Please write clearly in block capitals. Centre number Candidate number Surname Forename(s) Candidate signature I declare this is my own work. H GCSE BIOLOGY Higher Tier Paper 1 H 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 Instructions 2 • Use black ink or black ball-point pen. 3 • Pencil should only be used for drawing. 4 • Fill in the boxes at the top of this page. 5 • Answer all questions in the spaces provided. • If you need extra space for your answer(s), use the lined pages at the end of 6 this book. Write the question number against your answer(s). 7 • Do all rough work in this book. Cross through any work you do not want TOTAL to be marked. • In all calculations, show clearly how you work out your answer. Information • The maximum mark for this paper is 100. • The marks for questions are shown in brackets. • You are expected to use a calculator where appropriate. • You are reminded of the need for good English and clear presentation in your answers. * jun2184611H01 * 8461/1H IB/M/Jun21/E24

Please write clearly in block capitals.
Centre number Candidate number
Surname
Forename(s)
Candidate signature
I declare this is my own work.
H
GCSE
BIOLOGY
Higher Tier Paper 1 H
Time allowed: 1 hour 45 minutes
Materials
For this paper you must have: For Examiner’s Use
• a ruler
Question Mark
• a scientific calculator.
1
Instructions 2
• Use black ink or black ball-point pen. 3
• Pencil should only be used for drawing.
4
• Fill in the boxes at the top of this page.
5
• Answer all questions in the spaces provided.
• If you need extra space for your answer(s), use the lined pages at the end of 6
this book. Write the question number against your answer(s). 7
• Do all rough work in this book. Cross through any work you do not want
TOTAL
to be marked.
• In all calculations, show clearly how you work out your answer.
Information
• The maximum mark for this paper is 100.
• The marks for questions are shown in brackets.
• You are expected to use a calculator where appropriate.
• You are reminded of the need for good English and clear presentation
in your answers.
* jun2184611H01 * 8461/1H
IB/M/Jun21/E24

2 Do not write Answer all questions in the spaces provided. outside the box 0 1 A student prepared some animal cells to view using a microscope. Figure 1 shows the student preparing the cells. Figure 1 0 1 . 1 Name two pieces of laboratory equipment the student could have used to prepare cells to view using a microscope. [ 2 marks ] 1 2 * 02 * IB/M/Jun21/8461/1H

2
Do not write
Answer all questions in the spaces provided. outside the
box
0 1 A student prepared some animal cells to view using a microscope.
Figure 1 shows the student preparing the cells.
Figure 1
0 1 . 1 Name two pieces of laboratory equipment the student could have used to prepare
cells to view using a microscope.
[ 2 marks ]
1
2
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3 Do not write outside the Figure 2 shows the student’s light microscope. box Figure 2 0 1 A . 2 Name part . [ 1 mark ] 0 1 . 3 What is the function of part B ? [ 1 mark ] 0 1 . 4 The student tried to look at the cells using the microscope. Suggest one reason why the student could not see any cells when looking through part A . [ 1 mark ] Question 1 continues on the next page Turn over ► * 03 * IB/M/Jun21/8461/1H

3
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outside the
Figure 2 shows the student’s light microscope. box
Figure 2
0 1 . 2 Name part A .
[ 1 mark ]
0 1 . 3 What is the function of part B ?
[ 1 mark ]
0 1 . 4 The student tried to look at the cells using the microscope.
Suggest one reason why the student could not see any cells when looking through
part A .
[ 1 mark ]
Question 1 continues on the next page
Turn over ►
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4 Do not write outside the 0 1 . 5 Red blood cells are specialised animal cells. box Compare the structure of a red blood cell with the structure of a plant cell. [ 6 marks ] 0 1 . 6 When placed into a beaker of water: • a red blood cell bursts • a plant cell does not burst. Explain why the red blood cell bursts but the plant cell does not burst. [ 2 marks ] 13 * 04 * IB/M/Jun21/8461/1H

