PMT PMT PMT SPECIMEN MATERIAL GCSE F BIOLOGY Foundation Tier Paper 2F Specimen 2018 Time allowed: 1 hour 45 minutes Materials For this paper you must have: • a ruler • a calculator. Instructions • Answer all questions in the spaces provided. • Do all rough work in this book. Cross through any work you do not want to be marked. Information • There are 100 marks available on this paper. • 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. • When answering questions 09.5, 10.3, 11.4 and 12.3 you need to make sure that your answer: ‒ is clear, logical, sensibly structured ‒ fully meets the requirements of the question ‒ shows that each separate point or step supports the overall answer. Advice In all calculations, show clearly how you work out your answer. Please write clearly, in block capitals. Centre number Candidate number Surname Forename(s) Candidate signature

PMT PMT PMT
SPECIMEN MATERIAL
GCSE
F
BIOLOGY
Foundation Tier Paper 2F
Specimen 2018 Time allowed: 1 hour 45 minutes
Materials
For this paper you must have:
• a ruler
• a calculator.
Instructions
• Answer all questions in the spaces provided.
• Do all rough work in this book. Cross through any work you do not want to be marked.
Information
• There are 100 marks available on this paper.
• 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.
• When answering questions 09.5, 10.3, 11.4 and 12.3 you need to make sure that your answer:
‒ is clear, logical, sensibly structured
‒ fully meets the requirements of the question
‒ shows that each separate point or step supports the overall answer.
Advice
In all calculations, show clearly how you work out your answer.
Please write clearly, in block capitals.
Centre number Candidate number
Surname
Forename(s)
Candidate signature

PMT PMT PMT 2 0 1 Figure 1 shows a human body cell. Figure 1 0 1 . 1 Which part in Figure 1 contains chromosomes? [1 mark] Tick one box. A B C 0 1 . 2 Humans have pairs of chromosomes in their body cells. Draw one line from each type of cell to the number of chromosomes it contains. [2 marks] SPECIMEN MATERIAL

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0 1 Figure 1 shows a human body cell.
Figure 1
0 1 . 1 Which part in Figure 1 contains chromosomes?
[1 mark]
Tick one box.
A B C
0 1 . 2 Humans have pairs of chromosomes in their body cells.
Draw one line from each type of cell to the number of chromosomes it contains.
[2 marks]
SPECIMEN MATERIAL

PMT PMT PMT 3 Humans have two different sex chromosomes, X and Y . Figure 2 shows the inheritance of sex in humans. Figure 2 0 1 . 3 Circle a part of Figure 2 that shows an egg cell. [ 1 mark] 0 1 . 4 Give the genotype of male offspring. [ 1 mark] 0 1 . 5 A man and a woman have two sons. The woman is pregnant with a third child. What is the chance that this child will also be a boy? [1 mark] Tick one box. 0% 25% 50% 100% SPECIMEN MATERIAL

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Humans have two different sex chromosomes, X and Y .
Figure 2 shows the inheritance of sex in humans.
Figure 2
0 1 . 3 Circle a part of Figure 2 that shows an egg cell.
[ 1 mark]
0 1 . 4 Give the genotype of male offspring.
[ 1 mark]
0 1 . 5 A man and a woman have two sons. The woman is pregnant with a third child.
What is the chance that this child will also be a boy?
[1 mark]
Tick one box.
0%
25%
50%
100%
SPECIMEN MATERIAL

PMT PMT PMT 4 0 2 Figure 3 shows a food chain in a garden . Figure 3 0 2 . 1 Name one consumer shown in Figure 3 . [ 1 mark ] 0 2 . 2 Name one carnivore shown in Figure 3 . [ 1 mark ] 0 2 . 3 A disease kills most of the shrews in the garden. Suggest why the number of snails in the garden may then increase. [ 1 mark] SPECIMEN MATERIAL

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0 2 Figure 3 shows a food chain in a garden .
Figure 3
0 2 . 1 Name one consumer shown in Figure 3 .
[ 1 mark ]
0 2 . 2 Name one carnivore shown in Figure 3 .
[ 1 mark ]
0 2 . 3 A disease kills most of the shrews in the garden.
Suggest why the number of snails in the garden may then increase.
[ 1 mark]
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PMT PMT PMT 5 0 2 . 4 What is the name given to all the snails in the garden shown in Figure 3 ? [ 1 mark ] Tick one box. Community Ecosystem Population Territory 0 2 . 5 Which pyramid of biomass is correct for the food chain shown in Figure 3 ? [1 mark] Tick one box. A B C 0 2 . 6 Some snails ate some lettuces. The lettuces contained 11 000 kJ of energy. Only 10% of this energy was transferred to the snails. Calculate the energy transferred to the snails from the lettuces. [1 mark] Energy = kJ Question 2 continues on the next page SPECIMEN MATERIAL

