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Edexcel GCSE

Biology/Additional Science
Unit B2: The Components of Life

Foundation Tier
Additional Sample Assessment Material
Time: 1 hour
You must have:
Calculator, Ruler

Paper Reference

5BI2F/01
Total Marks

Instructions

black ink or ball-point pen.

Use
Fill
in
boxes at the top of this page with your name,
centrethe
number and candidate number.
all questions.
Answer
the questions in the spaces provided
Answer
there may be more space than you need.

Information

total mark for this paper is 60.

The
marks for each question are shown in brackets
The
use this as a guide as to how much time to spend on each question.
Questions labelled with an asterisk (*) are ones where the quality of your
written
communication will be assessed

you should take particular care with your spelling, punctuation and grammar, as
well as the clarity of expression, on these questions.

Advice

Read each question carefully before you start to answer it.

Keep
eye on the time.
Try toananswer
every question.
Check your answers
if you have time at the end.

S39592A
2012 Edexcel Limited.

6/8/8/2/

*S39592A0120*

Turn over

Answer ALL questions

Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
Cells
1 (a) The diagrams show a bacterial cell, a plant cell and an animal cell.
Structure X is found in all three cells.

structure X

bacterial cell

animal cell

plant cell
(i) Complete the sentence by putting a cross (

) in the box next to your answer.

Structure X is the

(1)

A cell membrane
B cell wall
C cytoplasm
D nucleus

(ii) Many bacteria have one or more flagella whereas most animal cells have no
flagella.

State one other difference between a bacterial cell and an animal cell.

(1)

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*S39592A0220*

(b) Scientists use microscopes to magnify cells.

(i) Use words from the box to complete the sentences.

(2)

focusing wheellesslight
objective lensmore

The magnification of a light microscope can be varied by changing the

. . . . . . . . . . . . . . . . . . ..........................................................

The electron microscope can magnify images ................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

than the light microscope.

(ii) The diagram shows a sperm cell that has been magnified 100 000 times.

130 mm

Calculate the actual length of the sperm cell.

(2)

length of sperm cell = ........................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . mm

(iii) Explain why a human sperm cell contains more mitochondria than most other
types of cell in the human body.

(2)

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(Total for Question 1 = 8 marks)

*S39592A0320*

Turn over

Garden ecosystems
2 (a) The photographs show a garden and some of the organisms that can be found
in it.
butterflies on the
flowers

woodlice under
the bushes

clover in the lawn

fish in the pond

(i) Complete the sentence by putting a cross (

) in the box next to your answer.

The most suitable piece of equipment to investigate the distribution of

butterflies in this garden is a

A pitfall trap
B pooter
C quadrat
D sweep net

*S39592A0420*

(1)

(ii) Describe how pitfall traps could be used to investigate the distribution of
woodlice in this garden.

(2)

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(iii) A student predicted that the clover would be evenly distributed over the
whole lawn.

Using the information in the photograph, explain why this prediction is

probably incorrect.

(2)

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*S39592A0520*

Turn over

(b) The graph below shows the changes in the pH of the pond over a three-day
period.

pH of the pond water

10.0

9.0

8.0

7.0

day 2

midday

----

midnight

midday

----

day 1

midnight

midday

----

midnight

----

6.0

midnight

day 3

(i) Using the information in the graph, predict the pH of the pond at midnight at
the end of day 3.

(1)

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(ii) Describe the changes in the pH during day 1.

(2)

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(Total for Question 2 = 8 marks)

*S39592A0620*

Reproducing cells
3 (a) Rosalind Franklin was a scientist who helped to find the structure of DNA.
Describe the structure of DNA.

(2)

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(b) An amoeba is a single-celled organism that contains fifty chromosomes.

It reproduces asexually to produce new cells.

(i) Which row of the table shows the number of new cells produced after one
division and the number of chromosomes in each of these new cells?

Put a cross ( ) in the box next to your answer.

(1)

number of new cells

produced

number of chromosomes
in each new cell

25

50

25

50

(ii) When amoeba reproduce asexually, clones are produced.

Suggest why reproducing asexually to form clones can be a disadvantage to

living organisms including mammals.

(2)

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*S39592A0720*

Turn over

(c) Complete the sentence by putting a cross ( ) in the box next to your answer.

