PMT PMT Please write clearly in block capitals. Centre number Candidate number Surname Forename(s) Candidate signature F GCSE BIOLOGY Foundation Tier Paper 2F Monday 11 June 2018 Morning Time allowed: 1 hour 45 minutes Materials For Examiner’s Use For this paper you must have: • a ruler Question Mark • a scientific calculator. 1 2 Instructions • Use black ink or black ball-point pen. 3 • Fill in the boxes at the top of this page. 4 • Answer all questions in the spaces provided. 5 • Do all rough work in this book. Cross through any work you do not want to be marked. 6 • In all calculations, show clearly how you work out your answer. 7 8 9 Information • There are 100 marks available on this paper. 10 • The marks for questions are shown in brackets. 11 • You are expected to use a calculator where appropriate. • You are reminded of the need for good English and clear presentation in TOTAL your answers. * Jun1884612F01 * 8461/2F IB/G/Jun18/E7

PMT PMT
Please write clearly in block capitals.
Centre number Candidate number
Surname
Forename(s)
Candidate signature
F
GCSE
BIOLOGY
Foundation Tier Paper 2F
Monday 11 June 2018 Morning Time allowed: 1 hour 45 minutes
Materials
For Examiner’s Use
For this paper you must have:
• a ruler Question Mark
• a scientific calculator.
1
2
Instructions
• Use black ink or black ball-point pen. 3
• Fill in the boxes at the top of this page. 4
• Answer all questions in the spaces provided.
5
• Do all rough work in this book. Cross through any work you do not want to
be marked. 6
• In all calculations, show clearly how you work out your answer. 7
8
Information 9
• There are 100 marks available on this paper. 10
• The marks for questions are shown in brackets.
11
• You are expected to use a calculator where appropriate.
• You are reminded of the need for good English and clear presentation in TOTAL
your answers.
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PMT PMT 2 Do not write outside the 0 1 Figure 1 shows a food chain in a river. box Figure 1 0 1 . 1 Draw one line from each scientific term to the correct organism in the food chain. [3 marks] Organism Scientific term in the food chain Algae Apex predator Invertebrate animals Primary consumer Large fish Producer Small fish * 02 IB/G/Jun18/8461/2F

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0 1 Figure 1 shows a food chain in a river. outside the
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Figure 1
0 1 . 1 Draw one line from each scientific term to the correct organism in the food chain.
[3 marks]
Organism
Scientific term
in the food chain
Algae
Apex predator
Invertebrate animals
Primary consumer
Large fish
Producer
Small fish
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PMT PMT 3 Do not write outside the 0 1 . 2 Table 1 shows the biomass of the organisms at each stage in the food chain. box Table 1 Organism Biomass in arbitrary units Algae 840 Invertebrate animals 200 Small fish 40 Large fish 10 Calculate the percentage of the biomass of the invertebrate animals that is transferred to the large fish. [2 marks] Use the equation: biomass of large fish percentage = ×100 biomass of invertebrate animals Percentage = Question 1 continues on the next page Turn over ► * 03 * IB/G/Jun18/8461/2F

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0 1 . 2 Table 1 shows the biomass of the organisms at each stage in the food chain. box
Table 1
Organism Biomass in arbitrary units
Algae 840
Invertebrate animals 200
Small fish 40
Large fish 10
Calculate the percentage of the biomass of the invertebrate animals that is transferred
to the large fish.
[2 marks]
Use the equation:
biomass of large fish
percentage = ×100
biomass of invertebrate animals
Percentage =
Question 1 continues on the next page
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PMT PMT 4 Do not write outside the 0 1 . 3 A large amount of biomass is lost from the food chain. box Complete the sentences. [3 marks] Choose answers from the box. coordination digestion excretion filtration ingestion respiration When the small fish eat the invertebrate animals, not all of this material is broken down during . Materials absorbed from the gut may enter the body cells of the small fish. These materials are broken down into carbon dioxide and water by . The carbon dioxide and other waste materials from the body cells are removed from the small fish by . 0 1 . 4 A disease kills many of the small fish. Why does the number of invertebrate animals increase? [1 mark] 9 * 04 * IB/G/Jun18/8461/2F

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0 1 . 3 A large amount of biomass is lost from the food chain. box
Complete the sentences.
[3 marks]
Choose answers from the box.
coordination digestion excretion
filtration ingestion respiration
When the small fish eat the invertebrate animals, not all of this material is
broken down during .
Materials absorbed from the gut may enter the body cells of the small fish.
These materials are broken down into carbon dioxide and
water by .
The carbon dioxide and other waste materials from the body cells are removed
from the small fish by .
0 1 . 4 A disease kills many of the small fish.
Why does the number of invertebrate animals increase?
[1 mark]
9
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PMT PMT 5 Do not write outside the box Turn over for the next question DO NOT WRITE ON THIS PAGE ANSWER IN THE SPACES PROVIDED Turn over ► * 05 * IB/G/Jun18/8461/2F

