Please write clearly in block capitals. Centre number Candidate number Surname Forename(s) Candidate signature I declare this is my own work. F GCSE BIOLOGY Foundation Tier Paper 1F 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 8 to be marked. • In all calculations, show clearly how you work out your answer. TOTAL 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. * JUN2284611F01 * 8461/1F IB/M/ Jun22 /E1 8

Please write clearly in block capitals.
Centre number Candidate number
Surname
Forename(s)
Candidate signature
I declare this is my own work.
F
GCSE
BIOLOGY
Foundation Tier Paper 1F
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
8
to be marked.
• In all calculations, show clearly how you work out your answer. TOTAL
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.
* JUN2284611F01 * 8461/1F
IB/M/ Jun22 /E1 8

2 Do not write outside the Answer all questions in the spaces provided. box 0 1 HIV (Human Immunodeficiency Virus) is a pathogen. 0 1 . 1 How is HIV spread from one person to another person? [1 mark] Tick (  ) one box. Coughing Sexual intercourse Touching door handles Table 1 shows information about new cases of HIV diagnosed in the UK. Table 1 Year Number of new HIV cases 2010 2642 2014 2767 2018 1530 0 1 . 2 Describe what happened to the number of new cases of HIV from 2010 to 2018. [ 2 marks] * 02 * IB/M/Jun22/8461/1F

2
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Answer all questions in the spaces provided. box
0 1 HIV (Human Immunodeficiency Virus) is a pathogen.
0 1 . 1 How is HIV spread from one person to another person?
[1 mark]
Tick (  ) one box.
Coughing
Sexual intercourse
Touching door handles
Table 1 shows information about new cases of HIV diagnosed in the UK.
Table 1
Year Number of new HIV cases
2010 2642
2014 2767
2018 1530
0 1 . 2 Describe what happened to the number of new cases of HIV from 2010 to 2018.
[ 2 marks]
* 02 *
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3 Do not write outside the 0 1 . 3 What could cause a decrease in the number of new HIV cases in the future ? box [1 mark] Tick (  ) one box. A higher population of people in the UK A lower number of trained HIV nurses Better education on how to prevent the spread of HIV 0 1 . 4 Scientists have been working to produce a vaccine for HIV for many years. How could a vaccine work to prevent a person being infected with HIV? Write the stages A , B , C , D and E in the correct order. [3 marks] The first stage has been completed for you. A Antibodies attach to the inactive virus. B Antibodies destroy the inactive virus. C An inactive form of the virus is injected into the body. D If the active virus enters the body, antibodies are produced quickly. E White blood cells produce antibodies to the inactive virus. Question 1 continues on the next page Turn over ► * 03 * IB/M/Jun22/8461/1F

3
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0 1 . 3 What could cause a decrease in the number of new HIV cases in the future ? box
[1 mark]
Tick (  ) one box.
A higher population of people in the UK
A lower number of trained HIV nurses
Better education on how to prevent the spread of HIV
0 1 . 4 Scientists have been working to produce a vaccine for HIV for many years.
How could a vaccine work to prevent a person being infected with HIV?
Write the stages A , B , C , D and E in the correct order.
[3 marks]
The first stage has been completed for you.
A Antibodies attach to the inactive virus.
B Antibodies destroy the inactive virus.
C An inactive form of the virus is injected into the body.
D If the active virus enters the body, antibodies are produced quickly.
E White blood cells produce antibodies to the inactive virus.
Question 1 continues on the next page
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4 Do not write outside the 0 1 . 5 When scientists produce a vaccine for a disease the vaccine is tested on live animals. box What is the next stage in testing the vaccine ? [1 mark] Tick (  ) one box. Testing on cells in a laboratory Testing on healthy volunteers Testing on the whole human population 0 1 . 6 A vaccine for HIV is important because it is difficult to develop safe drugs to destroy viruses. Why is it difficult to develop safe drugs to destroy viruses ? [1 mark] Tick (  ) one box. Drugs that destroy viruses also damage body tissues. There are too many viruses for the drugs to destroy. Viruses are too big for the drugs to destroy. * 04 * IB/M/Jun22/8461/1F