Some human cells divide by mitosis.

The purpose of mitosis in human cells is to produce

(1)

A diploid body cells that replace damaged cells

B diploid gametes for reproduction

C haploid body cells that replace damaged cells

D haploid gametes for reproduction

(d) Genetically modified (GM) bacteria divide very rapidly to produce genetically
identical cells.

The diagram shows two structures used to genetically modify a bacterium so that
it can produce human insulin.

human insulin gene

plasmid

Explain how each structure is used to genetically modify a bacterium.

(2)

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*S39592A0820*

 (e) Crop plants can be genetically modified to become herbicide-resistant.

Some people are concerned that growing herbicide-resistant plants can lead to
environmental damage.

Explain how growing herbicide-resistant plants may damage the environment.

(2)

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(Total for Question 3 = 10 marks)

*S39592A0920*

Turn over

The heart
4 (a) The diagram shows a healthy heart.
right side

left side

A
B
C

(i) Name the parts of the heart labelled A, B and C.

(3)

A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
B .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
C .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Describe the direction of the flow of blood through the left side of the heart.

(2)

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10

*S39592A01020*

 (b) Some people have a hole in the heart.

This hole is between the top two chambers of the heart.

Explain why a hole in the heart may cause tiredness.

(2)

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(c) Red blood cells carry oxygen in the blood.

Explain how one feature of a red blood cell helps it to carry oxygen around the
body.

(3)

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(Total for Question 4 = 10 marks)

*S39592A01120*

11

Turn over

Photosynthesis
5 The photograph shows a stinging nettle plant.

A student carried out an investigation to study the effect of light intensity on the
length of stinging nettle leaves.
Two groups of stinging nettle plants were chosen.
One group of plants were growing under a tree and the other group were growing in
the middle of a field.
The student measured the longest leaf from each of five plants in each group.

The table shows the results of this investigation.

length of longest leaf / mm

12

growing under a tree

growing in the middle of a

field

60

42

56

33

54

30

45

30

35

25

*S39592A01220*

(a) (i) The mean length of the leaves from the plants growing under the tree is
50mm.

Calculate the mean length of the leaves from the plants growing in the
middle of the field.

(2)

answer = . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . mm

(ii) The student concluded that the plants growing in the shade had longer
leaves.

Suggest why the student came to this conclusion.

(1)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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(b) The student knew that leaves are adapted for photosynthesis.

(i) Which of the following is the word equation for photosynthesis.

Put a cross ( ) in the box next to your answer.

A carbon dioxide + oxygen

glucose + water

B carbon dioxide + water

glucose + oxygen

C water + carbon dioxide + oxygen

D water + oxygen

(1)

glucose

glucose + carbon dioxide

*S39592A01320*

13

Turn over

 *(ii) Use your knowledge of how a leaf is adapted for photosynthesis to explain
the results of the students investigation.

(6)

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(c) Plants produce glucose during photosynthesis.

Some of this glucose is transported down to the root hair cells.

Describe how glucose is transported down to the root hair cells.

(2)

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(Total for Question 5 = 12 marks)

14

*S39592A01420*

Making use of enzymes

6 Pectinase is an enzyme that is used to extract the juice from apples.
Experiments were carried out to find out the effect of temperature on the activity of
pectinase.
Pectinase was added to apples at different temperatures and the volume of juice
extracted was measured every minute.

The graph shows the results of the experiments.

3.0
2.8
volume
of juice
extracted
each
minute / cm3

2.6
2.4
2.2
2.0
1.8
1.6
1.4
1.2
1.0
0.8
0.6
0.4
0.2

0
0

10

20

30

40

50

60

70

80

temperature / oC

(a) (i) Draw a line of best fit through the results for 10 oC, 20 oC, 30 oC and 40 oC.

*S39592A01520*

(1)

15

Turn over

(ii) Describe the effect of temperature on the volume of juice produced between
10 oC and 40 oC.

(2)

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(iii) Complete the sentence by putting a cross ( ) in the box next to your answer.

The optimum temperature for pectinase in this experiment is 50 C.