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PMT PMT 6 Do not write outside the 0 2 Figure 2 shows some changes that occur during the menstrual cycle. box Figure 2 0 2 . 1 Figure 2 shows that the lining of the uterus thickens between days 7 and 27. What is the purpose of thickening the lining of the uterus? [1 mark] Tick one box. To allow implantation of the embryo To break down waste To prevent sperm reaching the egg 0 2 . 2 Which hormone causes thickening of the lining of the uterus? [1 mark] Tick one box. Auxin Oestrogen Testosterone * 06 * IB/G/Jun18/8461/2F

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0 2 Figure 2 shows some changes that occur during the menstrual cycle. box
Figure 2
0 2 . 1 Figure 2 shows that the lining of the uterus thickens between days 7 and 27.
What is the purpose of thickening the lining of the uterus?
[1 mark]
Tick one box.
To allow implantation of the embryo
To break down waste
To prevent sperm reaching the egg
0 2 . 2 Which hormone causes thickening of the lining of the uterus?
[1 mark]
Tick one box.
Auxin
Oestrogen
Testosterone
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PMT PMT 7 Do not write outside the 0 2 . 3 On which day is fertilisation most likely to occur? box Use information from Figure 2 . [1 mark] Contraception can be used to lower the chance of pregnancy. 0 2 . 4 Draw one line from each method of contraception to how the method works. [3 marks] Method of contraception How the method works Barrier to prevent sperm reaching the egg Contraceptive pill Contains hormones to stop eggs maturing Diaphragm Kills sperm Spermicidal cream Slows down sperm production Question 2 continues on the next page Turn over ► * 07 * IB/G/Jun18/8461/2F

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0 2 . 3 On which day is fertilisation most likely to occur? box
Use information from Figure 2 .
[1 mark]
Contraception can be used to lower the chance of pregnancy.
0 2 . 4 Draw one line from each method of contraception to how the method works.
[3 marks]
Method of contraception How the method works
Barrier to prevent sperm
reaching the egg
Contraceptive pill
Contains hormones to stop
eggs maturing
Diaphragm
Kills sperm
Spermicidal cream
Slows down sperm
production
Question 2 continues on the next page
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PMT PMT 8 Do not write outside the 0 2 . 5 Table 2 gives information about some different methods of contraception. box Table 2 Number of pregnancies per Method Possible Side effects 100 women in one year Diaphragm and Usually none, but can cause bladder 8 spermicidal cream infection in some women Condom 2 None Mood swings, headaches, high blood Contraceptive pill 1 pressure, blood clots, breast cancer A man and a woman decide to use the condom as their method of contraception. Suggest three reasons for this decision. Use information from Table 2 and your own knowledge. [3 marks] 1 2 3 9 * 08 * IB/G/Jun18/8461/2F

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0 2 . 5 Table 2 gives information about some different methods of contraception. box
Table 2
Number of pregnancies per
Method Possible Side effects
100 women in one year
Diaphragm and Usually none, but can cause bladder
8
spermicidal cream infection in some women
Condom 2 None
Mood swings, headaches, high blood
Contraceptive pill 1
pressure, blood clots, breast cancer
A man and a woman decide to use the condom as their method of contraception.
Suggest three reasons for this decision.
Use information from Table 2 and your own knowledge.
[3 marks]
1
2
3
9
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PMT PMT 9 Do not write outside the box Turn over for the next question DO NOT WRITE ON THIS PAGE ANSWER IN THE SPACES PROVIDED Turn over ► * 09 * IB/G/Jun18/8461/2F

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ANSWER IN THE SPACES PROVIDED
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PMT PMT 10 Do not write outside the 0 3 Fossils give evidence about organisms that lived a long time ago. box 0 3 . 1 Scientists have found very few fossils of the earliest life forms. Give one reason why. [1 mark] Figure 3 is a photograph of a fossilised fish. Figure 3 0 3 . 2 Suggest how the fossil in Figure 3 was formed. [2 marks] * 10 * IB/G/Jun18/8461/2F

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0 3 Fossils give evidence about organisms that lived a long time ago. box
0 3 . 1 Scientists have found very few fossils of the earliest life forms.
Give one reason why.
[1 mark]
Figure 3 is a photograph of a fossilised fish.
Figure 3
0 3 . 2 Suggest how the fossil in Figure 3 was formed.
[2 marks]
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PMT PMT 11 Do not write outside the 0 3 . 3 The species of fish shown in Figure 3 is now extinct. box Give two possible causes of extinction. [2 marks] 1 2 Modern fish species have evolved from fish that lived a long time ago. Evolution is caused by mutation and natural selection. 0 3 . 4 What is a mutation? [1 mark] Tick one box. A change in a gene Accidental damage to an organism An organism with a new characteristic The loss of a species 0 3 . 5 Describe the process of natural selection. [ 3 marks] 9 Turn over ► * 11 * IB/G/Jun18/8461/2F