4
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0 1 . 5 When scientists produce a vaccine for a disease the vaccine is tested on live animals. box
What is the next stage in testing the vaccine ?
[1 mark]
Tick (  ) one box.
Testing on cells in a laboratory
Testing on healthy volunteers
Testing on the whole human population
0 1 . 6 A vaccine for HIV is important because it is difficult to develop safe drugs to
destroy viruses.
Why is it difficult to develop safe drugs to destroy viruses ?
[1 mark]
Tick (  ) one box.
Drugs that destroy viruses also damage body tissues.
There are too many viruses for the drugs to destroy.
Viruses are too big for the drugs to destroy.
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5 Do not write outside the 0 1 . 7 Some drugs originated from plants. box Draw one line from each drug to the plant the drug originated from. [2 marks] Drug Plant the drug originated from Foxglove Aspirin Rose Tobacco Digitalis Willow 11 Turn over for the next question Turn over ► * 05 * IB/M/Jun22/8461/1F

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0 1 . 7 Some drugs originated from plants. box
Draw one line from each drug to the plant the drug originated from.
[2 marks]
Drug Plant the drug originated from
Foxglove
Aspirin
Rose
Tobacco
Digitalis
Willow 11
Turn over for the next question
Turn over ►
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6 Do not write outside the 0 2 Figure 1 shows animal cells. box Some of the cells are dividing by mitosis for growth and repair. Figure 1 0 2 . 1 What fraction of the cells in Figure 1 is dividing by mitosis ? [1 mark] Tick (  ) one box. 1 1 1 3 8 4 2 4 * 06 * IB/M/Jun22/8461/1F

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0 2 Figure 1 shows animal cells. box
Some of the cells are dividing by mitosis for growth and repair.
Figure 1
0 2 . 1 What fraction of the cells in Figure 1 is dividing by mitosis ?
[1 mark]
Tick (  ) one box.
1 1 1 3
8 4 2 4
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7 Do not write outside the 0 2 . 2 The cells which are not dividing in Figure 1 each contain 10 chromosomes. box One of these cells divides by mitosis to produce two new cells. How many chromosomes will each new cell contain after mitosis ? [1 mark] Tick (  ) one box. 5 10 15 20 0 2 . 3 Cells divide in a series of stages called the cell cycle. Complete the sentences. Choose answers from the box. [3 marks] contracts divides grows reacts relaxes replicates Before mitosis occurs, the cell . The genetic material in the cell doubles when the DNA . After the chromosomes have been pulled to each end of the cell, the cytoplasm . Question 2 continues on the next page Turn over ► * 07 * IB/M/Jun22/8461/1F

7
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0 2 . 2 The cells which are not dividing in Figure 1 each contain 10 chromosomes. box
One of these cells divides by mitosis to produce two new cells.
How many chromosomes will each new cell contain after mitosis ?
[1 mark]
Tick (  ) one box.
5 10 15 20
0 2 . 3 Cells divide in a series of stages called the cell cycle.
Complete the sentences.
Choose answers from the box.
[3 marks]
contracts divides grows
reacts relaxes replicates
Before mitosis occurs, the cell .
The genetic material in the cell doubles when the DNA .
After the chromosomes have been pulled to each end of the cell, the
cytoplasm .
Question 2 continues on the next page
Turn over ►
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8 Do not write outside the Figure 2 shows the time taken to complete different stages of the cell cycle. box Figure 2 0 2 . 4 Which stage of the cell cycle takes the most time ? [1 mark] Tick (  ) one box. A B C 0 2 . 5 What percentage of time in the cell cycle is stage A ? [1 mark] Tick (  ) one box. 5% 10% 15% 25% * 08 * IB/M/Jun22/8461/1F

8
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Figure 2 shows the time taken to complete different stages of the cell cycle. box
Figure 2
0 2 . 4 Which stage of the cell cycle takes the most time ?
[1 mark]
Tick (  ) one box.
A B C
0 2 . 5 What percentage of time in the cell cycle is stage A ?
[1 mark]
Tick (  ) one box.
5% 10% 15% 25%
* 08 *
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9 Do not write outside the Stem cells divide by mitosis. box Scientists can use stem cells from an embryo to create heart cells in a laboratory. 0 2 . 6 Which organ system contains heart cells? [1 mark] Tick (  ) one box. Circulatory system Digestive system Nervous system Respiratory system 0 2 . 7 Name one medical condition that could be treated using heart cells created from an embryo. [1 mark] 0 2 . 8 Give one reason why a patient may not want to be treated with heart cells created from an embryo. [1 mark] 10 Turn over for next question Turn over ► * 09 * IB/M/Jun22/8461/1F