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0 2 . 4 What is the name given to all the snails in the garden shown in Figure 3 ?
[ 1 mark ]
Tick one box.
Community
Ecosystem
Population
Territory
0 2 . 5 Which pyramid of biomass is correct for the food chain shown in Figure 3 ?
[1 mark]
Tick one box.
A B C
0 2 . 6 Some snails ate some lettuces.
The lettuces contained 11 000 kJ of energy.
Only 10% of this energy was transferred to the snails.
Calculate the energy transferred to the snails from the lettuces.
[1 mark]
Energy = kJ
Question 2 continues on the next page
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PMT PMT PMT 6 0 2 . 7 Give one reason why only 10% of the energy in the lettuce s is transferred to the snails. [ 1 mark ] Tick one box. The lettuce s carr y out photosynthesis The snail s do not eat the roots of the lettuce s Not all parts of a snail can be eaten 0 2 . 8 Abiotic factors can affect the food chain. Wind direction is one abiotic factor. Name one other abiotic factor. [ 1 mark] SPECIMEN MATERIAL

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0 2 . 7 Give one reason why only 10% of the energy in the lettuce s is transferred to
the snails.
[ 1 mark ]
Tick one box.
The lettuce s carr y out photosynthesis
The snail s do not eat the roots of the lettuce s
Not all parts of a snail can be eaten
0 2 . 8 Abiotic factors can affect the food chain.
Wind direction is one abiotic factor.
Name one other abiotic factor.
[ 1 mark]
SPECIMEN MATERIAL

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Turn over for the next question
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PMT PMT PMT 8 0 3 A student was asked to estimate how many clover plants there are in the school field. Figure 4 shows the equipment used. Figure 4 This is the method used. 1. Throw a quadrat over your shoulder. 2. Count the number of clover plants inside the quadrat. 3. Repeat step 1 and step 2 four more times. 4. Estimate the number of clover plants in the whole field. 0 3 . 1 What is the tape in Figure 4 used for in this investigation? [ 1 mark] SPECIMEN MATERIAL

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0 3 A student was asked to estimate how many clover plants there are in the school field.
Figure 4 shows the equipment used.
Figure 4
This is the method used.
1. Throw a quadrat over your shoulder.
2. Count the number of clover plants inside the quadrat.
3. Repeat step 1 and step 2 four more times.
4. Estimate the number of clover plants in the whole field.
0 3 . 1 What is the tape in Figure 4 used for in this investigation?
[ 1 mark]
SPECIMEN MATERIAL

PMT PMT PMT 9 0 3 . 2 The teacher told the student that throwing the quadrat ov er his shoulder was not random. The method could be improved to make sure the quadrats were placed randomly. Suggest one change the student could make to ensure the quadrats were placed randomly. [ 1 mark] 0 3 . 3 How could the student improve the investigation so that a valid estimate can be made? [ 2 marks ] Tick t w o boxes. Weigh the clover plants Compare their results with another student’s results Count the leaves of the clover plants Place more quadrats Place the quadrats in a line across the field Question 3 continues on the next page SPECIMEN MATERIAL

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0 3 . 2 The teacher told the student that throwing the quadrat ov er his shoulder
was not random.
The method could be improved to make sure the quadrats were placed randomly.
Suggest one change the student could make to ensure the quadrats were placed
randomly.
[ 1 mark]
0 3 . 3 How could the student improve the investigation so that a valid estimate can
be made?
[ 2 marks ]
Tick t w o boxes.
Weigh the clover plants
Compare their results with another student’s results
Count the leaves of the clover plants
Place more quadrats
Place the quadrats in a line across the field
Question 3 continues on the next page
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PMT PMT PMT 10 Table 1 shows the student’s results. Table 1 Quadrat Number of clover number plants counted 1 11 2 8 3 11 4 9 5 1 Total 40 0 3 . 4 The area of the school field was 500 m 2 . The quadrat used in Table 1 had an area of 0.25 m 2 . Calculate the estimated number of clover plants in the school field. [ 3 mark s ] Estimated number of clover plants = SPECIMEN MATERIAL

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Table 1 shows the student’s results.
Table 1
Quadrat Number of clover
number plants counted
1 11
2 8
3 11
4 9
5 1
Total 40
0 3 . 4 The area of the school field was 500 m 2 .
The quadrat used in Table 1 had an area of 0.25 m 2 .
Calculate the estimated number of clover plants in the school field.
[ 3 mark s ]
Estimated number of clover plants =
SPECIMEN MATERIAL

PMT PMT PMT 11 0 3 . 5 What was the mode for the results in Table 1 ? [ 1 mark ] Tick one box. 1 8 11 40 0 3 . 6 Suggest which quadrat could have been placed under the shade of a large tree. Give one reason for your answer. [1 mark] Quadrat number Reason Turn over for the next question SPECIMEN MATERIAL