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0 3 . 3 The species of fish shown in Figure 3 is now extinct. box
Give two possible causes of extinction.
[2 marks]
1
2
Modern fish species have evolved from fish that lived a long time ago.
Evolution is caused by mutation and natural selection.
0 3 . 4 What is a mutation?
[1 mark]
Tick one box.
A change in a gene
Accidental damage to an organism
An organism with a new characteristic
The loss of a species
0 3 . 5 Describe the process of natural selection.
[ 3 marks]
9
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PMT PMT 12 Do not write outside the 0 4 In the mid-19th century, a scientist studied inheritance in pea plants. box The scientist’s work was the beginning of our modern understanding of genetics. 0 4 . 1 What is the name of this scientist? [1 mark] Tick one box. Alfred Russel Wallace Charles Darwin Gregor Mendel Jean-Baptiste Lamarck 0 4 . 2 In the mid-20th century, other scientists identified the chemical substance that makes up genetic material. What is the name of the chemical substance that makes up genetic material? [1 mark] Tick one box. Carbohydrate DNA Lipid Protein * 12 * IB/G/Jun18/8461/2F

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0 4 In the mid-19th century, a scientist studied inheritance in pea plants. box
The scientist’s work was the beginning of our modern understanding of genetics.
0 4 . 1 What is the name of this scientist?
[1 mark]
Tick one box.
Alfred Russel Wallace
Charles Darwin
Gregor Mendel
Jean-Baptiste Lamarck
0 4 . 2 In the mid-20th century, other scientists identified the chemical substance that makes
up genetic material.
What is the name of the chemical substance that makes up genetic material?
[1 mark]
Tick one box.
Carbohydrate
DNA
Lipid
Protein
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PMT PMT 13 Do not write outside the 0 4 . 3 A gene often has two alleles. box One allele is dominant and the other allele is recessive. When is a recessive allele expressed as a characteristic? [1 mark] Tick one box. When the dominant allele is not present When the recessive allele is inherited from the female parent When the recessive allele is inherited from the male parent When the recessive allele is present on only one of the chromosomes Question 4 continues on the next page Turn over ► * 13 * IB/G/Jun18/8461/2F

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0 4 . 3 A gene often has two alleles. box
One allele is dominant and the other allele is recessive.
When is a recessive allele expressed as a characteristic?
[1 mark]
Tick one box.
When the dominant allele is not present
When the recessive allele is inherited from the female parent
When the recessive allele is inherited from the male parent
When the recessive allele is present on only one of the chromosomes
Question 4 continues on the next page
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PMT PMT 14 Do not write outside the A scientist investigated the inheritance of height in pea plants. box The scientist crossed tall pea plants with short pea plants. Figure 4 shows the scientist’s results. Figure 4 * 14 * IB/G/Jun18/8461/2F

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A scientist investigated the inheritance of height in pea plants. box
The scientist crossed tall pea plants with short pea plants.
Figure 4 shows the scientist’s results.
Figure 4
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PMT PMT 15 Do not write outside the In Questions 0 4.4 and 0 4.5 , use the following symbols to represent alleles: box T = the dominant allele for tall. t = the recessive allele for short. 0 4 . 4 In Figure 4 , the genotype of plant 1 is TT . Give the genotype of plant 2 . [1 mark] 0 4 . 5 The scientist crossed plant 3 with plant 4 . Complete Figure 5 to show the offspring produced from this cross. [2 marks] Figure 5 Male gametes T t T TT Female gametes t 0 4 . 6 Draw a circle around one of the homozygous offspring in Figure 5 . [1 mark] 0 4 . 7 What is the ratio of tall plants : short plants in the offspring in Figure 5 ? [1 mark] : Ratio of tall plants : short plants = 8 Turn over ► * 15 * IB/G/Jun18/8461/2F

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In Questions 0 4.4 and 0 4.5 , use the following symbols to represent alleles: outside the
box
T = the dominant allele for tall.
t = the recessive allele for short.
0 4 . 4 In Figure 4 , the genotype of plant 1 is TT .
Give the genotype of plant 2 .
[1 mark]
0 4 . 5 The scientist crossed plant 3 with plant 4 .
Complete Figure 5 to show the offspring produced from this cross.
[2 marks]
Figure 5
Male
gametes
T t
T TT
Female
gametes
t
0 4 . 6 Draw a circle around one of the homozygous offspring in Figure 5 .
[1 mark]
0 4 . 7 What is the ratio of tall plants : short plants in the offspring in Figure 5 ?
[1 mark]
:
Ratio of tall plants : short plants =
8
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PMT PMT 16 Do not write outside the box There are no questions printed on this page DO NOT WRITE ON THIS PAGE ANSWER IN THE SPACES PROVIDED * 16 * IB/G/Jun18/8461/2F