4
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0 1 . 5 Red blood cells are specialised animal cells. box
Compare the structure of a red blood cell with the structure of a plant cell.
[ 6 marks ]
0 1 . 6 When placed into a beaker of water:
• a red blood cell bursts
• a plant cell does not burst.
Explain why the red blood cell bursts but the plant cell does not burst.
[ 2 marks ]
13
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5 Do not write outside the 0 2 A student investigated the effectiveness of three different antibiotics. box Figure 3 shows how the student set up an agar plate. Figure 3 The student used aseptic techniques to make sure that only one type of bacterium was growing on the agar. 0 2 Describe aseptic techniques the student should have used. . 1 two [ 2 marks] 1 2 Question 2 continues on the next page Turn over ► * 05 * IB/M/Jun21/8461/1H

5
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0 2 A student investigated the effectiveness of three different antibiotics. box
Figure 3 shows how the student set up an agar plate.
Figure 3
The student used aseptic techniques to make sure that only one type of bacterium
was growing on the agar.
0 2 . 1 Describe two aseptic techniques the student should have used.
[ 2 marks]
1
2
Question 2 continues on the next page
Turn over ►
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6 Do not write outside the The student placed the agar plate in an incubator at 25 °C for 48 hours. box Figure 4 shows the agar plate after 48 hours. Figure 4 0 2 . 2 Which antibiotic is the least effective? Give a reason for your answer. [ 1 mark ] Least effective antibiotic Reason * 06 * IB/M/Jun21/8461/1H

6
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outside the
The student placed the agar plate in an incubator at 25 °C for 48 hours. box
Figure 4 shows the agar plate after 48 hours.
Figure 4
0 2 . 2 Which antibiotic is the least effective?
Give a reason for your answer.
[ 1 mark ]
Least effective antibiotic
Reason
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7 Do not write outside the 0 2 . 3 Calculate the area where no bacteria were growing for antibiotic C . box 𝜋𝜋 = Use 3.14 Give the unit. [5 marks] Area = Unit 0 2 . 4 Suggest one way the student could improve the investigation. [ 1 mark ] 9 Turn over for the next question Turn over ► * 07 * IB/M/Jun21/8461/1H

7
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outside the
0 2 . 3 Calculate the area where no bacteria were growing for antibiotic C . box
Use 𝜋𝜋 = 3.14
Give the unit.
[5 marks]
Area = Unit
0 2 . 4 Suggest one way the student could improve the investigation.
[ 1 mark ]
9
Turn over for the next question
Turn over ►
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8 Do not write outside the 0 3 Body Mass Index (BMI) is a way of finding out if a person’s body mass falls within a box healthy range for their height. Table 1 shows information about two people. Table 1 Person Body mass in kg Height in m BMI in kg/m 2 A 63 1.65 23.1 B 92 1.71 X Figure 5 shows five BMI categories for adults . Figure 5 * 08 * IB/M/Jun21/8461/1H

8
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0 3 Body Mass Index (BMI) is a way of finding out if a person’s body mass falls within a box
healthy range for their height.
Table 1 shows information about two people.
Table 1
Person Body mass in kg Height in m BMI in kg/m 2
A 63 1.65 23.1
B 92 1.71 X
Figure 5 shows five BMI categories for adults .
Figure 5
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9 Do not write outside the 0 3 Which is the BMI category of person . 1 A in Table 1 ? box [ 1 mark ] Tick (  ) one box. Clinically obese Normal Obese Overweight Underweight 0 3 . 2 Calculate value X in Table 1 . Use the equation: body mass BMI = 2 height Give your answer to 3 significant figures. [3 marks] X = kg/m 2 Question 3 continues on the next page Turn over ► * 09 * IB/M/Jun21/8461/1H

9
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0 3 . 1 Which is the BMI category of person A in Table 1 ? box
[ 1 mark ]
Tick (  ) one box.
Clinically obese
Normal
Obese
Overweight
Underweight
0 3 . 2 Calculate value X in Table 1 .
Use the equation:
body mass
BMI =
height 2
Give your answer to 3 significant figures.
[3 marks]
X = kg/m 2
Question 3 continues on the next page
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10 Do not write outside the Scientists think there is a link between BMI and life expectancy. box Table 2 shows information about predicted life expectancy of men after the age of 50. Table 2 Predicted number of years Predicted number of years BMI living in good health after living in bad health after the Category the age of 50 age of 50 Normal 19.06 4.98 Overweight 18.68 5.32 Obese 16.37 7.08 Clinically obese 13.07 10.10 0 3 Describe two patterns shown in . 3 Table 2 about the effects of BMI category. [ 2 marks] 1 2 * 10 * IB/M/Jun21/8461/1H