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0 3 . 5 What was the mode for the results in Table 1 ?
[ 1 mark ]
Tick one box.
1
8
11
40
0 3 . 6 Suggest which quadrat could have been placed under the shade of a large tree.
Give one reason for your answer.
[1 mark]
Quadrat number
Reason
Turn over for the next question
SPECIMEN MATERIAL

PMT PMT PMT 12 0 4 Humans control their internal environment in many ways. Look at Figure 5 . Figure 5 0 4 . 1 Name organ A . [ 1 mark] 0 4 . 2 Organ A stores glucose. People with Type 1 diabetes cannot effectively control the levels of glucose in their blood. Name the hormone people with Type 1 diabetes have to inject to decrease their blood glucose level. [ 1 mark] SPECIMEN MATERIAL

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0 4 Humans control their internal environment in many ways.
Look at Figure 5 .
Figure 5
0 4 . 1 Name organ A .
[ 1 mark]
0 4 . 2 Organ A stores glucose.
People with Type 1 diabetes cannot effectively control the levels of glucose in
their blood.
Name the hormone people with Type 1 diabetes have to inject to decrease their
blood glucose level.
[ 1 mark]
SPECIMEN MATERIAL

PMT PMT PMT 13 0 4 . 3 Which organ produces urine ? [ 1 mark] Tick one box. Brain Lungs Kidney Thyroid 0 4 . 4 Marathon runners often drink sports drinks during a race. Explain why. [ 2 mark s ] Turn over for the next question SPECIMEN MATERIAL

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0 4 . 3 Which organ produces urine ?
[ 1 mark]
Tick one box.
Brain
Lungs
Kidney
Thyroid
0 4 . 4 Marathon runners often drink sports drinks during a race.
Explain why.
[ 2 mark s ]
Turn over for the next question
SPECIMEN MATERIAL

PMT PMT PMT 14 0 5 Figure 6 shows the a rea of forest lost in Madagascar from 2009 to 2012. Figure 6 0 5 . 1 The area of forest lost each year in Madagascar increased between 2009 and 2012. Determine the total area of forest lost from the start of 2009 to the end of 2012. [ 1 mark ] Total area of forest lost = thousand hectares SPECIMEN MATERIAL

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0 5 Figure 6 shows the a rea of forest lost in Madagascar from 2009 to 2012.
Figure 6
0 5 . 1 The area of forest lost each year in Madagascar increased between 2009 and 2012.
Determine the total area of forest lost from the start of 2009 to the end of 2012.
[ 1 mark ]
Total area of forest lost = thousand hectares
SPECIMEN MATERIAL

PMT PMT PMT 15 0 5 . 2 What are the possible reasons for the change in the a rea of forest lost per year between 2009 and 2012? [ 2 marks ] Tick t w o boxes. The local people stop grow ing rice Fewer new hous es are needed for the population The local people decided to farm cattle More trees have been planted A company starts growing plants for biofuels 0 5 . 3 More forest was lost in 2012 than in 2009. Use words from the box to complete the sentences. [ 2 marks ] carbon dioxide excretion nitrogen oxygen photosynthesis respiration The increase in the area of forest lost has caused an increase in the gas . The increase of this gas has been caused b ecause less of the gas is b eing absorbed by plants for the process of . Question 5 continues on the next page SPECIMEN MATERIAL

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0 5 . 2 What are the possible reasons for the change in the a rea of forest lost per year
between 2009 and 2012?
[ 2 marks ]
Tick t w o boxes.
The local people stop grow ing rice
Fewer new hous es are needed for the population
The local people decided to farm cattle
More trees have been planted
A company starts growing plants for biofuels
0 5 . 3 More forest was lost in 2012 than in 2009.
Use words from the box to complete the sentences.
[ 2 marks ]
carbon dioxide excretion nitrogen
oxygen photosynthesis respiration
The increase in the area of forest lost has caused an increase
in the gas .
The increase of this gas has been caused b ecause less of the gas is b eing
absorbed by plants for the process of .
Question 5 continues on the next page
SPECIMEN MATERIAL

PMT PMT PMT 16 0 5 . 4 Deforestation can have negative effects on our ecosystems . What are the negative effects of deforestation ? [2 marks] Tick two boxes. A nimals and birds migrate because there is less food M ore habitats ar e destroyed There is less acid rain There is more biodiversity T he global temperature decreases 0 5 . 5 Scientists try to reduce the negative effects of human activity on our ecosystems. One way is to protect rare habitats. Give one other way of reducing the negative effects of human activity on our ecosystems. [ 1 mark] SPECIMEN MATERIAL

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0 5 . 4 Deforestation can have negative effects on our ecosystems .
What are the negative effects of deforestation ?
[2 marks]
Tick two boxes.
A nimals and birds migrate because there is less food
M ore habitats ar e destroyed
There is less acid rain
There is more biodiversity
T he global temperature decreases
0 5 . 5 Scientists try to reduce the negative effects of human activity on our ecosystems.
One way is to protect rare habitats.
Give one other way of reducing the negative effects of human activity on
our ecosystems.
[ 1 mark]
SPECIMEN MATERIAL