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Stem cells divide by mitosis. box
Scientists can use stem cells from an embryo to create heart cells in a laboratory.
0 2 . 6 Which organ system contains heart cells?
[1 mark]
Tick (  ) one box.
Circulatory system
Digestive system
Nervous system
Respiratory system
0 2 . 7 Name one medical condition that could be treated using heart cells created from
an embryo.
[1 mark]
0 2 . 8 Give one reason why a patient may not want to be treated with heart cells created
from an embryo.
[1 mark]
10
Turn over for next question
Turn over ►
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10 Do not write outside the 0 3 A scientist investigated the rate of photosynthesis of one type of tomato plant. box The tomato plants were grown in a greenhouse. Table 2 shows the results . Table 2 Percentage (%) Rate of photosynthesis concentration of in arbitrary units carbon dioxide in the air 0.00 0 0.02 5 0.04 16 0.06 19 0.08 20 0.10 20 0.12 20 0 3 . 1 Give two control variables the scientist should have used in the investigation . [2 marks] 1 2 0 3 . 2 Which range of carbon dioxide concentrations caused the rate of photosynthesis to change the most? [1 mark] Tick (  ) one box. From 0.00% to 0.02% From 0.02% to 0.04% From 0.04% to 0.06% From 0.06% to 0.08% * 10 * IB/M/Jun22/8461/1F

10
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0 3 A scientist investigated the rate of photosynthesis of one type of tomato plant. box
The tomato plants were grown in a greenhouse.
Table 2 shows the results .
Table 2
Percentage (%)
Rate of photosynthesis
concentration of
in arbitrary units
carbon dioxide in the air
0.00 0
0.02 5
0.04 16
0.06 19
0.08 20
0.10 20
0.12 20
0 3 . 1 Give two control variables the scientist should have used in the investigation .
[2 marks]
1
2
0 3 . 2 Which range of carbon dioxide concentrations caused the rate of photosynthesis to
change the most?
[1 mark]
Tick (  ) one box.
From 0.00% to 0.02%
From 0.02% to 0.04%
From 0.04% to 0.06%
From 0.06% to 0.08%
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11 Do not write outside the 0 3 . 3 How could the scientist have improved the validity of the results ? box [1 mark] Tick (  ) one box. Repeat each reading three times and calculate a mean. Use concentrations of carbon dioxide above 0.12%. Use different tomato plants for each concentration. 0 3 . 4 Explain the change in the rate of photosynthesis when the concentration of carbon dioxide increased between 0.00% to 0.08%. [2 marks] 0 3 . 5 A farmer decided not to use a concentration of carbon dioxide higher than 0.08% to grow tomato plants. Suggest two reasons for the farmer’s decision . Use information from Table 2 and your own knowledge. [2 marks] 1 2 8 Turn over for the next question Turn over ► * 11 * IB/M/Jun22/8461/1F

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0 3 . 3 How could the scientist have improved the validity of the results ? box
[1 mark]
Tick (  ) one box.
Repeat each reading three times and calculate a mean.
Use concentrations of carbon dioxide above 0.12%.
Use different tomato plants for each concentration.
0 3 . 4 Explain the change in the rate of photosynthesis when the concentration of
carbon dioxide increased between 0.00% to 0.08%.
[2 marks]
0 3 . 5 A farmer decided not to use a concentration of carbon dioxide higher than 0.08%
to grow tomato plants.
Suggest two reasons for the farmer’s decision .
Use information from Table 2 and your own knowledge.
[2 marks]
1
2
8
Turn over for the next question
Turn over ►
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12 Do not write outside the 0 4 Figure 3 shows a microscope. box Figure 3 0 4 . 1 Draw one line from each part of the microscope to the function of the part. [ 3 marks] Part of the Function microscope To adjust the focus of the microscope A To direct light into the viewer’s eye To hold a slide in place B To magnify the image of a specimen C To support the microscope * 12 * IB/M/Jun22/8461/1F

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0 4 Figure 3 shows a microscope. box
Figure 3
0 4 . 1 Draw one line from each part of the microscope to the function of the part.
[ 3 marks]
Part of the
Function
microscope
To adjust the focus of the microscope
A
To direct light into the viewer’s eye
To hold a slide in place
B
To magnify the image of a specimen
C
To support the microscope
* 12 *
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13 Do not write outside the A student prepared some onion cells. box The student viewed the onion cells using a microscope. This is the method used. 1. Cut an onion into pieces using a sharp knife. 2. Peel off a thin layer of cells from one piece. 3. Place the layer of cells onto a microscope slide. 4. Add three drops of iodine solution to the layer of cells. 5. Cover with a cover slip. 6. Place the slide on the stage of the microscope. 0 4 . 2 Why was iodine solution added to the layer of onion cells? [1 mark] Tick (  ) one box. To dry the cells To separate the cells To stain the cells 0 4 . 3 Why was a thin layer of onion cells used? [1 mark] Tick (  ) one box. To allow light to pass through the cells To allow oxygen to pass through the cells To allow water to pass through the cells Question 4 continues on the next page Turn over ► * 13 * IB/M/Jun22/8461/1F