10
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Scientists think there is a link between BMI and life expectancy. box
Table 2 shows information about predicted life expectancy of men after the age of 50.
Table 2
Predicted number of years Predicted number of years
BMI
living in good health after living in bad health after the
Category
the age of 50 age of 50
Normal 19.06 4.98
Overweight 18.68 5.32
Obese 16.37 7.08
Clinically obese 13.07 10.10
0 3 . 3 Describe two patterns shown in Table 2 about the effects of BMI category.
[ 2 marks]
1
2
* 10 *
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11 Do not write outside the The number of people who are obese in the UK is increasing. box 0 3 . 4 Explain the financial impact on the UK economy of an increasing number of people who are obese. [ 2 marks ] 0 3 A person who is obese is more at risk of arthritis. . 5 Arthritis is a condition that damages joints. Suggest how arthritis could affect a person’s lifestyle. [ 1 mark ] 0 3 . 6 A person who eats a diet high in saturated fat might become obese. Name two health conditions that might develop if a person eats a diet high in saturated fat. Do not refer to arthritis in your answer. [ 2 marks] 1 11 2 Turn over for the next question Turn over ► * 11 * IB/M/Jun21/8461/1H

11
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The number of people who are obese in the UK is increasing. box
0 3 . 4 Explain the financial impact on the UK economy of an increasing number of people
who are obese.
[ 2 marks ]
0 3 . 5 A person who is obese is more at risk of arthritis.
Arthritis is a condition that damages joints.
Suggest how arthritis could affect a person’s lifestyle.
[ 1 mark ]
0 3 . 6 A person who eats a diet high in saturated fat might become obese.
Name two health conditions that might develop if a person eats a diet high in
saturated fat.
Do not refer to arthritis in your answer.
[ 2 marks]
1
11
2
Turn over for the next question
Turn over ►
* 11 *
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12 Do not write outside the 0 4 All living organisms respire. box 0 4 . 1 What is the chemical equation for aerobic respiration? [ 1 mark ] Tick (  ) one box. 6 O + 6 CO  6 H O + C H O 2 2 2 6 12 6 6 H O + C H O  6 H O + 6 CO 2 6 12 6 2 2 6 H O + 6 CO  6 O + C H O 2 2 2 6 12 6 6 O + C H O  6 H O + 6 CO 2 6 12 6 2 2 0 4 . 2 Name the sub-cellular structures where aerobic respiration takes place. [ 1 mark ] 0 4 . 3 Energy is released in respiration. Give two uses of the energy released in respiration. [ 2 marks] 1 2 * 12 * IB/M/Jun21/8461/1H

12
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0 4 All living organisms respire. box
0 4 . 1 What is the chemical equation for aerobic respiration?
[ 1 mark ]
Tick (  ) one box.
6 O + 6 CO  6 H O + C H O
2 2 2 6 12 6
6 H O + C H O  6 H O + 6 CO
2 6 12 6 2 2
6 H O + 6 CO  6 O + C H O
2 2 2 6 12 6
6 O + C H O  6 H O + 6 CO
2 6 12 6 2 2
0 4 . 2 Name the sub-cellular structures where aerobic respiration takes place.
[ 1 mark ]
0 4 . 3 Energy is released in respiration.
Give two uses of the energy released in respiration.
[ 2 marks]
1
2
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13 Do not write outside the 0 4 . 4 Describe two differences between aerobic and anaerobic respiration in humans. box Do not refer to oxygen in your answer. [ 2 marks] 1 2 0 4 . 5 What are the two products of anaerobic respiration in plant cells? [ 2 marks ] Tick (  ) two boxes. Carbon dioxide Ethanol Glucose Lactic acid Water Question 4 continues on the next page Turn over ► * 13 * IB/M/Jun21/8461/1H