PMT PMT PMT 17 Turn over for the next question SPECIMEN MATERIAL

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Turn over for the next question
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PMT PMT PMT 18 0 6 Hormones called auxins control plant growth. A student investigated plant growth responses in roots. This is the method used. 1. Grow three bean seeds until their roots are 1 cm long. 2. Attach the three bean seeds to moist cotton wool in a Petri dish. Each bean seed root should point in a different direction. 3. Fix the Petri dish vertically for 2 days in the dark. Figure 7 shows the results. Figure 7 SPECIMEN MATERIAL

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0 6 Hormones called auxins control plant growth.
A student investigated plant growth responses in roots.
This is the method used.
1. Grow three bean seeds until their roots are 1 cm long.
2. Attach the three bean seeds to moist cotton wool in a Petri dish.
Each bean seed root should point in a different direction.
3. Fix the Petri dish vertically for 2 days in the dark.
Figure 7 shows the results.
Figure 7
SPECIMEN MATERIAL

PMT PMT PMT 19 0 6 . 1 Describe the direction of growth of the bean roots after 2 days. Give one reason for this growth response. [ 2 marks] Direction of root growth Reason 0 6 . 2 The student then noticed the shoots growing from the seeds. He then: 1. put a light above the Petri dish but did not move the seeds 2. allowed the seeds to grow for 2 more days. Predict the direction of growth of the bean shoots after 2 days. Give one reason for your prediction. [ 2 marks] Direction of growth Reason Question 6 continues on the next page SPECIMEN MATERIAL

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0 6 . 1 Describe the direction of growth of the bean roots after 2 days.
Give one reason for this growth response.
[ 2 marks]
Direction of root growth
Reason
0 6 . 2 The student then noticed the shoots growing from the seeds.
He then:
1. put a light above the Petri dish but did not move the seeds
2. allowed the seeds to grow for 2 more days.
Predict the direction of growth of the bean shoots after 2 days.
Give one reason for your prediction.
[ 2 marks]
Direction of growth
Reason
Question 6 continues on the next page
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PMT PMT PMT 20 Ethene is a plant hormone . Ethene causes fruit to ripen. Scientists measured the concentration of ethene found in fruit at different stages of ripeness. Figure 8 shows the results. Figure 8 0 6 . 3 At which stage of ripeness is there most ethene? [ 1 mark ] Tick one box. Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 SPECIMEN MATERIAL

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Ethene is a plant hormone .
Ethene causes fruit to ripen.
Scientists measured the concentration of ethene found in fruit at different stages
of ripeness.
Figure 8 shows the results.
Figure 8
0 6 . 3 At which stage of ripeness is there most ethene?
[ 1 mark ]
Tick one box.
Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
SPECIMEN MATERIAL

PMT PMT PMT 21 0 6 . 4 Suggest how the scientists can find out if the result for Stage 1 was an anomaly. [ 1 mark] 0 6 . 5 Gibberellins are a different type of plant hormone. Farmers growing cotton plants in cold climates sometimes soak their seeds in a solution of gibberellins before planting the seeds. Suggest an advantage of soaking seeds in a gibberellin solution in cold climates. [ 1 mark] Turn over for the next question SPECIMEN MATERIAL

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0 6 . 4 Suggest how the scientists can find out if the result for Stage 1 was an anomaly.
[ 1 mark]
0 6 . 5 Gibberellins are a different type of plant hormone.
Farmers growing cotton plants in cold climates sometimes soak their seeds in a
solution of gibberellins before planting the seeds.
Suggest an advantage of soaking seeds in a gibberellin solution in cold climates.
[ 1 mark]
Turn over for the next question
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PMT PMT PMT 22 0 7 Two students investigated reflex action times. This is the method used. 1. Student A sits with his elbow resting on the edge of a table. 2. Student B holds a ruler with the bottom of the ruler level with the thumb of Student A . 3. Student B drops the ruler. 4. Student A catches the ruler and records the distance. 5. Steps 1 to 4 are then repeated. The same method was also used with Student A dropping the ruler and Student B catching the ruler. 0 7 . 1 Give two variable s the students controlled in their investigation. [2 marks] 1 2 SPECIMEN MATERIAL

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0 7 Two students investigated reflex action times.
This is the method used.
1. Student A sits with his elbow resting on the edge of a table.
2. Student B holds a ruler with the bottom of the ruler level with the thumb
of Student A .
3. Student B drops the ruler.
4. Student A catches the ruler and records the distance.
5. Steps 1 to 4 are then repeated.
The same method was also used with Student A dropping the ruler and
Student B catching the ruler.
0 7 . 1 Give two variable s the students controlled in their investigation.
[2 marks]
1
2
SPECIMEN MATERIAL