13
Do not write
outside the
A student prepared some onion cells. box
The student viewed the onion cells using a microscope.
This is the method used.
1. Cut an onion into pieces using a sharp knife.
2. Peel off a thin layer of cells from one piece.
3. Place the layer of cells onto a microscope slide.
4. Add three drops of iodine solution to the layer of cells.
5. Cover with a cover slip.
6. Place the slide on the stage of the microscope.
0 4 . 2 Why was iodine solution added to the layer of onion cells?
[1 mark]
Tick (  ) one box.
To dry the cells
To separate the cells
To stain the cells
0 4 . 3 Why was a thin layer of onion cells used?
[1 mark]
Tick (  ) one box.
To allow light to pass through the cells
To allow oxygen to pass through the cells
To allow water to pass through the cells
Question 4 continues on the next page
Turn over ►
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14 Do not write outside the 0 4 . 4 The student was worried about using a sharp knife to cut the onion. box The student wrote a risk assessment for using a knife. Draw one line from each part of the risk assessment to the description of the part. [2 marks] Part of risk assessment Description Call a first aider Hazard Cut the onion on a chopping board The onion is cut into pieces Plan to minimise risk The knife is sharp Figure 4 shows what the student saw using the microscope at a magnification of ×400. Figure 4 * 14 * IB/M/Jun22/8461/1F

14
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0 4 . 4 The student was worried about using a sharp knife to cut the onion. box
The student wrote a risk assessment for using a knife.
Draw one line from each part of the risk assessment to the description of the part.
[2 marks]
Part of risk assessment Description
Call a first aider
Hazard
Cut the onion on a chopping board
The onion is cut into pieces
Plan to minimise risk
The knife is sharp
Figure 4 shows what the student saw using the microscope at a magnification
of ×400.
Figure 4
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15 Do not write outside the 0 4 . 5 Line A – B in Figure 4 shows the length of cell Z . box Calculate the real length of cell Z . Complete the following steps . [4 marks] Measure the length of line A – B in millimetres (mm). Length of l ine A – B = mm Give your measurement of the length of line A – B in micrometres (μm). 1 mm = 1 000 μm Length of line A – B = μm Calculate the real length of cell Z . Use the equation: length of line A – B (in μm) real length of cell Z (in μm) = magnification Real length of cell Z = μm Question 4 continues on the next page Turn over ► * 15 * IB/M/Jun22/8461/1F

15
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0 4 . 5 Line A – B in Figure 4 shows the length of cell Z . box
Calculate the real length of cell Z .
Complete the following steps .
[4 marks]
Measure the length of line A – B in millimetres (mm).
Length of l ine A – B = mm
Give your measurement of the length of line A – B in micrometres (μm).
1 mm = 1 000 μm
Length of line A – B = μm
Calculate the real length of cell Z .
Use the equation:
length of line A – B (in μm)
real length of cell Z (in μm) =
magnification
Real length of cell Z = μm
Question 4 continues on the next page
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16 Do not write outside the 0 4 . 6 How would onion cells look different if they were seen using an electron microscope? box [2 marks] Tick (  ) two boxes. The cells would be coloured. The cells would have no nuclei. The cells would look larger. The cells would look more blurred. The cells would show more internal structures. 0 4 is repeated below. . 7 Figure 4 Figure 4 * 16 * IB/M/Jun22/8461/1F

16
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0 4 . 6 How would onion cells look different if they were seen using an electron microscope? box
[2 marks]
Tick (  ) two boxes.
The cells would be coloured.
The cells would have no nuclei.
The cells would look larger.
The cells would look more blurred.
The cells would show more internal structures.
0 4 . 7 Figure 4 is repeated below.
Figure 4
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17 Do not write outside the Figure 5 shows the student’s drawing of Figure 4 . box Figure 5 What two improvements could the student make to the drawing in Figure 5 ? [2 marks] Tick (  ) two boxes. Add colour to the cells. Complete the cell walls. Draw each cell on a separate piece of paper. Include the magnification. Use a ruler to draw the cells. 15 Turn over for the next question Turn over ► * 17 * IB/M/Jun22/8461/1F