Optimum temperature is

(1)

A the only temperature at which enzyme-substrate complexes are formed

B the temperature at which enzymes start to denature
C 
the temperature at which enzyme-substrate complexes are formed most
quickly
D the temperature at which substrates are most active
*(iv) Use the lock and key hypothesis to help you explain the activity of pectinase
in juice production between 10 C and 70 C.

(6)

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16

*S39592A01620*

(b) State two factors, other than temperature, that affect enzyme activity.

(2)

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(Total for Question 6 = 12 marks)

total for paper = 60 marks

*S39592A01720*

17

BLANK PAGE

18

*S39592A01820*

BLANK PAGE

*S39592A01920*

19

BLANK PAGE

20

*S39592A02020*

Additional Sample Mark scheme

GCSE Science 2011

GCSE

GCSE Biology (5BI2F/01)

Edexcel Limited. Registered in England and Wales No. 4496750

Registered Office: One90 High Holborn, London WC1V 7BH

General Marking Guidance

All candidates must receive the same treatment. Examiners must mark
the first candidate in exactly the same way as they mark the last.

Mark schemes should be applied positively. Candidates must be

rewarded for what they have shown they can do rather than penalised
for omissions.

Examiners should mark according to the mark scheme not according to

their perception of where the grade boundaries may lie.

There is no ceiling on achievement. All marks on the mark scheme

should be used appropriately.

All the marks on the mark scheme are designed to be awarded.

Examiners should always award full marks if deserved, i.e. if the
answer matches the mark scheme. Examiners should also be prepared
to award zero marks if the candidates response is not worthy of credit
according to the mark scheme.

For questions worth more than one mark, the answer column shows
how partial credit can be allocated. This has been done by the
inclusion of part marks eg (1).

Where some judgement is required, mark schemes will provide the

principles by which marks will be awarded and exemplification may be
limited.

When examiners are in doubt regarding the application of the mark

scheme to a candidates response, the team leader must be consulted.

Crossed out work should be marked UNLESS the candidate has replaced
it with an alternative response.

Quality of Written Communication

Questions which involve the writing of continuous prose will expect candidates to:

Write legibly, with accurate spelling, grammar and punctuation in

order to make the meaning clear

Select and use a form and style of writing appropriate to purpose and
to complex subject matter

Organise information clearly

vocabulary when appropriate.

and

coherently,

using

specialist

Full marks will be awarded if the candidate has demonstrated the above
abilities.
Questions where QWC is likely to be particularly important are indicated (QWC) in the
mark scheme, but this does not preclude others.

5BI2F/01
Additional Sample Mark scheme

General Information
The following symbols are used in the mark schemes for all questions:
Symbol
eq

Meaning of symbol
Indicates that credit should be given for other
correct alternatives to a word or statement

/ oblique

Words or phrases separated by an oblique are

alternatives to each other

{ } curly brackets

( ) round brackets

Indicate the beginning and end of a list of

alternatives (separated by obliques) where
necessary to avoid confusion
Words inside round brackets are to aid
understanding of the marking point but are not
required to award the point

5BI2F/01
Additional Sample Mark scheme

Question
Number
1(a)(i)

Answer

Acceptable answers

Mark

A
(1)

Question
Number
1(a)(ii)

Question
Number
1(b)(i)

Question
Number
1 (b)(ii)

Answer

Acceptable answers

Mark

Any one of the following points

bacterial cells have a cell wall

(animal cells do not) (1)

bacterial cells do not have a

nucleus (animal cells do) (1)

bacterial cells have circular

DNA / chromosomal DNA
(animal cells do not) (1)

Answer

bacterial cells have plasmids

(1)

Acceptable answers

objective lens (1)

more (1)

Answer

Mark

(2)

Acceptable answers

Mark

calculation (1)
130
100 000
correct answer (1)
= 0.00130 / 1.3 X 10-3

(2)

5BI2F/01
Additional Sample Mark scheme

Question
Number
1 (b)(iii)

Answer

Acceptable answers

Mark

An explanation including two of the

following points

mitochondria are sites of

respiration for energy (1)

sperm requires a lot of energy

(1)

for movement / swimming /

to move the flagellum (1)

(2)

5BI2F/01
Additional Sample Mark scheme

Question
Number
2(a)(i)

Answer

Acceptable answers

Mark

D
(1)

Question
Number
2(a)(ii)