PMT PMT PMT 23 Figure 9 shows one of the results for the S tudent A . Figure 9 0 7 . 2 What is the reading shown in Figure 9 ? [1 mark] Reading on ruler = cm Question 7 continues on the next page SPECIMEN MATERIAL

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Figure 9 shows one of the results for the S tudent A .
Figure 9
0 7 . 2 What is the reading shown in Figure 9 ?
[1 mark]
Reading on ruler = cm
Question 7 continues on the next page
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PMT PMT PMT 24 Table 2 shows the student s ’ results. Table 2 Distance ruler dropped in cm Test number Student A Student B 1 9 12 2 2 13 3 6 13 4 7 9 5 7 8 Mean 7 X 0 7 . 3 Circle the anomalous result in Table 2 for Student A . [1 mark] 0 7 . 4 What is the median result for S tudent B ? [1 mark] Tick one box. 8 1 1 12 13 SPECIMEN MATERIAL

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Table 2 shows the student s ’ results.
Table 2
Distance ruler dropped in cm
Test
number
Student A Student B
1 9 12
2 2 13
3 6 13
4 7 9
5 7 8
Mean 7 X
0 7 . 3 Circle the anomalous result in Table 2 for Student A .
[1 mark]
0 7 . 4 What is the median result for S tudent B ?
[1 mark]
Tick one box.
8
1 1
12
13
SPECIMEN MATERIAL

PMT PMT PMT 25 0 7 . 5 Calculate the value of X in T able 2 . [ 1 mark ] Mean distance ruler dropped = cm 0 7 . 6 Figure 1 0 shows the scale used to convert distance of the ruler drop to reaction time. Figure 1 0 Calculate how much faster the reaction time of Student A was compared to Student B . Use Figure 10 and Table 2 . [ 2 mark s ] Answer = s Questio n 7 continues on the next page SPECIMEN MATERIAL

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0 7 . 5 Calculate the value of X in T able 2 .
[ 1 mark ]
Mean distance ruler dropped = cm
0 7 . 6 Figure 1 0 shows the scale used to convert distance of the ruler drop to
reaction time.
Figure 1 0
Calculate how much faster the reaction time of Student A was compared
to Student B .
Use Figure 10 and Table 2 .
[ 2 mark s ]
Answer = s
Questio n 7 continues on the next page
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PMT PMT PMT 26 0 7 . 7 What improvement could the students make to the method so the results are more valid ? [ 1 mark ] Tick one box. Use alternate hands when catching the ruler C arry out more repeats U se a longer ruler for catching U se more than two students to collect results 0 7 . 8 Student A carried out a second investigation to see the effect of caffeine on the reflex action. Table 3 shows his results. Table 3 Distance ruler dropped in cm Test number Without caffeine With caffeine 1 9 5 2 6 5 3 9 4 4 6 7 5 10 4 Mean 8 5 Give one conclusion about the effect of caffeine on reflex actions. [1 mark] SPECIMEN MATERIAL

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0 7 . 7 What improvement could the students make to the method so the results are
more valid ?
[ 1 mark ]
Tick one box.
Use alternate hands when catching the ruler
C arry out more repeats
U se a longer ruler for catching
U se more than two students to collect results
0 7 . 8 Student A carried out a second investigation to see the effect of caffeine on the
reflex action.
Table 3 shows his results.
Table 3
Distance ruler dropped in cm
Test
number
Without caffeine With caffeine
1 9 5
2 6 5
3 9 4
4 6 7
5 10 4
Mean 8 5
Give one conclusion about the effect of caffeine on reflex actions.
[1 mark]
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PMT PMT PMT 27 Turn over for the next question SPECIMEN MATERIAL

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Turn over for the next question
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PMT PMT PMT 28 0 8 Our understanding of genetics and inheritance has improved due to the work of many scientists. 0 8 . 1 Draw one line from each scientist to the description of their significant work. [3 marks] 0 8 . 2 In the mid-20th century the structure of DNA was discovered. What is a section of DNA which codes for one specific protein called? [1 mark] SPECIMEN MATERIAL

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0 8 Our understanding of genetics and inheritance has improved due to the work of
many scientists.
0 8 . 1 Draw one line from each scientist to the description of their significant work.
[3 marks]
0 8 . 2 In the mid-20th century the structure of DNA was discovered.
What is a section of DNA which codes for one specific protein called?
[1 mark]
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PMT PMT PMT 29 Figure 1 1 shows one strand of DNA . The strand has a sequence of bases (A, C, G and T). Figure 1 1 0 8 . 3 How many amino acids does the strand of DNA in Figure 1 1 code for? [ 1 mark ] Tick one box. 2 3 4 6 Question 8 continues on the next page SPECIMEN MATERIAL