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DO NOT WRITE ON THIS PAGE
ANSWER IN THE SPACES PROVIDED
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PMT PMT 17 Do not write outside the 0 5 A person with Type 1 diabetes cannot make enough insulin. box 0 5 . 1 Which organ makes insulin? [1 mark] Tick one box. Adrenal gland Pancreas Pituitary gland Thyroid 0 5 . 2 A person with Type 1 diabetes can control the concentration of glucose in the blood by injecting insulin. Complete the sentences. [2 marks] Choose answers from the box. DNA glycogen kidney liver protein skin Insulin acts on an organ called the . This organ then takes in excess glucose from the blood and changes the glucose into . 0 5 . 3 Insulin cannot be taken as a tablet. This is because insulin is a type of protein. What would happen to the insulin in the tablet if it reached the stomach? [1 mark] Turn over ► * 17 * IB/G/Jun18/8461/2F

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0 5 A person with Type 1 diabetes cannot make enough insulin. box
0 5 . 1 Which organ makes insulin?
[1 mark]
Tick one box.
Adrenal gland
Pancreas
Pituitary gland
Thyroid
0 5 . 2 A person with Type 1 diabetes can control the concentration of glucose in the blood
by injecting insulin.
Complete the sentences.
[2 marks]
Choose answers from the box.
DNA glycogen kidney
liver protein skin
Insulin acts on an organ called the .
This organ then takes in excess glucose from the blood and changes
the glucose into .
0 5 . 3 Insulin cannot be taken as a tablet. This is because insulin is a type of protein.
What would happen to the insulin in the tablet if it reached the stomach?
[1 mark]
Turn over ►
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PMT PMT 18 Do not write outside the Two people each drank the same volume of a glucose drink. box Person A has Type 1 diabetes. Person B does not have diabetes. Figure 6 shows how the concentration of glucose in their blood changed. Figure 6 * 18 * IB/G/Jun18/8461/2F

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Two people each drank the same volume of a glucose drink. box
Person A has Type 1 diabetes.
Person B does not have diabetes.
Figure 6 shows how the concentration of glucose in their blood changed.
Figure 6
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PMT PMT 19 Do not write outside the 0 5 . 4 How much higher was the highest concentration of glucose in the blood of person A box than the highest concentration in person B ? Use information from Figure 6 . [2 marks] Answer = mmol/dm 3 0 5 . 5 Describe one other way that the results for person A were different from the results for person B . Use information from Figure 6 . [1 mark] Question 5 continues on the next page Turn over ► * 19 * IB/G/Jun18/8461/2F

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0 5 . 4 How much higher was the highest concentration of glucose in the blood of person A box
than the highest concentration in person B ?
Use information from Figure 6 .
[2 marks]
Answer = mmol/dm 3
0 5 . 5 Describe one other way that the results for person A were different from the results
for person B .
Use information from Figure 6 .
[1 mark]
Question 5 continues on the next page
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PMT PMT 20 Do not write outside the Type 2 diabetes is another form of diabetes. Type 2 diabetes is common in box obese people. People with Type 2 diabetes make enough insulin, but still cannot control their blood glucose concentration. This is because the body cells are not sensitive to the insulin. Figure 7 shows information about abdominal fat and insulin sensitivity in body cells. Figure 7 0 5 . 6 What type of relationship is shown in Figure 7 ? [1 mark] Tick one box. A negative correlation No correlation A positive correlation 0 5 . 7 A person is at risk of developing Type 2 diabetes. Suggest two ways the person could lower the chance of developing Type 2 diabetes. [2 marks] 1 2 10 * 20 * IB/G/Jun18/8461/2F

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Type 2 diabetes is another form of diabetes. Type 2 diabetes is common in box
obese people.
People with Type 2 diabetes make enough insulin, but still cannot control their blood
glucose concentration. This is because the body cells are not sensitive to the insulin.
Figure 7 shows information about abdominal fat and insulin sensitivity in body cells.
Figure 7
0 5 . 6 What type of relationship is shown in Figure 7 ?
[1 mark]
Tick one box.
A negative correlation
No correlation
A positive correlation
0 5 . 7 A person is at risk of developing Type 2 diabetes.
Suggest two ways the person could lower the chance of developing Type 2 diabetes.
[2 marks]
1
2
10
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PMT PMT 21 Do not write outside the 0 6 Some weed killers are selective. box Selective weed killers kill broad-leaved weed plants, but do not kill narrow-leaved grass plants. Figure 8 shows some weeds growing on a grassy lawn. Figure 8 Some students investigated the effect of a selective weed killer on the weeds growing in a lawn. They used 0.5 m × 0.5 m quadrats. The lawn was 20 metres long and 10 metres wide. This is the method used. 1. Divide the lawn into two halves, side A and side B . 2. Place 5 quadrats in different positions on side A . 3. Place 5 more quadrats in different positions on side B . 4. Count the number of weed plants in each quadrat. 5. Spray side A with weed killer solution. 6. Spray side B with the same volume of water. 7. Repeat steps 2-4 after 2 weeks. 0 6 . 1 Suggest a method the students should have used to place each quadrat. [1 mark] Turn over ► * 21 * IB/G/Jun18/8461/2F

