which organisms transfer energy or to ways
in which specific organisms in the food web transfer energy.
Level 1 (1–2 marks)
There is some explanation of a range of the ways in which the
energy captured by the heather is transferred. Credit may be
awarded either for references to general ways in which
organisms transfer energy or to ways in which specific
organisms in the food web transfer energy.
Level 2 (3–4 marks)
There is a clear, balanced and detailed explanation of a large
variety of ways in which energy captured by the heather is
transferred Credit may be awarded either for references to
general ways in which organisms transfer energy or to ways
in which specific organisms in the food web transfer energy.
Level 3 (5–6 marks)
examples of biology points made in response
•
respiration releases energy (allow this point even if given for named organism) NB:
to gain full marks, candidates must gain this mark.
•
some energy lost in animals / named animal’s waste materials
•
some energy used in maintenance / repair (allow this point if given for named
organism)
•
some energy used for movement (allow this point if given for named animal)
•
energy lost as heat to surroundings (allow this point if given for named organism)
•
some organisms die (rather than being eaten) (allow this point if given for named
organism)
•
reference to detritivores / microbes
[6]
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
M7.
(a)
use antibiotics; or named one to kill bacteria; (not microbes)
each for 1 mark
2
(b)
some ingest/digest bacteria (not microbes) OWTTE
some produce antibodies;
which destroy bacteria/viruses;
some produce antitoxins;
which counteract poisons released by bacteria
each for 1 mark
5
[7]
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
M8.
Quality of written communication
for correct use of at least two scientific terms eg mutation,
resistant (not just ‘antibiotic-resistant’, not ‘immune’) /
selection / natural selection / survival / reproduction / gene /
allele / DNA
1
any two from:
mutation occurs in bacteria or change in DNA / gene occurs
cancel if mutation ‘caused by’ antibiotic
(when antibiotic used) only resistant bacteria survive or non-resistant
bacteria are killed or reference to ‘natural selection’
resistant bacteria pass on the gene / allele
allow pass on the mutation
do not accept just ‘pass on resistance’
2
[3]
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
M9.
mutation or description of mutation (gives resistance to penicillin)
1
some survive (penicillin)
1
(survivors) reproduce or multiply
1
asexual reproduction or binary fission or cloning
accept mitosis
1
gene for resistance or the mutation is passed on (to offspring)
allow reference to bacteria being immune
ignore reference to survival of fittest
1
[5]
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
M10.
one mark for each of the following
comparisons to a maximum of 6
candidates must make a clear comparison
meiosis
mitosis
sexual
asexual
gametes
growth
ovary or testes
or gonads
all other cells
half number
of chromsomes
same number
of chromosomes
haploid or
23 chromosomes
diploid or
46 chromosomes
reassortment or
variation possible
or not identical
no reassortment
or no variation
or identical
4 cells produced
2 cells produced
2 divisions
1 division
[6]
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
M11.
(a)
measles mumps rubella / German measles
any order
1
(b)
Quality of written communication:
for giving at least two statements linked to vaccination
1
any four from:
NB max 3 marks for only one side of argument
do not accept economic argument
a valid reference to pain
eg pain of vaccination / disease
should
protect against diseases
measles / mumps / rubella are dangerous diseases / can cause lasting harm /
death
cannot be treated by antibiotics
problem of epidemics
should not
may suffer autism / damage to mental / social development
may suffer large intestine disorders
separate vaccines available that cause no / less problems
4
[6]
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
M12.
(a)
Quality of written communication:
ideas given in a sensible order
broken down
giving products (could be CO2, minerals or gas)
(used by trees)
Q
or Q
1
any three from:
•
microorganisms / bacteria / fungi / saprotrophs
•
accept saprophytes / saprobionts / detritivores (named)
•
digest / break down organic matter / leaves / decompose / reference
decomposers / decay / rot
•
use of enzymes / correct named example
•
absorption by diffusion / active
•
transport
must be of breakdown products
•
respiration / combustion
•
release of carbon dioxide
CO2 can be used (by trees) in photosynthesis
do not accept CO2 taken in by roots
3
(b)
any two from:
•
warmth / suitable temperature
do not accept heat / hot weather
•
damp / water / rain / humid / moisture
•
oxygen
•
suitable pH
2
[6]
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
M13.
(a)
increased by about 7 times / from 600 to 4300 / by 3700
1
(b)
Marks awarded for this answer will be determined by the Quality
of Written Communication (QWC) as well as the standard of the
scientific response.
No relevant content
0 marks
There is a brief description of at least two causes of
extinction, which has little clarity and detail.
Level 1 (1–2 marks)
There is a description of some causes of extinction,
including both small-scale and large-scale events but
there is a lack of clarity and detail.
Level 2 (3–4 marks)
There is a clear, balanced and detailed description of at
least five causes of extinction, including both small-scale
and large-scale events.
Level 3 (5–6 marks)
examples of biology points made in the response:
•
changes to the environment / named changes
•
new competitors
•
new diseases
•
new predators
•
volcanic eruptions
•
collisions with asteroids
[7]
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
M14.