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Figure 1 1 shows one strand of DNA .
The strand has a sequence of bases (A, C, G and T).
Figure 1 1
0 8 . 3 How many amino acids does the strand of DNA in Figure 1 1 code for?
[ 1 mark ]
Tick one box.
2
3
4
6
Question 8 continues on the next page
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PMT PMT PMT 30 Mutations of DNA cause some inherited disorders . One inherited disorder is cystic fibrosis (CF). A recessive allele causes CF. 0 8 . 4 Complete the genetic diagram in Figure 1 2 . • Identify any children with CF. • Give the probability of any children having CF. [3 marks] Each parent does not have CF. The following symbols have been used: D = dominant allele for not having CF d = recessive allele for having CF Figure 1 2 Probability of a child with CF = 0 8 . 5 What is the genotype of the mother shown in Figure 1 2 ? [ 1 mark ] Tick one box. Heterozygous Homozygous dominant Homozygous recessive SPECIMEN MATERIAL

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Mutations of DNA cause some inherited disorders .
One inherited disorder is cystic fibrosis (CF).
A recessive allele causes CF.
0 8 . 4 Complete the genetic diagram in Figure 1 2 .
• Identify any children with CF.
• Give the probability of any children having CF.
[3 marks]
Each parent does not have CF.
The following symbols have been used:
D = dominant allele for not having CF
d = recessive allele for having CF
Figure 1 2
Probability of a child with CF =
0 8 . 5 What is the genotype of the mother shown in Figure 1 2 ?
[ 1 mark ]
Tick one box.
Heterozygous
Homozygous dominant
Homozygous recessive
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PMT PMT PMT 31 Turn over for the next question SPECIMEN MATERIAL

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Turn over for the next question
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PMT PMT PMT 32 0 9 Glands in the body produce hormones . 0 9 . 1 Use words from the box to label gland A and gland B on Figure 13 . [2 marks] Adrenal Pancreas Pituitary Testis Thyroid Figure 13 0 9 . 2 Which gland produces oestrogen? [ 1 mark ] Tick one box. Ovary Pancreas Testis Thyroid SPECIMEN MATERIAL

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0 9 Glands in the body produce hormones .
0 9 . 1 Use words from the box to label gland A and gland B on Figure 13 .
[2 marks]
Adrenal Pancreas Pituitary Testis Thyroid
Figure 13
0 9 . 2 Which gland produces oestrogen?
[ 1 mark ]
Tick one box.
Ovary
Pancreas
Testis
Thyroid
SPECIMEN MATERIAL

PMT PMT PMT 33 Table 4 shows some methods of contraception. Table 4 Type of Percentage (%) of contraception pregnancies prevented Oral pill >99 Implant 99 Condom 98 Diaphragm <96 0 9 . 3 Which method of contraception in Table 4 is least effective at preventing pregnancy? [ 1 mark] 0 9 . 4 Which method of contraception in Table 4 will protect against sexually transmitted diseases like HIV? [ 1 mark] Question 9 continues on the next page SPECIMEN MATERIAL

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Table 4 shows some methods of contraception.
Table 4
Type of Percentage (%) of
contraception pregnancies prevented
Oral pill >99
Implant 99
Condom 98
Diaphragm <96
0 9 . 3 Which method of contraception in Table 4 is least effective at preventing pregnancy?
[ 1 mark]
0 9 . 4 Which method of contraception in Table 4 will protect against sexually transmitted
diseases like HIV?
[ 1 mark]
Question 9 continues on the next page
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PMT PMT PMT 34 Another method of contraception is called the intrauterine device (IUD). There are two main types of IUD: • copper • plastic. Both types of IUD are more than 99% effective. Look at Table 5 . Table 5 Copper IUD Plastic IUD How the IUD • releases copper • releases a hormone works • copper changes the fluids in • hormone thickens mucus from the uterus to kill sperm the cervix so the sperm have more difficulty swimming to the egg Benefits • prevents pregnancy for up to • prevents pregnancy for up to 10 years 5 years • can be removed at any time • can be removed at any time • can be used as emergency contraception Possible • very painful periods • painful periods side effects • heavy periods or periods • light periods or no periods which last for a long time • feeling sick, back pain • feeling sick, headaches, breast pain, acne • hormones may affect mood • ovarian cysts SPECIMEN MATERIAL

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Another method of contraception is called the intrauterine device (IUD).
There are two main types of IUD:
• copper
• plastic.
Both types of IUD are more than 99% effective.
Look at Table 5 .
Table 5
Copper IUD Plastic IUD
How the IUD • releases copper • releases a hormone
works
• copper changes the fluids in • hormone thickens mucus from
the uterus to kill sperm the cervix so the sperm have
more difficulty swimming to
the egg
Benefits • prevents pregnancy for up to • prevents pregnancy for up to
10 years 5 years
• can be removed at any time • can be removed at any time
• can be used as emergency
contraception
Possible • very painful periods • painful periods
side effects
• heavy periods or periods • light periods or no periods
which last for a long time
• feeling sick, back pain • feeling sick, headaches,
breast pain, acne
• hormones may affect mood
• ovarian cysts
SPECIMEN MATERIAL