13
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outside the
0 4 . 4 Describe two differences between aerobic and anaerobic respiration in humans. box
Do not refer to oxygen in your answer.
[ 2 marks]
1
2
0 4 . 5 What are the two products of anaerobic respiration in plant cells?
[ 2 marks ]
Tick (  ) two boxes.
Carbon dioxide
Ethanol
Glucose
Lactic acid
Water
Question 4 continues on the next page
Turn over ►
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14 Do not write A scientist investigated respiration and photosynthesis using some pondweed and a outside the box pond snail. Figure 6 shows the apparatus used. Figure 6 The apparatus was left in a well-lit room for 5 days. The data logger recorded the concentration of carbon dioxide continuously. After 5 days, the scientist completely covered the boiling tube with black paper. The data logger continued to record the concentration of carbon dioxide. * 14 * IB/M/Jun21/8461/1H

14
Do not write
A scientist investigated respiration and photosynthesis using some pondweed and a outside the
box
pond snail.
Figure 6 shows the apparatus used.
Figure 6
The apparatus was left in a well-lit room for 5 days.
The data logger recorded the concentration of carbon dioxide continuously.
After 5 days, the scientist completely covered the boiling tube with black paper.
The data logger continued to record the concentration of carbon dioxide.
* 14 *
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15 Do not write outside the Figure 7 shows the concentration of carbon dioxide inside the boiling tube over box 15 days. Figure 7 0 4 . 6 Explain why the concentration of carbon dioxide in the tube stayed the same between day 0 and day 5. [ 2 marks ] 0 4 . 7 Suggest why the concentration of carbon dioxide increased between day 5 and day 10. [ 1 mark ] Question 4 continues on the next page Turn over ► * 15 * IB/M/Jun21/8461/1H

15
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Figure 7 shows the concentration of carbon dioxide inside the boiling tube over outside the
box
15 days.
Figure 7
0 4 . 6 Explain why the concentration of carbon dioxide in the tube stayed the same between
day 0 and day 5.
[ 2 marks ]
0 4 . 7 Suggest why the concentration of carbon dioxide increased between day 5 and
day 10.
[ 1 mark ]
Question 4 continues on the next page
Turn over ►
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16 Do not write outside the 0 4 . 8 On day 10, the pond snail died. box Explain why the death of the pond snail caused the concentration of carbon dioxide to increase after day 10. [ 3 marks ] 14 * 16 * IB/M/Jun21/8461/1H

16
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0 4 . 8 On day 10, the pond snail died. box
Explain why the death of the pond snail caused the concentration of carbon dioxide to
increase after day 10.
[ 3 marks ]
14
* 16 *
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17 Do not write outside the 0 5 Amylase is an enzyme that breaks down starch. box 0 5 . 1 Amylase is a polymer of smaller molecules. Name the type of smaller molecule. [ 1 mark ] 0 5 . 2 Name the t hree parts of the human digestive system that produce amylase. [ 2 marks] 1 2 3 0 5 . 3 Explain how amylase breaks down starch. Answer in terms of the ‘lock and key theory’. [ 3 marks ] Question 5 continues on the next page Turn over ► * 17 * IB/M/Jun21/8461/1H

17
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0 5 Amylase is an enzyme that breaks down starch. box
0 5 . 1 Amylase is a polymer of smaller molecules.
Name the type of smaller molecule.
[ 1 mark ]
0 5 . 2 Name the t hree parts of the human digestive system that produce amylase.
[ 2 marks]
1
2
3
0 5 . 3 Explain how amylase breaks down starch.
Answer in terms of the ‘lock and key theory’.
[ 3 marks ]
Question 5 continues on the next page
Turn over ►
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18 Do not write outside the A student investigated the effect of temperature on the activity of amylase. box Figure 8 shows the apparatus used. Figure 8 This is the method used. 1. Set up the apparatus as shown in Figure 8 . 2. After 5 minutes, pour the starch solution into the amylase solution and mix. 3. Remove one drop of the starch-amylase mixture and place onto a spotting tile. 4. Immediately add two drops of iodine solution to the starch-amylase mixture on the spotting tile. 5. Record the colour of the iodine solution added to the starch-amylase mixture. 6. Repeat steps 3 to 5 every minute until the iodine solution stays yellow-brown. 7. Repeat steps 1 to 6 using water at different temperatures. * 18 * IB/M/Jun21/8461/1H