Question
Number
2(a)(iii)

Question
Number
2(b)(i)

Answer

Acceptable answers

Mark

A description including two of the

following points

correct detail of setting up the

trap e.g. pitfall trap in a hole,
add suitable bait, rain guard
(1)

idea of several traps around

the garden (1)

count the number of woodlice

in each trap (1)

Answer

mark and recapture

(2)

Acceptable answers

Mark

An explanation linking the following

points

a factor stated e.g. light,

water, nutrients, trampling (1)

effect on clover described e.g.

less clover in shade (1)

Answer

(2)
Acceptable answers

Mark

any value in the range 7.2 7.6

(1)

Question
Number
2(b)(ii)

Answer

Acceptable answers

Mark

A description including the following

points
decreases from midnight till 6 am

idea the pH fluctuates (1)

the fluctuations are linked

to the time of day (1)

increases unevenly until 6 pm

decreases from 6 pm to midnight
(2)
5BI2F/01
Additional Sample Mark scheme

Question
Number
3(a)

Question
Number
3(b)(i)

Answer

Acceptable answers

Mark

A description including two of the

following points

two strands coiled / form a

double helix(1)

reference to (complementary)
base pairs (1)

(bases) linked together by

hydrogen bonds (1)

Answer

(2)

Acceptable answers

Mark

B
(1)

Question
Number
3(b)(ii)

Question
Number
3(c)

Answer

Acceptable answers

Mark

Any two of the following points

no genetic variation (1)

cannot adapt to environment

(1)

pass on unfavourable genes

(1)

Answer

(2)
Acceptable answers

Mark

A
(1)

5BI2F/01
Additional Sample Mark scheme

Question
Number
3(d)

Answer

Acceptable answers

Mark

An explanation including two the

following points

correct reference to use of

enzymes (1)

human insulin gene inserted

into plasmid (1)

plasmid containing human

insulin gene inserted into
bacterium /eq (1)
(2)

Question
Number
3(e)

Answer

Acceptable answers

Mark

An explanation including two of the

following points

(may encourage) overuse of

herbicides (1)

affects / contaminates food

chains / webs (1)

larger organisms affected /die

(1)

cross fertilisation (1)

weeds become herbicide

resistant (1)

OR

(2)

5BI2F/01
Additional Sample Mark scheme

Question
Number
4 (a)(i)

Question
Number
4 (a)(ii)

Answer

Acceptable answers

A - (left) atrium / atria (1)

B - valve (1)

C - (left) ventricle (1)

Answer

Mark

(3)
Acceptable answers

Mark

A description including two of the

following points

(blood) flows into {atria / top

chambers / A} (1)

passes through valve (B)

(blood) flows down (from
atria) into {ventricles / bottom
chambers /C} (1)

(blood) flows out of the

{ventricles / bottom chambers
/ C} (1)

leaves heart via aorta

(2)

5BI2F/01
Additional Sample Mark scheme

Question
Number
4 (b)

Question
Number
4 (c)

Answer

Acceptable answers

Mark

An explanation including two the

following points

idea that blood {in different

chambers will get mixed /
blood will not be separated}
(1)

reduced oxygen level in blood

(1)

so reduced respiration /
reduced energy (1)

Answer

(2)
Acceptable answers

Mark

An explanation including three the

following points

{small / flexible / eq} cells (1)

to squeeze through capillaries

/ eq (1)

to reach all cells (1)

no nucleus (1)

so {more / contain}
haemoglobin (1)

to carry more oxygen / eq (1)

biconcave (1)

large surface area (1)

for faster movement of oxygen

{into / out of} cell / eq (1)

OR

OR

(3)

5BI2F/01
Additional Sample Mark scheme

Question
Number
5(a)(i)

Question
Number
5(a)(ii)

Question
Number
5(b)(i)

Answer

Acceptable answers

correct total of 160 (1)

correct division by 5
= 32 (mm) (1)

Answer

(2)

Acceptable answers

higher mean / most of leaves

measured were longer

Answer

Mark

Mark

(1)

Acceptable answers

Mark

B
(1)

5BI2F/01
Additional Sample Mark scheme

Question
Number
QWC
*5(b)
(ii)