PMT PMT PMT 35 0 9 . 5 Evaluate the use of the plastic IUD as a contraceptive compared to the copper IUD. Use the information in Table 5 . [4 marks] Turn over for the next question SPECIMEN MATERIAL

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0 9 . 5 Evaluate the use of the plastic IUD as a contraceptive compared to the copper IUD.
Use the information in Table 5 .
[4 marks]
Turn over for the next question
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PMT PMT PMT 36 1 0 Ch arles Darwin proposed the theory of natural selection. Many people at the time did not accept his theory. 1 0 . 1 There was a different theory at the same time as Darwin’s theory. The different theory said that changes in an organism during its life could be inherited. Who proposed this theory? [ 1 mark ] SPECIMEN MATERIAL

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1 0 Ch arles Darwin proposed the theory of natural selection.
Many people at the time did not accept his theory.
1 0 . 1 There was a different theory at the same time as Darwin’s theory.
The different theory said that changes in an organism during its life could be
inherited.
Who proposed this theory?
[ 1 mark ]
SPECIMEN MATERIAL

PMT PMT PMT 37 1 0 . 2 Study ing fossils help s scientists understand how living things have evolved. Figure 14 shows a fossilised snake. Figure 14 Explain how the fossil in Figure 1 4 may have formed. [ 3 marks] Question 10 continues on the next page SPECIMEN MATERIAL

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1 0 . 2 Study ing fossils help s scientists understand how living things have evolved.
Figure 14 shows a fossilised snake.
Figure 14
Explain how the fossil in Figure 1 4 may have formed.
[ 3 marks]
Question 10 continues on the next page
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PMT PMT PMT 38 T here are many types of rat snake in the world . Table 6 shows two types of rat snake. Table 6 Type of snake Japanese rat snake Texas rat snake Colour of snake Green Pale brown Type of environment Grass Dry and dusty SPECIMEN MATERIAL

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T here are many types of rat snake in the world .
Table 6 shows two types of rat snake.
Table 6
Type of snake Japanese rat snake Texas rat snake
Colour of snake Green Pale brown
Type of environment Grass Dry and dusty
SPECIMEN MATERIAL

PMT PMT PMT 39 1 0 . 3 T he different types of rat snake have evolved from similar ancestors. The rat snakes have evolved to to suit their environments. Explain how the Japanese rat snake evolved to be different from the Texas rat snake. [ 4 marks] 1 0 . 4 Many species of snake have become extinct. Give one reason why a species might become extinct. [1 mark] Turn over for the next question SPECIMEN MATERIAL

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1 0 . 3 T he different types of rat snake have evolved from similar ancestors.
The rat snakes have evolved to to suit their environments.
Explain how the Japanese rat snake evolved to be different from the
Texas rat snake.
[ 4 marks]
1 0 . 4 Many species of snake have become extinct.
Give one reason why a species might become extinct.
[1 mark]
Turn over for the next question
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PMT PMT PMT 40 1 1 A gardener wants to add compost to the soil to increase his yield of strawberries. The gardener wants to make his own compost. 1 1 . 1 An airtight compost heap causes anaerobic decay. Explain why the gardener might be against producing compost using this method. [ 2 marks] SPECIMEN MATERIAL

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1 1 A gardener wants to add compost to the soil to increase his yield of strawberries.
The gardener wants to make his own compost.
1 1 . 1 An airtight compost heap causes anaerobic decay.
Explain why the gardener might be against producing compost using this method.
[ 2 marks]
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PMT PMT PMT 41 The gardener finds this research on the I nternet : ‘A carbon to nitrogen ratio of 25:1 will produce fertile compost.’ Look at Table 7 . Table 7 Type of material Mass of carbon Mass of nitrogen Carbon:nitrogen to compost in sample in g in sample in g ratio Chicken manure 8.75 1.25 7:1 Horse manure 10.00 0.50 20:1 Peat moss 9.80 0.20 X 1 1 . 2 Determine the ratio X in Table 7 . [ 1 mark ] Ratio 1 1 . 3 Which type of material in Table 7 would be best for the gardener to use to make his compost? Justify your answer. [ 1 mark] Question 11 continues on the next page SPECIMEN MATERIAL

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The gardener finds this research on the I nternet :
‘A carbon to nitrogen ratio of 25:1 will produce fertile compost.’
Look at Table 7 .
Table 7
Type of material Mass of carbon Mass of nitrogen Carbon:nitrogen
to compost in sample in g in sample in g ratio
Chicken manure 8.75 1.25 7:1
Horse manure 10.00 0.50 20:1
Peat moss 9.80 0.20 X
1 1 . 2 Determine the ratio X in Table 7 .
[ 1 mark ]
Ratio
1 1 . 3 Which type of material in Table 7 would be best for the gardener to use to make
his compost?
Justify your answer.
[ 1 mark]
Question 11 continues on the next page
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PMT PMT PMT 42 1 1 . 4 Some of the leaves from the gardener’s strawberry plant die. The dead leaves fall off the strawberry plant onto the ground. The carbon in the dead leaves is recycled through the carbon cycle. Explain how the carbon is recycled into the growth of new leaves. [6 marks] SPECIMEN MATERIAL