(a)
(genotype / gametes from P / father) D and d (*)
1
(genotype / gametes from Q / mother) d and d / accept d(*)
1
offspring genotypes correctly derived from correct gametes(*)
1
offspring phenotypes R and S identified
1
(*) eg may be in punnett square
allow own upper and lower case symbols or
allow any symbol correctly used with key
(b)
Marks awarded for this answer will be determined by the
Quality of Written Communication (QWC) as well as the standard
of the scientific response.
No relevant content.
0 marks
There is a brief description of the issues involved in
screening for at least one condition.
Level 1 (1–2 marks)
There is some description of issues involved in screening
for both conditions but there is a lack of both pros and
cons for the two conditions.
Level 2 (3–4 marks)
There is a clear, balanced and detailed description of the
issues involved in screening for both conditions, giving
pros and cons for each condition.
Level 3 (5–6 marks)
examples of biology points made in the response
For cystic fibrosis
pros:
•
reduce number of people with cystic fibrosis (in population)
•
reduce health-care costs
•
allows decision / emotional argument,
eg allows people to make choices about termination
B1 PROSE/QWC QUESTIONS
cons:
•
possible damage / risk to embryo / fetus / baby
•
possible harm / risk to mother
•
(may) have to make ethical / moral / religious decisions
for polydactyly:
•
cures ‘disfigurement’
•
but condition not life threatening
•
so risks to foetus / mother unjustified
[10]
B1 PROSE/QWC QUESTIONS
M15.
Marks awarded for this answer will be determined by the Quality of
Written Communication (QWC) as well as the standard of the
scientific response.
No relevant content.
0 marks
There is a brief description of at least one reason for deforestation
or at least one effect of deforestation.
Level 1 (1–2 marks)
There is a scientific description of the reasons for deforestation
and an attempt at the effects of deforestation but the account
is limited to either direct or indirect effect.
Level 2 (3–4 marks)
There is a clear and detailed scientific description of the reason
for deforestation and effects on the environment.
Level 3 (5–6 marks)
examples of biology points made in the response
reasons for deforestation:
•
timber
•
land for agriculture
•
roads and buildings
•
land for biofuels
effects of deforestation:
•
reduction in biodiversity
•
increase in carbon dioxide content of atmosphere
•
global warming
•
climate change
•
rising sea levels
•
changes in migration patterns
[6]
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS
M16.
(a)
glucose is filtered out of the blood
1
the filtered glucose is then taken back into the blood / reabsorbed
allow absorbed into the blood but not absorbed unqualified
1
by active transport
1
(b)
(i)
in a healthy person
protein not present because proteins are large (molecules)
or
because cannot pass through (filter)
1
in person with disease
the ‘filter’ allows protein through
1
(ii)
Marks awarded for this answer will be determined by the
Quality of Written Communication (QWC) as well as
standard of the scientific response.
No relevant content.
0 marks
There is a brief description of the two methods of treatment.
There is at least one disadvantage or advantage from
the examples given.
Level 1 (1–2 marks)
There is a scientific comparison of the two methods of
treatment, including at least one advantage and one
disadvantage but there is a lack of clarity and detail.
Level 2 (3–4 marks)
There is a clear and detailed scientific comparison of
the two methods of treatment, including at least two
advantages and two disadvantages.
Level 3 (5–6 marks)
examples of biology points made in the response
advantages of transplant over dialysis
•
no build-up of toxins / keeps blood concentration constant
•
prevent high blood pressure
B1 PROSE/QWC QUESTIONS
•
don’t need restricted diet / restricted fluid intake or
time wasted on dialysis
•
blood clots may result from dialysis
•
infection may result from dialysis
•
with dialysis, blood may not clot properly due to
anti-clotting drugs
•
cost issues (ie transplant cheaper)
disadvantages of transplant over dialysis
•
rejection / problem finding tissue match
•
use of immuno-suppressant drugs leading to other infections
•
dangers during operation
[11]
B1 PROSE/QWC QUESTIONS
M17.
(a)
measles
ignore mumps
1
rubella
accept German measles
1
(b)
viruses are ‘dead’
accept other viral treatments
accept ‘non-virulent’
mild’ must be qualified
do not accept ‘small dose’
1
(c)
The answer to this question requires good English in a sensible order with correct
use of scientific terms. Quality of written communication should be considered in
crediting points in the mark scheme.
Maximum of 4 marks if ideas not well expressed
any five from:
contains antigens or proteins
accept reference to immunological
memory or memory cells’
white cells (accept lymphocytes)
do not accept phagocytes
idea of specificity in antibodies or antigens
antibody production
ignore engulfing
antigens destroyed / virus destroyed
rapid antibody production if infected
max 5
(d)
antibiotics do not kill / affect viruses
1
[9]
B1 PROSE/QWC QUESTIONS
B1 PROSE/QWC QUESTIONS