Level
1

0
1-2

3-4

5-6

Indicative Content

Mark

An explanation to include some of the following points in a logical order

leaves have chloroplasts containing chlorophyll for photosynthesis

more chloroplasts / chlorophyll means more light absorbed
larger leaves will have more chloroplasts
more light means faster rate of photosynthesis
leaves contain stomata for gas exchange for photosynthesis
stinging nettles growing under the tree receive less light
leaves that are longer will have a larger surface area
larger surface area means more light can be absorbed
to maximise photosynthesis

(6)
No rewardable content
there is an attempt to explain that leaves are involved in the absorption of
light
recognises that the leaves of the stinging nettles under the tree are bigger
the answer communicates ideas using simple language and uses limited
scientific terminology
spelling, punctuation and grammar are used with limited accuracy
some details of how the leaves are adapted for photosynthesis given, any
steps given are sequential but there may be missing information
the response recognises that the longer leaves will be able to absorb more
light as the surface area is greater
the answer communicates ideas showing some evidence of clarity and
organisation and uses scientific terminology appropriately
spelling, punctuation and grammar are used with some accuracy
there is a clear explanation of how the leaves are adapted for
photosynthesis
the response gives a clear explanation of the adaptations of the leaves of
stinging nettles under the tree for absorbing as much light as possible
the answer communicates ideas clearly and coherently uses a range of
scientific terminology accurately
spelling, punctuation and grammar are used with few errors

5BI2F/01
Additional Sample Mark scheme

Question
Number
5(c)

Answer

Acceptable answers

Mark

A description including two of the

following points

carried as sucrose (1)

in solution (1)

in the phloem (1)

(2)

5BI2F/01
Additional Sample Mark scheme

Question
Number
6(a)(i)

Question
Number
6(a)(ii)

Question
Number
6(a)(iii)

Answer

Acceptable answers

straight line drawn through points at

10 oC to 40 oC

Answer

Mark

(1)
Acceptable answers

Mark

A description including two of the

following points

as temperature increases,
volume of juice produced
increases (1)

this is directly proportional (1)

credit correct manipulation of

figures to show this
relationship (1)

Answer

(2)

Acceptable answers

Mark

C
(1)

5BI2F/01
Additional Sample Mark scheme

Question
Number
QWC
*6(a)
(iv)

Level
1

0
1-2

3-4

5-6

Indicative Content

Mark

An explanation to include some of the following points in a logical order

enzyme becomes more active (as temperature increases)
enzyme has more kinetic energy / moves faster
more chance of colliding with substrate
enzyme is specific for substrate / has complementary shape
action occurs at the active site
more enzyme-substrate complexes formed
faster rate of reaction
(6)
reference to {denaturation / eq} after 50 oC
No rewardable content
a limited attempt is made to link the increase in juice extraction with an
increase in temperature although the terminology used to describe this will
be simple with some detail missing
there is unlikely to be mention of the effect of the rise in temperature on
enzyme activity and how this increases the rate of reaction
the answer communicates ideas using simple language and uses limited
scientific terminology
spelling, punctuation and grammar are used with limited accuracy
there is clear evidence that the volume of juice extracted increases with an
increase in temperature
there may be an attempt to explain how temperature affects the enzyme
e.g. it becomes more active
the response indicates some understanding of the lock and key hypothesis
and will make an attempt to explain this in simple terms i.e enzyme fits the
substrate
there is some understanding of the reasoning behind each of the processes
the answer communicates ideas showing some evidence of clarity and
organisation and uses scientific terminology appropriately
spelling, punctuation and grammar are used with some accuracy
the response clearly links the volume of juice extracted with an increase in
temperature and an increase in enzyme activity
a good attempt will be made to explain how the increase in enzyme activity
affects the rate of reaction i.e. more enzyme-substrate complexes formed
due to a greater number of collisions
the response will include details on enzyme specificity in relation to the
lock and key hypothesis
the answer communicates ideas clearly and coherently uses a range of
scientific terminology accurately
spelling, punctuation and grammar are used with few errors

5BI2F/01
Additional Sample Mark scheme

Question
Number
6(b)

Answer

Acceptable answers

substrate concentration (1)

pH (1)

Mark

(2)

5BI2F/01
Additional Sample Mark scheme