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0 6 Some weed killers are selective. box
Selective weed killers kill broad-leaved weed plants, but do not kill narrow-leaved
grass plants.
Figure 8 shows some weeds growing on a grassy lawn.
Figure 8
Some students investigated the effect of a selective weed killer on the weeds growing
in a lawn. They used 0.5 m × 0.5 m quadrats.
The lawn was 20 metres long and 10 metres wide.
This is the method used.
1. Divide the lawn into two halves, side A and side B .
2. Place 5 quadrats in different positions on side A .
3. Place 5 more quadrats in different positions on side B .
4. Count the number of weed plants in each quadrat.
5. Spray side A with weed killer solution.
6. Spray side B with the same volume of water.
7. Repeat steps 2-4 after 2 weeks.
0 6 . 1 Suggest a method the students should have used to place each quadrat.
[1 mark]
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PMT PMT 22 Do not write outside the 0 6 . 2 Give the reason for the method you suggested in Question 06.1 . box [1 mark] 0 6 . 3 Explain why the students used water on one side of the lawn instead of weed killer. [2 marks] Table 3 shows the students’ results. Table 3 Number of weeds per quadrat At start After 2 weeks Side A Side B Side A Side B (Weed killer) (Water) (Weed killer) (Water) 8 14 3 8 2 9 4 15 12 3 0 7 15 16 2 12 13 3 1 13 Mean 10 9 2 X 0 6 . 4 Calculate the mean value, X , in Table 3 . [1 mark] Mean value, X = * 22 * IB/G/Jun18/8461/2F

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0 6 . 2 Give the reason for the method you suggested in Question 06.1 . box
[1 mark]
0 6 . 3 Explain why the students used water on one side of the lawn instead of weed killer.
[2 marks]
Table 3 shows the students’ results.
Table 3
Number of weeds per quadrat
At start After 2 weeks
Side A Side B Side A Side B
(Weed killer) (Water) (Weed killer) (Water)
8 14 3 8
2 9 4 15
12 3 0 7
15 16 2 12
13 3 1 13
Mean 10 9 2 X
0 6 . 4 Calculate the mean value, X , in Table 3 .
[1 mark]
Mean value, X =
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PMT PMT 23 Do not write outside the 0 6 . 5 Calculate the percentage decrease in the number of weeds on side A after 2 weeks. box [2 marks] Use the following equation: ( mean at start – mean after 2 weeks ) percentage decrease = ×100 mean at start Percentage decrease = 0 6 . 6 One student thought the results were not valid. Suggest one improvement the students could have made to the method to make the results more valid. Give the reason for your answer. [2 marks] Improvement Reason 9 Turn over for the next question Turn over ► * 23 * IB/G/Jun18/8461/2F

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0 6 . 5 Calculate the percentage decrease in the number of weeds on side A after 2 weeks. box
[2 marks]
Use the following equation:
( mean at start – mean after 2 weeks )
percentage decrease = ×100
mean at start
Percentage decrease =
0 6 . 6 One student thought the results were not valid.
Suggest one improvement the students could have made to the method to make the
results more valid.
Give the reason for your answer.
[2 marks]
Improvement
Reason
9
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PMT PMT 24 Do not write outside the 0 7 Mycoprotein is a protein-rich food. box Mycoprotein is made from the fungus Fusarium . Figure 9 shows a fermenter used for growing Fusarium . Figure 9 0 7 . 1 Explain why the fermenter is sterilised before use. [2 marks] * 24 * IB/G/Jun18/8461/2F

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0 7 Mycoprotein is a protein-rich food. box
Mycoprotein is made from the fungus Fusarium .
Figure 9 shows a fermenter used for growing Fusarium .
Figure 9
0 7 . 1 Explain why the fermenter is sterilised before use.
[2 marks]
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PMT PMT 25 Do not write outside the 0 7 . 2 Cold water is pumped through the cooling coil at point X . box This maintains a constant temperature inside the fermenter. Suggest the temperature at which Fusarium grows fastest. [1 mark] Tick one box. 5 o C 20 o C 30 o C 85 o C 0 7 . 3 Glucose and bubbles of air enter the fermenter. The bubbles of air supply oxygen. Explain why Fusarium needs glucose and oxygen. [2 marks] 0 7 . 4 The bubbles of air also move materials around the fermenter. Suggest why it is useful for bubbles of air and materials to move around inside the fermenter. [2 marks] Turn over ► * 25 * IB/G/Jun18/8461/2F

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0 7 . 2 Cold water is pumped through the cooling coil at point X . box
This maintains a constant temperature inside the fermenter.
Suggest the temperature at which Fusarium grows fastest.
[1 mark]
Tick one box.
5 o C
20 o C
30 o C
85 o C
0 7 . 3 Glucose and bubbles of air enter the fermenter.
The bubbles of air supply oxygen.
Explain why Fusarium needs glucose and oxygen.
[2 marks]
0 7 . 4 The bubbles of air also move materials around the fermenter.
Suggest why it is useful for bubbles of air and materials to move around inside
the fermenter.
[2 marks]
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PMT PMT 26 Do not write outside the 0 7 . 5 100 grams of chicken meat contains 22 grams of protein. box 100 grams of mycoprotein contains 11 grams of protein. A man ate 100 grams of chicken in one meal. How many grams of mycoprotein would the man need to eat to get the same mass of protein as in 100 grams of chicken? [1 mark] Tick one box. 100 grams 110 grams 200 grams 220 grams 8 * 26 * IB/G/Jun18/8461/2F