17
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Figure 5 shows the student’s drawing of Figure 4 . box
Figure 5
What two improvements could the student make to the drawing in Figure 5 ?
[2 marks]
Tick (  ) two boxes.
Add colour to the cells.
Complete the cell walls.
Draw each cell on a separate piece of paper.
Include the magnification.
Use a ruler to draw the cells. 15
Turn over for the next question
Turn over ►
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18 Do not write outside the There are no questions printed on this page box DO NOT WRITE ON THIS PAGE ANSWER IN THE SPACES PROVIDED * 18 * IB/M/Jun22/8461/1F

18
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outside the
There are no questions printed on this page box
DO NOT WRITE ON THIS PAGE
ANSWER IN THE SPACES PROVIDED
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19 Do not write outside the 0 5 . 1 Plants take up water from the soil through their roots. box Some of the water is used for photosynthesis. Complete the word equation for photosynthesis. Choose answers from the box. [2 marks] fat glucose nitrogen oxygen protein carbon dioxide + water → + 0 5 . 2 Water and dissolved substances are transported through a plant. Complete the sentences. Choose answers from the box. [3 marks] epidermis guard cells palisade cells phloem stomata xylem Water moves from the roots to the leaves in the . Water is lost from leaves through pores called . Dissolved sugars are transported in the . Question 5 continues on the next page Turn over ► * 19 * IB/M/Jun22/8461/1F

19
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0 5 . 1 Plants take up water from the soil through their roots. box
Some of the water is used for photosynthesis.
Complete the word equation for photosynthesis.
Choose answers from the box.
[2 marks]
fat glucose nitrogen oxygen protein
carbon dioxide + water → +
0 5 . 2 Water and dissolved substances are transported through a plant.
Complete the sentences.
Choose answers from the box.
[3 marks]
epidermis guard cells palisade cells
phloem stomata xylem
Water moves from the roots to the leaves in the .
Water is lost from leaves through pores called .
Dissolved sugars are transported in the .
Question 5 continues on the next page
Turn over ►
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20 Do not write outside the Table 3 shows the rate of transpiration in four different plant species. box Table 3 Rate of transpiration in Plant species arbitrary units A 310 B 254 C 87 D 192 0 5 . 3 Calculate how many times greater the rate of transpiration of species A is than the rate of transpiration of species B . Give your answer to 2 significant figures . [3 marks] Number of times greater (2 significant figures) = * 20 * IB/M/Jun22/8461/1F

20
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Table 3 shows the rate of transpiration in four different plant species. box
Table 3
Rate of transpiration in
Plant species
arbitrary units
A 310
B 254
C 87
D 192
0 5 . 3 Calculate how many times greater the rate of transpiration of species A is than
the rate of transpiration of species B .
Give your answer to 2 significant figures .
[3 marks]
Number of times greater (2 significant figures) =
* 20 *
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21 Do not write outside the 0 5 . 4 Which factor could cause species A to have a higher rate of transpiration than box species B ? [1 mark] Tick (  ) one box. Each flower of species A has more petals. Each leaf of species A has more stomata. Each plant of species A has shorter roots. 0 5 . 5 Which environmental change would cause an increase in the rate of transpiration? [1 mark] Tick (  ) one box. Decreased light intensity Decreased wind speed Increased humidity Increased temperature 0 5 . 6 Which plant species in Table 3 is most likely to live in a dry desert ? [1 mark] Tick (  ) one box. A B C D Question 5 continues on the next page Turn over ► * 21 * IB/M/Jun22/8461/1F

21
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0 5 . 4 Which factor could cause species A to have a higher rate of transpiration than box
species B ?
[1 mark]
Tick (  ) one box.
Each flower of species A has more petals.
Each leaf of species A has more stomata.
Each plant of species A has shorter roots.
0 5 . 5 Which environmental change would cause an increase in the rate of transpiration?
[1 mark]
Tick (  ) one box.
Decreased light intensity
Decreased wind speed
Increased humidity
Increased temperature
0 5 . 6 Which plant species in Table 3 is most likely to live in a dry desert ?
[1 mark]
Tick (  ) one box.
A B C D
Question 5 continues on the next page
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22 Do not write outside the 0 5 . 7 Some plants have adaptations that help them survive. box Figure 6 shows part of a gorse plant. Figure 6 How will the sharp spines help the gorse plant survive? [ 1 mark] * 22 * IB/M/Jun22/8461/1F