18
Do not write
outside the
A student investigated the effect of temperature on the activity of amylase. box
Figure 8 shows the apparatus used.
Figure 8
This is the method used.
1. Set up the apparatus as shown in Figure 8 .
2. After 5 minutes, pour the starch solution into the amylase solution and mix.
3. Remove one drop of the starch-amylase mixture and place onto a spotting tile.
4. Immediately add two drops of iodine solution to the starch-amylase mixture on the
spotting tile.
5. Record the colour of the iodine solution added to the starch-amylase mixture.
6. Repeat steps 3 to 5 every minute until the iodine solution stays yellow-brown.
7. Repeat steps 1 to 6 using water at different temperatures.
* 18 *
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19 Do not write outside the 0 5 . 4 Name two control variables the student used in the investigation. box [ 2 marks] 1 2 0 5 . 5 Why did the student leave the starch solution and amylase solution for 5 minutes before mixing them? [ 1 mark ] Question 5 continues on the next page Turn over ► * 19 * IB/M/Jun21/8461/1H

19
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0 5 . 4 Name two control variables the student used in the investigation. box
[ 2 marks]
1
2
0 5 . 5 Why did the student leave the starch solution and amylase solution for 5 minutes
before mixing them?
[ 1 mark ]
Question 5 continues on the next page
Turn over ►
* 19 *
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20 Do not write outside the Table 3 shows the results of the investigation. box Table 3 Time taken until iodine solution Temperature in °C stays yellow-brown in minutes 5 did not become yellow-brown 20 5 35 2 50 7 65 14 80 did not become yellow-brown 0 5 . 6 What conclusion can be made about the effect of temperature on amylase activity between 20 °C and 65 °C ? [ 1 mark ] * 20 * IB/M/Jun21/8461/1H

20
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Table 3 shows the results of the investigation. box
Table 3
Time taken until iodine solution
Temperature in °C
stays yellow-brown in minutes
5 did not become yellow-brown
20 5
35 2
50 7
65 14
80 did not become yellow-brown
0 5 . 6 What conclusion can be made about the effect of temperature on amylase activity
between 20 °C and 65 °C ?
[ 1 mark ]
* 20 *
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21 Do not write outside the 0 5 . 7 Explain the results at 5 ° C and at 80 ° C . box Use Table 3 . [ 5 marks ] 0 5 . 8 The student investigated the effect of temperature on amylase activity. Describe how the student could extend the investigation to determine the effect of a different factor on amylase activity. [ 2 marks ] 17 Turn over for the next question Turn over ► * 21 * IB/M/Jun21/8461/1H

21
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0 5 . 7 Explain the results at 5 ° C and at 80 ° C . box
Use Table 3 .
[ 5 marks ]
0 5 . 8 The student investigated the effect of temperature on amylase activity.
Describe how the student could extend the investigation to determine the effect of a
different factor on amylase activity.
[ 2 marks ]
17
Turn over for the next question
Turn over ►
* 21 *
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22 Do not write outside the 0 6 Figure 9 shows a cross section of a leaf. box Figure 9 0 6 . 1 Which cell is most transparent? [ 1 mark ] Tick (  ) one box. A B C D 0 6 . 2 Which cell structure in a leaf mesophyll cell is not found in a root hair cell? [ 1 mark ] * 22 * IB/M/Jun21/8461/1H

22
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0 6 Figure 9 shows a cross section of a leaf. box
Figure 9
0 6 . 1 Which cell is most transparent?
[ 1 mark ]
Tick (  ) one box.
A B C D
0 6 . 2 Which cell structure in a leaf mesophyll cell is not found in a root hair cell?
[ 1 mark ]
* 22 *
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23 Do not write outside the Plants lose water through their leaves. box 0 6 . 3 Name the cells in a leaf that control the rate of water loss. [ 1 mark ] 0 6 . 4 Water is taken in by the roots, transported up the plant and lost from the leaves. Which scientific term describes this movement of water? [ 1 mark ] 0 6 . 5 Which change would decrease the rate of water loss from a plant’s leaves? [ 1 mark ] Tick (  ) one box. Increased humidity Increased light intensity Increased density of stomata Increased temperature Question 6 continues on the next page Turn over ► * 23 * IB/M/Jun21/8461/1H