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0 7 . 5 100 grams of chicken meat contains 22 grams of protein. box
100 grams of mycoprotein contains 11 grams of protein.
A man ate 100 grams of chicken in one meal.
How many grams of mycoprotein would the man need to eat to get the same mass of
protein as in 100 grams of chicken?
[1 mark]
Tick one box.
100 grams
110 grams
200 grams
220 grams
8
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PMT PMT 27 Do not write outside the box Turn over for the next question DO NOT WRITE ON THIS PAGE ANSWER IN THE SPACES PROVIDED Turn over ► * 27 * IB/G/Jun18/8461/2F

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PMT PMT 28 Do not write outside the 0 8 Some students investigated phototropism in plant seedlings. box This is the method used. 1. Measure the lengths of the shoots of 20 seedlings. 2. Set up four groups of seedlings as follows: • A – bottom of shoot covered in aluminium foil • B – tip covered in aluminium foil • C – tip removed • D – no changes. 3. Put the seedlings in a cardboard box. 4. Use a lamp to shine a light into the box through a hole in one side. 5. After one day, re-measure the lengths of the shoots. 6. Make a drawing of the appearance of one seedling from each group. Figure 10 shows the appearance of one seedling in each group at the start of the investigation. Figure 10 * 28 * IB/G/Jun18/8461/2F

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0 8 Some students investigated phototropism in plant seedlings. box
This is the method used.
1. Measure the lengths of the shoots of 20 seedlings.
2. Set up four groups of seedlings as follows:
• A – bottom of shoot covered in aluminium foil
• B – tip covered in aluminium foil
• C – tip removed
• D – no changes.
3. Put the seedlings in a cardboard box.
4. Use a lamp to shine a light into the box through a hole in one side.
5. After one day, re-measure the lengths of the shoots.
6. Make a drawing of the appearance of one seedling from each group.
Figure 10 shows the appearance of one seedling in each group at the start of
the investigation.
Figure 10
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PMT PMT 29 Do not write outside the 0 8 . 1 Which two conditions should the students have kept constant for each group box of seedlings? [2 marks] Tick two boxes. The length of the roots The number of seedlings in each group The temperature The thickness of the aluminium foil The volume of water added to the soil 0 8 . 2 What is the purpose of the aluminium foil? [1 mark] Tick one box. To hold the shoot straight To keep the shoot warm To remove the effect of gravity To stop light reaching the shoot Question 8 continues on the next page Turn over ► * 29 * IB/G/Jun18/8461/2F

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0 8 . 1 Which two conditions should the students have kept constant for each group box
of seedlings?
[2 marks]
Tick two boxes.
The length of the roots
The number of seedlings in each group
The temperature
The thickness of the aluminium foil
The volume of water added to the soil
0 8 . 2 What is the purpose of the aluminium foil?
[1 mark]
Tick one box.
To hold the shoot straight
To keep the shoot warm
To remove the effect of gravity
To stop light reaching the shoot
Question 8 continues on the next page
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PMT PMT 30 Do not write outside the Figure 1 1 shows the students’ results. box Figure 1 1 A B C D Mean length of shoot at start in mm 23 24 21 25 Mean length of shoot after 1 day in mm 28 30 23 30 Mean change in length of shoot in mm 5 6 2 5 0 8 . 3 Suggest how the students measured the lengths of the curved shoots of seedlings A and D at the end of the investigation. [2 marks] 0 8 . 4 The students concluded that the tip of the shoot is needed for the plant to respond to light. Give evidence for this conclusion from Figure 11 . [2 marks] * 30 * IB/G/Jun18/8461/2F

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Figure 1 1 shows the students’ results. box
Figure 1 1
A B C D
Mean length of shoot at start in mm 23 24 21 25
Mean length of shoot after 1 day in mm 28 30 23 30
Mean change in length of shoot in mm 5 6 2 5
0 8 . 3 Suggest how the students measured the lengths of the curved shoots of seedlings
A and D at the end of the investigation.
[2 marks]
0 8 . 4 The students concluded that the tip of the shoot is needed for the plant to respond
to light.
Give evidence for this conclusion from Figure 11 .
[2 marks]
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PMT PMT 31 Do not write outside the 0 8 . 5 A hormone stimulates growth in shoots. box Which distribution of the hormone would cause the results seen in shoot D ? [1 mark] Tick one box. Key: = Molecules of hormone 8 Turn over for the next question Turn over ► * 31 * IB/G/Jun18/8461/2F

