1.

(a) (i)&(ii) Most candidates were able to answer the question correctly with reference to the
features shown in the diagram. A small number of candidates, however, included
features not shown in the diagram such as the presence of chloroplast in cell A or
myelin sheath in cell B. This suggests they had answered by rote memory. Some
candidates did not realise that vacuoles are present in both plant and animal cells,
although the vacuoles in plant cells are usually larger and central in position.

(iii) Many candidates could give a clear and accurate account of the changes in cells C and D
using the concept of water potential. This shows that water potential is a useful concept in
understanding and explaining osmosis in living cells.
1. (b) (i) Quite a number of candidates stated wrongly that air moves out of the lungs when the
pressure in the lungs is increasing. They failed to see that air is breathed out only when the
lung pressure exceeds the atmospheric pressure.
(ii) This part was well answered, showing that the candidates were familiar with the mechanism
of breathing movements.
(iii) Some candidates did not express the rate of breathing as number of breaths per unit time.
(iv) Many candidates failed to provide a useful reference to indicate that the curve sketched
shows an increase in rate and depth of breathing during exercise in comparison with those
at rest.
1. (c) (ii) Many candidates had difficulty explaining their deductions in words instead of using a
genetic diagram. This may be due to the fact that some candidates could not express their
deduction logically while others may have learned and used genetic diagrams in a
stereotyped manner without understanding the principles involved. A small number of
candidates were still unable to define the allele symbols they used in their explanation.
2. (a) (iii) Many candidates could apply their knowledge on enzyme activity in answering this question.
(iv) This question assesses candidates’ ability in experimental design. The performance on this
question was not satisfactory. A common mistake is to use the Biuret test to check the
disappearance of the egg white cube rather than the presence of digested proteins in the
solution.
(vi) Most candidates were able to point out that a control can be set up by replacing the enzyme
solution with boiled enzyme solution or distilled water. However, many failed to realise that,
for this particular experiment, a control should be set up for each of the given pH values.
2. (b) (ii) (1) Many failed to show in their diagrams that bending of the radicle takes place at the
region of elongation.
(iii) Many candidates could give a reasonable prediction on the possible changes on the radicle
in a space shuttle. Some candidates, however, considered wrongly that *no geotropism* had
the same meaning as "no gravity".
2. (c) (i) Many candidates had mistaken “structure A”. the vena cava. as the renal vein.
(ii) (2) Many candidates failed to provide a complete explanation for this question. They
missed some points although they seemed to understand the mechanisms involved. A
common misconception is that protein can pass into the Bowman’s capsule and be
 reabsorbed later. Some candidates failed to point out that the increase in urea
concentration is due to the reabsorption of a large amount of water.
3. (a) (i) Some candidates did not point out that dry scale is a characteristic feature of reptiles. It is
surprising to note that quite a number of candidates wrongly classified crows as mammals.
This reflects a very weak knowledge of the general classification of living organisms in the
study of Biology.
(ii) Many candidates answered wrongly that the toadstool carries out asexual reproduction
while the fruit tree carries out sexual reproduction. They did not realise that both the
toadstool and the fruit tree, like most plants, can carry out both asexual and sexual
reproduction.
(iii) Many candidates failed to examine the food web diagram carefully and made mistakes in
the identification of carnivores and omnivores.
3. (b) (ii) Although most candidates pointed out that there is less predation on the springtails, very
few realised that the rapid multiplication or reproduction of the springtails is also a
contributing factor to the subsequent increase in their number.
(iii) This part is quite demanding in that it requires the candidates to organise their ecological
concepts in order to give a clear and accurate account of the concentration effect of DDT
along the food chain. Many candidates, for example, did not state the correct feeding
relationship of the food chain. The performance on this part was rather unsatisfactory.
3. (c) (i) (1) Many candidates did not present their calculations as required by the question.
(iv) Many candidates could relate the greater demand for iron by women to the loss of blood
during menstruation. However, some failed to pinpoint that iron is required for the formation
of red blood cells or haemoglobin.
4. (a) (i) Graph plotting was satisfactory in general but some candidates failed to label the axes with
correct units. Some candidates plotted the data on wrong axes while a small number of
candidates plotted their graphs on the answer book instead of on graph paper.
(ii) This part was poorly answered as many candidates gave the net carbon dioxide uptake by a
leaf of 1 cm2 area. They failed to read the question carefully which states that the leaf has
an area of 10 cm2. For the second Part of this question, many failed to consider the effect of
respiration when calculating the net carbon dioxide uptake by the leaf.
(iii) (2) Some candidates failed to compare the leaf with the stem and did not stress the point
that the leaf contains more chloroplasts and stomata than the stem.
4. (c) (iii) Many candidates were able to apply their knowledge of mammalian reproduction to explain
the process of “in vitro fertilization” although this topic is not explicitly mentioned in the
syllabus.
5. (a) (i)& (iii) Some candidates wrongly related the changes in weight to photosynthesis instead of
transpiration.
(ii) The question demands clarity of thought as it involves the comparison of conditions in four
different set ups.
5. (b) (iii) While this part was well attempted, some candidates did not present a complete nervous
pathway to indicate the coordinating role of the brain in sensation and in voluntary action.
5. (c) For part (iii), however, while many candidates stated the effect of bacteria in causing diseases,
very few pointed out the effect of microorganisms on the quality of food.