23
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outside the
Plants lose water through their leaves. box
0 6 . 3 Name the cells in a leaf that control the rate of water loss.
[ 1 mark ]
0 6 . 4 Water is taken in by the roots, transported up the plant and lost from the leaves.
Which scientific term describes this movement of water?
[ 1 mark ]
0 6 . 5 Which change would decrease the rate of water loss from a plant’s leaves?
[ 1 mark ]
Tick (  ) one box.
Increased humidity
Increased light intensity
Increased density of stomata
Increased temperature
Question 6 continues on the next page
Turn over ►
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24 Do not write outside the 0 6 . 6 Compare the structure and function of xylem tissue and phloem tissue. box [ 6 marks ] * 24 * IB/M/Jun21/8461/1H

24
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0 6 . 6 Compare the structure and function of xylem tissue and phloem tissue. box
[ 6 marks ]
* 24 *
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25 Do not write outside the Question 6 continues on the next page box DO NOT WRITE ON THIS PAGE ANSWER IN THE SPACES PROVIDED Turn over ► * 25 * IB/M/Jun21/8461/1H

25
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outside the
Question 6 continues on the next page box
DO NOT WRITE ON THIS PAGE
ANSWER IN THE SPACES PROVIDED
Turn over ►
* 25 *
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26 Do not write outside the Figure 10 shows the total volume of water lost from a plant over 6 hours. box Figure 10 * 26 * IB/M/Jun21/8461/1H

26
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Figure 10 shows the total volume of water lost from a plant over 6 hours. box
Figure 10
* 26 *
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27 Do not write outside the 0 6 . 7 Determine the rate of water loss at 12:00 box Use the tangent on Figure 10 . Give your answer: • in cm 3 per minute • in standard form. [ 4 marks ] Rate of water loss = cm 3 per minute 0 6 The rate of water loss at midnight was much lower than at 12:00 . 8 Explain why. [ 2 marks ] 17 Turn over for the next question Turn over ► * 27 * IB/M/Jun21/8461/1H

27
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outside the
0 6 . 7 Determine the rate of water loss at 12:00 box
Use the tangent on Figure 10 .
Give your answer:
• in cm 3 per minute
• in standard form.
[ 4 marks ]
Rate of water loss = cm 3 per minute
0 6 . 8 The rate of water loss at midnight was much lower than at 12:00
Explain why.
[ 2 marks ]
17
Turn over for the next question
Turn over ►
* 27 *
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28 Do not write outside the 0 7 Figure 11 shows where three of the same type of tumour were found in a patient. box Figure 11 Malignant tumours are cancers. 0 7 Describe what happens to cells when a tumour forms. . 1 [ 1 mark ] 0 7 . 2 What evidence is there in Figure 11 to suggest that the tumour in the lung is malignant? [ 1 mark ] * 28 * IB/M/Jun21/8461/1H

28
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0 7 Figure 11 shows where three of the same type of tumour were found in a patient. box
Figure 11
Malignant tumours are cancers.
0 7 . 1 Describe what happens to cells when a tumour forms.
[ 1 mark ]
0 7 . 2 What evidence is there in Figure 11 to suggest that the tumour in the lung
is malignant?
[ 1 mark ]
* 28 *
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29 Do not write outside the 0 7 . 3 Some types of cancer can cause the numbers of blood components in a person’s box body to fall to a dangerously low level. A person with one of these types of cancer may experience symptoms such as: • tiredness • frequent infections • bleeding that will not stop after the skin is cut. Explain how a very low number of blood components in the body can cause these symptoms. [ 6 mar ks ] Question 7 continues on the next page Turn over ► * 29 * IB/M/Jun21/8461/1H

29
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outside the
0 7 . 3 Some types of cancer can cause the numbers of blood components in a person’s box
body to fall to a dangerously low level.
A person with one of these types of cancer may experience symptoms such as:
• tiredness
• frequent infections
• bleeding that will not stop after the skin is cut.
Explain how a very low number of blood components in the body can cause
these symptoms.
[ 6 mar ks ]
Question 7 continues on the next page
Turn over ►
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30 Do not write outside the Some patients with a very low number of blood cells may be given a blood box transfusion. A blood transfusion is where a patient receives blood from a donor. Different people have different blood groups. Figure 12 shows: • the red blood cells found in people with different blood groups • the antibodies that can be made by people with different blood groups. Figure 12 Antibodies can bind to antigens that have complementary shapes. When antibodies bind to the antigens on red blood cells, many red blood cells begin to clump together. Each red blood cell is about 8 μm in diameter. Many capillaries have an internal diameter of about 10 μm. * 30 * IB/M/Jun21/8461/1H