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1 1 . 4 Some of the leaves from the gardener’s strawberry plant die.
The dead leaves fall off the strawberry plant onto the ground.
The carbon in the dead leaves is recycled through the carbon cycle.
Explain how the carbon is recycled into the growth of new leaves.
[6 marks]
SPECIMEN MATERIAL

PMT PMT PMT 43 1 1 . 5 Figure 1 5 shows two strawberries. • Both strawberries were picked from the same strawberry plant. • Both strawberries were picked 3 days ago. • The strawberries were stored in different conditions. Figure 15 Give three possible reasons that may have caused strawberry A to decay. [ 3 marks] 1 2 3 Turn over for the next question SPECIMEN MATERIAL

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1 1 . 5 Figure 1 5 shows two strawberries.
• Both strawberries were picked from the same strawberry plant.
• Both strawberries were picked 3 days ago.
• The strawberries were stored in different conditions.
Figure 15
Give three possible reasons that may have caused strawberry A to decay.
[ 3 marks]
1
2
3
Turn over for the next question
SPECIMEN MATERIAL

PMT PMT PMT 44 1 2 Many different types of animals are produced using selective breeding. Some cats are selectively bred so that they do not cause allergies in people. 1 2 . 1 Suggest two other reasons why people might selectively breed cats. [ 2 marks ] 1 2 1 2 . 2 Selective breeding could cause problems of inbreeding in cats. Describe one problem inbreeding causes. [1 mark] SPECIMEN MATERIAL

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1 2 Many different types of animals are produced using selective breeding.
Some cats are selectively bred so that they do not cause allergies in people.
1 2 . 1 Suggest two other reasons why people might selectively breed cats.
[ 2 marks ]
1
2
1 2 . 2 Selective breeding could cause problems of inbreeding in cats.
Describe one problem inbreeding causes.
[1 mark]
SPECIMEN MATERIAL

PMT PMT PMT 45 1 2 . 3 Many people have breathing problems because they are allergic to cats. The allergy is caused by a chemical called Fel D1. Different cats produce different amounts of Fel D1. A cat has been bred so that it does not produce Fel D1. The cat does not cause an allergic reaction. Explain how the cat has been produced using selective breeding. [ 4 marks] END OF QUESTIONS SPECIMEN MATERIAL

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1 2 . 3 Many people have breathing problems because they are allergic to cats.
The allergy is caused by a chemical called Fel D1.
Different cats produce different amounts of Fel D1.
A cat has been bred so that it does not produce Fel D1.
The cat does not cause an allergic reaction.
Explain how the cat has been produced using selective breeding.
[ 4 marks]
END OF QUESTIONS
SPECIMEN MATERIAL

PMT PMT PMT 46 There are no questions printed on this page SPECIMEN MATERIAL

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There are no questions printed on this page
SPECIMEN MATERIAL

PMT PMT PMT 47 There are no questions printed on this page SPECIMEN MATERIAL

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There are no questions printed on this page
SPECIMEN MATERIAL

PMT PMT PMT 48 There are no questions printed on this page Copyright information 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 in future papers if notified. If you have any queries please contact the Copyright Team, AQA, Stag Hill House, Guildford, GU2 7XJ. Copyright © 2016 AQA and its licensors. All rights reserved. Figure 3: Lettuce © destillat/Thinkstock Figure 3: Snail © Valengilda/Thinkstock Figure 3: Shrew © GlobalP/Thinkstock Figure 14: Fossilised snake © Peter Menzel/Science Photo Library Table 6: Japanese rat snake © Kazzpix/Thinkstock Table 6: Texas rat snake © Alexey Kuznetsov/Thinkstock Figure 15: Decaying strawberry © sarahdoow/Thinkstock Figure 15: Strawberry © Mariusz Blach/Thinkstock SPECIMEN MATERIAL

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There are no questions printed on this page
Copyright information
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 in future papers if notified. If you have any queries
please contact the Copyright Team, AQA, Stag Hill House, Guildford, GU2 7XJ.
Copyright © 2016 AQA and its licensors. All rights reserved.
Figure 3: Lettuce © destillat/Thinkstock
Figure 3: Snail © Valengilda/Thinkstock
Figure 3: Shrew © GlobalP/Thinkstock
Figure 14: Fossilised snake © Peter Menzel/Science Photo Library
Table 6: Japanese rat snake © Kazzpix/Thinkstock
Table 6: Texas rat snake © Alexey Kuznetsov/Thinkstock
Figure 15: Decaying strawberry © sarahdoow/Thinkstock
Figure 15: Strawberry © Mariusz Blach/Thinkstock
SPECIMEN MATERIAL

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