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0 5 . 7 Some plants have adaptations that help them survive. box
Figure 6 shows part of a gorse plant.
Figure 6
How will the sharp spines help the gorse plant survive?
[ 1 mark]
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23 Do not write outside the 0 5 . 8 Animals also have adaptations to help them survive. box Figure 7 shows two insects. Figure 7 Hornet Hornet Moth Hornets are insects that sting other animals and cause pain. Hornet moths do not sting other animals. Explain why animals avoid eating the hornet moth . [2 marks] 14 Turn over for the next question Turn over ► * 23 * IB/M/Jun22/8461/1F

23
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0 5 . 8 Animals also have adaptations to help them survive. box
Figure 7 shows two insects.
Figure 7
Hornet Hornet Moth
Hornets are insects that sting other animals and cause pain.
Hornet moths do not sting other animals.
Explain why animals avoid eating the hornet moth .
[2 marks]
14
Turn over for the next question
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24 Do not write outside the 0 6 Table 4 shows information about four jellyfish. box The jellyfish are listed in order of increasing size . Table 4 Surface area Volume Surface area to Jellyfish Size of jellyfish in mm 2 in mm 3 volume ratio Smallest A 3 600 1 200 X :1 B 50 000 25 000 2:1 C 1 800 000 6 000 000 0.3:1 D 7 500 000 125 000 000 0.06:1 Largest 0 6 . 1 Calculate value X in Table 4 . [2 marks] X = 0 6 . 2 Describe the relationship between the size of a jellyfish and its surface area to volume ratio. Use Table 4 . [1 mark] * 24 * IB/M/Jun22/8461/1F

24
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0 6 Table 4 shows information about four jellyfish. box
The jellyfish are listed in order of increasing size .
Table 4
Surface area Volume Surface area to
Jellyfish Size of jellyfish
in mm 2 in mm 3 volume ratio
Smallest
A 3 600 1 200 X :1
B 50 000 25 000 2:1
C 1 800 000 6 000 000 0.3:1
D Largest 7 500 000 125 000 000 0.06:1
0 6 . 1 Calculate value X in Table 4 .
[2 marks]
X =
0 6 . 2 Describe the relationship between the size of a jellyfish and its surface area to
volume ratio.
Use Table 4 .
[1 mark]
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25 Do not write outside the The jellyfish in Table 4 take oxygen into their cells by diffusion. box 0 6 . 3 Name one other substance that enters cells by diffusion. Do not refer to oxygen in your answer. [1 mark] 0 6 . 4 Suggest two factors that affect the rate of diffusion of oxygen into a jellyfish . [2 marks] 1 2 0 6 . 5 Some organisms take in oxygen using a respiratory system. In humans, gas exchange takes place in the lungs. Name the organs where gas exchange takes place in fish . [1 mark] Question 6 continues on the next page Turn over ► * 25 * IB/M/Jun22/8461/1F

25
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The jellyfish in Table 4 take oxygen into their cells by diffusion. box
0 6 . 3 Name one other substance that enters cells by diffusion.
Do not refer to oxygen in your answer.
[1 mark]
0 6 . 4 Suggest two factors that affect the rate of diffusion of oxygen into a jellyfish .
[2 marks]
1
2
0 6 . 5 Some organisms take in oxygen using a respiratory system.
In humans, gas exchange takes place in the lungs.
Name the organs where gas exchange takes place in fish .
[1 mark]
Question 6 continues on the next page
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26 Do not write outside the 0 6 . 6 Figure 8 shows parts of the human breathing system. box Figure 8 Explain how the human breathing system is adapted to maximise the rate of gas exchange. [ 6 marks] 13 * 26 * IB/M/Jun22/8461/1F

26
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0 6 . 6 Figure 8 shows parts of the human breathing system. box
Figure 8
Explain how the human breathing system is adapted to maximise the rate of
gas exchange.
[ 6 marks]
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27 Do not write outside the 0 7 This question is about cells and transport. box 0 7 . 1 Complete Table 5 . [3 marks] Table 5 Name of cell part Function of cell part Contains genetic information Mitochondria Controls the movement of substances into and out of the cell Cells in potatoes are plant cells. Cells in potatoes do not contain chloroplasts. 0 7 . 2 What is the function of chloroplasts? [1 mark] 0 7 . 3 Name one type of cell in a potato plant that does not contain chloroplasts. [1 mark] Question 7 continues on the next page Turn over ► * 27 * IB/M/Jun22/8461/1F