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0 8 . 5 A hormone stimulates growth in shoots. box
Which distribution of the hormone would cause the results seen in shoot D ?
[1 mark]
Tick one box.
Key:
= Molecules of
hormone
8
Turn over for the next question
Turn over ►
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PMT PMT 32 Do not write outside the 0 9 Many human actions are reflexes. box 0 9 . 1 Which two of the following are examples of reflex actions? [2 marks] Tick two boxes. Jumping in the air to catch a ball Raising a hand to protect the eyes in bright light Releasing saliva when food enters the mouth Running away from danger Withdrawing the hand from a sharp object Figure 12 shows how the size of the pupil of the human eye can change by reflex action. Figure 12 0 9 . 2 Name one stimulus that would cause the pupil to change in size from A to B , as shown in Figure 12 . [1 mark] * 32 * IB/G/Jun18/8461/2F

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0 9 Many human actions are reflexes. box
0 9 . 1 Which two of the following are examples of reflex actions?
[2 marks]
Tick two boxes.
Jumping in the air to catch a ball
Raising a hand to protect the eyes in bright light
Releasing saliva when food enters the mouth
Running away from danger
Withdrawing the hand from a sharp object
Figure 12 shows how the size of the pupil of the human eye can change by
reflex action.
Figure 12
0 9 . 2 Name one stimulus that would cause the pupil to change in size from A to B , as
shown in Figure 12 .
[1 mark]
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PMT PMT 33 Do not write outside the 0 9 . 3 Structure Q causes the change in size of the pupil. box Name structure Q . [1 mark] 0 9 . 4 Describe how structure Q causes the change in the size of the pupil from A to B . [1 mark] Question 9 continues on the next page Turn over ► * 33 * IB/G/Jun18/8461/2F

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0 9 . 3 Structure Q causes the change in size of the pupil. box
Name structure Q .
[1 mark]
0 9 . 4 Describe how structure Q causes the change in the size of the pupil from A to B .
[1 mark]
Question 9 continues on the next page
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PMT PMT 34 Do not write outside the 0 9 . 5 Figure 13 shows some structures involved in the coordination of a reflex action. box Figure 13 Describe how the structures shown in Figure 13 help to coordinate a reflex action. [6 marks] 11 * 34 * IB/G/Jun18/8461/2F

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0 9 . 5 Figure 13 shows some structures involved in the coordination of a reflex action. box
Figure 13
Describe how the structures shown in Figure 13 help to coordinate a reflex action.
[6 marks]
11
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PMT PMT 35 Do not write outside the box Turn over for the next question DO NOT WRITE ON THIS PAGE ANSWER IN THE SPACES PROVIDED Turn over ► * 35 * IB/G/Jun18/8461/2F

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ANSWER IN THE SPACES PROVIDED
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PMT PMT 36 Do not write outside the 1 0 Many scientists think that global air temperature is related to the concentration of box carbon dioxide in the atmosphere. Figure 14 shows changes in global air temperature and changes in the concentration of carbon dioxide in the atmosphere. Figure 14 1 0 . 1 Complete Table 4 . Use information from Figure 14 . [2 marks] Choose answers from the box. You may use each answer once, more than once or not at all. constant decreasing increasing Table 4 1960 – 1977 1977 – 2003 2003 – 2015 Trend in carbon Increasing dioxide concentration Trend in air temperature * 36 * IB/G/Jun18/8461/2F

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1 0 Many scientists think that global air temperature is related to the concentration of box
carbon dioxide in the atmosphere.
Figure 14 shows changes in global air temperature and changes in the concentration
of carbon dioxide in the atmosphere.
Figure 14
1 0 . 1 Complete Table 4 .
Use information from Figure 14 .
[2 marks]
Choose answers from the box.
You may use each answer once, more than once or not at all.
constant decreasing increasing
Table 4
1960 – 1977 1977 – 2003 2003 – 2015
Trend in carbon
Increasing
dioxide concentration
Trend in air
temperature
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PMT PMT 37 Do not write outside the Many scientists think that an increase in carbon dioxide concentration in the box atmosphere causes an increase in air temperature. 1 0 . 2 How would an increase in the concentration of carbon dioxide in the atmosphere cause an increase in air temperature? [1 mark] 1 0 . 3 Evaluate evidence for and against the theory that an increase in the concentration of carbon dioxide in the atmosphere causes an increase in air temperature. Use data from Figure 14 and your own knowledge. [4 marks] Turn over ► * 37 * IB/G/Jun18/8461/2F

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Many scientists think that an increase in carbon dioxide concentration in the outside the
box
atmosphere causes an increase in air temperature.
1 0 . 2 How would an increase in the concentration of carbon dioxide in the atmosphere
cause an increase in air temperature?
[1 mark]
1 0 . 3 Evaluate evidence for and against the theory that an increase in the concentration of
carbon dioxide in the atmosphere causes an increase in air temperature.
Use data from Figure 14 and your own knowledge.
[4 marks]
Turn over ►
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PMT PMT 38 Do not write outside the In each year, the concentration of carbon dioxide in the atmosphere is higher in the box winter than in the summer. 1 0 . 4 Give one human activity that could cause the higher concentration of carbon dioxide in the winter. [1 mark] 1 0 . 5 Give one biological process that could cause the lower concentration of carbon dioxide in the summer. [1 mark] 1 0 . 6 Give two possible effects of an increase in global air temperature on living organisms. [2 marks] 1 2 11 * 38 * IB/G/Jun18/8461/2F