30
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Some patients with a very low number of blood cells may be given a blood box
transfusion.
A blood transfusion is where a patient receives blood from a donor.
Different people have different blood groups.
Figure 12 shows:
• the red blood cells found in people with different blood groups
• the antibodies that can be made by people with different blood groups.
Figure 12
Antibodies can bind to antigens that have complementary shapes.
When antibodies bind to the antigens on red blood cells, many red blood cells begin to
clump together.
Each red blood cell is about 8 μm in diameter.
Many capillaries have an internal diameter of about 10 μm.
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31 Do not write outside the In one type of blood transfusion, only red blood cells from a donor are transferred to box the patient. 0 7 . 4 It is dangerous for a patient with blood group A to receive red blood cells from a donor with blood group B . Explain why. [ 3 marks ] 0 7 . 5 Explain why blood group O red blood cells can be given to patients with any blood group. [ 2 marks ] Question 7 continues on the next page Turn over ► * 31 * IB/M/Jun21/8461/1H

31
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In one type of blood transfusion, only red blood cells from a donor are transferred to box
the patient.
0 7 . 4 It is dangerous for a patient with blood group A to receive red blood cells from a donor
with blood group B .
Explain why.
[ 3 marks ]
0 7 . 5 Explain why blood group O red blood cells can be given to patients with any
blood group.
[ 2 marks ]
Question 7 continues on the next page
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32 Do not write outside the 0 7 . 6 Table 4 shows some of the risks associated with blood transfusions. box Table 4 Risk Probability of risk occurring Allergic reaction 0.9 % Hepatitis B infection 1 in (3 × 10 5 ) Hepatitis C infection 6.7 × 10 –7 Kidney damage 1 in 70 000 Which risk has the lowest probability of occurring? [1 mark] Tick (  ) one box. Allergic reaction Hepatitis B infection Hepatitis C infection Kidney damage * 32 * IB/M/Jun21/8461/1H

32
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0 7 . 6 Table 4 shows some of the risks associated with blood transfusions. box
Table 4
Risk Probability of risk occurring
Allergic reaction 0.9 %
Hepatitis B infection 1 in (3 × 10 5 )
Hepatitis C infection 6.7 × 10 –7
Kidney damage 1 in 70 000
Which risk has the lowest probability of occurring?
[1 mark]
Tick (  ) one box.
Allergic reaction
Hepatitis B infection
Hepatitis C infection
Kidney damage
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33 Do not write outside the 0 7 . 7 A person has a tumour blocking the tube leading from the gall bladder to the box small intestine. Explain why this person would have difficulty digesting fat. [ 5 marks ] 19 END OF QUESTIONS * 33 * IB/M/Jun21/8461/1H

33
Do not write
outside the
0 7 . 7 A person has a tumour blocking the tube leading from the gall bladder to the box
small intestine.
Explain why this person would have difficulty digesting fat.
[ 5 marks ]
19
END OF QUESTIONS
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35 Do not write outside the box Question Additional page, if required. number Write the question numbers in the left-hand margin. * 35 * IB/M/Jun21/8461/1H

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36 Do not write outside the box Question Additional page, if required. number Write the question numbers in the left-hand margin. Copyright information For confidentiality purposes, all acknowledgements of third-party copyright material are published in a separate booklet. This booklet is published after each live examination series and is available for free download from www.aqa.org.uk. 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. Copyright © 2021 AQA and its licensors. All rights reserved. * 216g8461/1h * * 36 * IB/M/Jun21/8461/1H

36
Do not write
outside the
box
Question Additional page, if required.
number Write the question numbers in the left-hand margin.
Copyright information
For confidentiality purposes, all acknowledgements of third-party copyright material are published in a separate booklet. This booklet
is published after each live examination series and is available for free download from www.aqa.org.uk.
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.
Copyright © 2021 AQA and its licensors. All rights reserved.
* 216g8461/1h *
* 36 *
IB/M/Jun21/8461/1H

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June 2021 QP