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0 7 This question is about cells and transport. box
0 7 . 1 Complete Table 5 .
[3 marks]
Table 5
Name of cell part Function of cell part
Contains genetic information
Mitochondria
Controls the movement of substances into and
out of the cell
Cells in potatoes are plant cells.
Cells in potatoes do not contain chloroplasts.
0 7 . 2 What is the function of chloroplasts?
[1 mark]
0 7 . 3 Name one type of cell in a potato plant that does not contain chloroplasts.
[1 mark]
Question 7 continues on the next page
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28 Do not write outside the A student investigated the effect of salt concentration on pieces of potato. box This is the method used. 1. Cut three pieces of potato of the same size. 2. Record the mass of each potato piece. 3. Add 150 cm 3 of 0.4 mol/dm 3 salt solution to a beaker. 4. Place each potato piece into the beaker. 5. After 30 minutes, remove each potato piece and dry the surface with a paper towel. 6. Record the mass of each potato piece. 7. Repeat steps 1 to 6 using different concentrations of salt solution. 0 7 . 4 What is the independent variable in the investigation? [1 mark] Tick (  ) one box. Concentration of salt solution Mass of potato piece Time potato is left in salt solution Volume of salt solution 0 7 . 5 Why did the student dry the surface of each potato piece with a paper towel in step 5 ? [1 mark] * 28 * IB/M/Jun22/8461/1F

28
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A student investigated the effect of salt concentration on pieces of potato. box
This is the method used.
1. Cut three pieces of potato of the same size.
2. Record the mass of each potato piece.
3. Add 150 cm 3 of 0.4 mol/dm 3 salt solution to a beaker.
4. Place each potato piece into the beaker.
5. After 30 minutes, remove each potato piece and dry the surface with a paper towel.
6. Record the mass of each potato piece.
7. Repeat steps 1 to 6 using different concentrations of salt solution.
0 7 . 4 What is the independent variable in the investigation?
[1 mark]
Tick (  ) one box.
Concentration of salt solution
Mass of potato piece
Time potato is left in salt solution
Volume of salt solution
0 7 . 5 Why did the student dry the surface of each potato piece with a paper towel
in step 5 ?
[1 mark]
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29 Do not write outside the The student calculated the percentage change in mass of each potato piece. box 0 7 . 6 For one potato piece: • the starting mass was 2.5 g • the end mass was 2.7 g. Calculate the percentage increase in mass of the potato piece . [2 marks] Use the equation: increase in mass percentage increase in mass = × 100 starting mass Percentage increase in mass = % Question 7 continues on the next page Turn over ► * 29 * IB/M/Jun22/8461/1F

29
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The student calculated the percentage change in mass of each potato piece. box
0 7 . 6 For one potato piece:
• the starting mass was 2.5 g
• the end mass was 2.7 g.
Calculate the percentage increase in mass of the potato piece .
[2 marks]
Use the equation:
increase in mass
percentage increase in mass = × 100
starting mass
Percentage increase in mass = %
Question 7 continues on the next page
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30 Do not write outside the The student used the results from each potato piece to calculate the mean percentage box change in mass at each concentration. Table 6 shows the results. Table 6 Concentration of Mean percentage (%) salt solution in change in mass mol/dm 3 0.0 9.8 0.1 9.5 0.2 7.0 0.3 0.4 0.4 − 1.4 0 7 . 7 Complete Figure 9 . You should: • label the x-axis • use a suitable scale for the x-axis • plot the data from Table 6 • draw a line of best fit. [4 marks] * 30 * IB/M/Jun22/8461/1F

30
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The student used the results from each potato piece to calculate the mean percentage box
change in mass at each concentration.
Table 6 shows the results.
Table 6
Concentration of
Mean percentage (%)
salt solution in
change in mass
mol/dm 3
0.0 9.8
0.1 9.5
0.2 7.0
0.3 0.4
0.4 − 1.4
0 7 . 7 Complete Figure 9 .
You should:
• label the x-axis
• use a suitable scale for the x-axis
• plot the data from Table 6
• draw a line of best fit.
[4 marks]
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31 Do not write outside the Figure 9 box 0 7 . 8 What concentration of salt solution was equal to the concentration of the solution inside the potato pieces? Use Figure 9 . [1 mark] Concentration = mol/dm 3 Question 7 continues on the next page Turn over ► * 31 * IB/M/Jun22/8461/1F

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Figure 9 box
0 7 . 8 What concentration of salt solution was equal to the concentration of the
solution inside the potato pieces?
Use Figure 9 .
[1 mark]
Concentration = mol/dm 3
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32 Do not write outside the 0 7 . 9 Explain why the potato pieces in the 0.4 mol/dm 3 salt solution decreased in mass. box [ 3 mark s ] 17 * 32 * IB/M/Jun22/8461/1F