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In each year, the concentration of carbon dioxide in the atmosphere is higher in the box
winter than in the summer.
1 0 . 4 Give one human activity that could cause the higher concentration of carbon dioxide
in the winter.
[1 mark]
1 0 . 5 Give one biological process that could cause the lower concentration of carbon
dioxide in the summer.
[1 mark]
1 0 . 6 Give two possible effects of an increase in global air temperature on living organisms.
[2 marks]
1
2
11
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PMT PMT 39 Do not write outside the box Turn over for the next question DO NOT WRITE ON THIS PAGE ANSWER IN THE SPACES PROVIDED Turn over ► * 39 * IB/G/Jun18/8461/2F

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DO NOT WRITE ON THIS PAGE
ANSWER IN THE SPACES PROVIDED
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PMT PMT 40 Do not write outside the 1 1 It is important to maintain water balance in the body. box Figure 15 shows how much water a person gained and lost by different methods in one day. Figure 15 * 40 * IB/G/Jun18/8461/2F

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1 1 It is important to maintain water balance in the body. box
Figure 15 shows how much water a person gained and lost by different methods in
one day.
Figure 15
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PMT PMT 41 Do not write outside the When water is balanced, the volume of water taken in by the body is equal to the box volume of water lost from the body. 1 1 . 1 Calculate the volume of water the person lost in one day in faeces. Use information from Figure 15 . [2 marks] Volume lost in faeces = cm 3 1 1 . 2 Figure 15 shows that one method of gaining water is by metabolism. Which metabolic process produces water? [1 mark] Tick one box. Breakdown of protein to amino acids Changing glycogen into glucose Digestion of fat Respiration of glucose Question 11 continues on the next page Turn over ► * 41 * IB/G/Jun18/8461/2F

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When water is balanced, the volume of water taken in by the body is equal to the outside the
box
volume of water lost from the body.
1 1 . 1 Calculate the volume of water the person lost in one day in faeces.
Use information from Figure 15 .
[2 marks]
Volume lost in faeces = cm 3
1 1 . 2 Figure 15 shows that one method of gaining water is by metabolism.
Which metabolic process produces water?
[1 mark]
Tick one box.
Breakdown of protein to amino acids
Changing glycogen into glucose
Digestion of fat
Respiration of glucose
Question 11 continues on the next page
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PMT PMT 42 Do not write outside the The next day, the person ran a 10-kilometre race. box The volume of water lost from the body through the skin and by breathing increased. 1 1 . 3 Explain why more water was lost through the skin during the race. [2 marks] 1 1 . 4 Explain why more water was lost by breathing during the race. [3 marks] 8 END OF QUESTIONS * 42 * IB/G/Jun18/8461/2F

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The next day, the person ran a 10-kilometre race. box
The volume of water lost from the body through the skin and by breathing increased.
1 1 . 3 Explain why more water was lost through the skin during the race.
[2 marks]
1 1 . 4 Explain why more water was lost by breathing during the race.
[3 marks]
8
END OF QUESTIONS
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PMT PMT 43 Do not write outside the box There are no questions printed on this page DO NOT WRITE ON THIS PAGE ANSWER IN THE SPACES PROVIDED * 43 * IB/G/Jun18/8461/2F

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There are no questions printed on this page
DO NOT WRITE ON THIS PAGE
ANSWER IN THE SPACES PROVIDED
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PMT PMT 44 Do not write outside the box There are no questions printed on this page DO NOT WRITE ON THIS PAGE ANSWER IN THE SPACES PROVIDED Copyright i nformation For confidentiality purposes, from the November 2015 examination series, acknowledgements of third party copyright material will be published in a separate booklet rather than including them on the examination paper or support materials. This booklet is published after each examination series and is available for free download from www.aqa.org.uk after the live examination series. Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders may have been unsuccessful and AQA will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the Copyright Team, AQA, Stag Hill House, Guildford, GU2 7XJ. Copyright © 2018 AQA and its licensors. All rights reserved. * 44 * IB/G/Jun18/8461/2F

PMT PMT
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Do not write
outside the
box
There are no questions printed on this page
DO NOT WRITE ON THIS PAGE
ANSWER IN THE SPACES PROVIDED
Copyright i nformation
For confidentiality purposes, from the November 2015 examination series, acknowledgements of third party copyright material will be published in a
separate booklet rather than including them on the examination paper or support materials. This booklet is published after each examination series and is
available for free download from www.aqa.org.uk after the live examination series.
Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders may have been unsuccessful and
AQA will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the Copyright Team, AQA, Stag Hill House,
Guildford, GU2 7XJ.
Copyright © 2018 AQA and its licensors. All rights reserved.
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June 2018 QP