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0 7 . 9 Explain why the potato pieces in the 0.4 mol/dm 3 salt solution decreased in mass. box
[ 3 mark s ]
17
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33 Do not write outside the 0 8 Plant cells and fungal cells are similar in structure. box Figure 10 shows a fungal cell. Figure 10 0 8 . 1 Name one structure in Figure 10 which is present in both plant cells and fungal cells but not in animal cells. [1 mark] 0 8 . 2 Which disease is caused by a fungus? [1 mark] Tick (  ) one box. Gonorrhoea Malaria Measles Rose black spot Question 8 continues on the next page Turn over ► * 33 * IB/M/Jun22/8461/1F

33
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0 8 Plant cells and fungal cells are similar in structure. box
Figure 10 shows a fungal cell.
Figure 10
0 8 . 1 Name one structure in Figure 10 which is present in both plant cells and fungal cells
but not in animal cells.
[1 mark]
0 8 . 2 Which disease is caused by a fungus?
[1 mark]
Tick (  ) one box.
Gonorrhoea
Malaria
Measles
Rose black spot
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34 Do not write outside the 0 8 . 3 A fungal cell divides once every 90 minutes. box How many times would this fungal cell divide in 24 hours? [2 marks] Number of times cell divides in 24 hours = * 34 * IB/M/Jun22/8461/1F

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0 8 . 3 A fungal cell divides once every 90 minutes. box
How many times would this fungal cell divide in 24 hours?
[2 marks]
Number of times cell divides in 24 hours =
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35 Do not write outside the Some types of fungal cell are grown to produce high-protein food. box The high-protein food can be used to make meat-free burgers. 0 8 . 4 Where is protein digested in the human digestive system? [1 mark] Tick (  ) one box. Large intestine Liver Salivary glands Stomach 0 8 . 5 Which chemical could be used to test if the burgers contain protein? [1 mark] Tick (  ) one box. Benedict’s reagent Biuret reagent Ethanol Iodine solution Question 8 continues on the next page Turn over ► * 35 * IB/M/Jun22/8461/1F

35
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Some types of fungal cell are grown to produce high-protein food. box
The high-protein food can be used to make meat-free burgers.
0 8 . 4 Where is protein digested in the human digestive system?
[1 mark]
Tick (  ) one box.
Large intestine
Liver
Salivary glands
Stomach
0 8 . 5 Which chemical could be used to test if the burgers contain protein?
[1 mark]
Tick (  ) one box.
Benedict’s reagent
Biuret reagent
Ethanol
Iodine solution
Question 8 continues on the next page
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36 Do not write outside the 0 8 . 6 Table 7 shows some information about burgers made from meat and box meat-free burgers. Table 7 Mass per 100 g of burger Burgers made Meat-free from meat burgers Protein in g 14.0 9.0 Fibre in g 0.9 5.5 Fat in g 16.0 5.2 Carbohydrate in g 15.5 15.1 Cholesterol in mg 120.0 0.0 Evaluate the use of burgers made from meat compared with meat-free burgers in providing humans with a healthy, balanced diet. Use information from Table 7 and your own knowledge . [ 6 marks] * 36 * IB/M/Jun22/8461/1F

36
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0 8 . 6 Table 7 shows some information about burgers made from meat and box
meat-free burgers.
Table 7
Mass per 100 g of burger
Burgers made Meat-free
from meat burgers
Protein in g 14.0 9.0
Fibre in g 0.9 5.5
Fat in g 16.0 5.2
Carbohydrate in g 15.5 15.1
Cholesterol in mg 120.0 0.0
Evaluate the use of burgers made from meat compared with meat-free burgers in
providing humans with a healthy, balanced diet.
Use information from Table 7 and your own knowledge .
[ 6 marks]
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37 Do not write outside the box 12 END OF QUESTIONS * 37 * IB/M/Jun22/8461/1F

37
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12
END OF QUESTIONS
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38 Do not write outside the There are no questions printed on this page box DO NOT WRITE ON THIS PAGE ANSWER IN THE SPACES PROVIDED * 38 * IB/M/Jun22/8461/1F

38
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39 Do not write outside the box Question Additional page, if required. number Write the question numbers in the left-hand margin. * 39 * IB/M/Jun22/8461/1F

39
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Question Additional page, if required. box
number Write the question numbers in the left-hand margin.
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40 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 © 2022 AQA and its licensors. All rights reserved. * 226G8461/1F * * 40 * IB/M/Jun22/8461/1F

40
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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 © 2022 AQA and its licensors. All rights reserved.
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June 2022 QP