Science: Double Award 8404/B/2F Fspexe.org/hosted/sci/wp-content/uploads/2017/08/bc214f.pdf · 1 (c) Figure 2 shows how sex is inherited. X and Y are the sex chromosomes. Figure 2

Centre Number Candidate Number

Surname

Other Names

Candidate Signature

AQA Level 1/2 Certificate

Foundation Tier

June 2014

Science: Double Award 8404/B/2F

Biology Paper 2F

Friday 6 June 2014 1.30 pm to 2.30 pm

For this paper you must have:* a ruler.

You may use a calculator.

Time allowed* 1 hour

Instructions* Use black ink or black ball-point pen.* Fill in the boxes at the top of this page.* Answer all questions.* You must answer the questions in the spaces provided. Do not write

outside the box around each page or on blank pages.* Do all rough work in this book. Cross through any work you do not

want to be marked.

Information* The marks for questions are shown in brackets.* The maximum mark for this paper is 60.* You are expected to use a calculator where appropriate.* You are reminded of the need for good English and clear

presentation in your answers.* Question 5(b) should be answered in continuous prose.

In this question you will be marked on your ability to:– use good English– organise information clearly– use specialist vocabulary where appropriate.

Advice* In all calculations, show clearly how you work out your answer.

For Examiner’s Use

Examiner’s Initials

Question Mark

1

2

3

4

5

TOTAL

P76955/Jun14/E5 8404/B/2F

F

(JUN148404B2F01)

2

Answer all questions in the spaces provided.

1 Figure 1 shows an animal cell.

Figure 1

B .............................................

A .............................................

C .............................................

Mitochondria

1 (a) (i) Use words from the box to label the structures, A, B and C, on Figure 1.[3 marks]

cell membrane cell wall chloroplast cytoplasm

nucleus ribosome

1 (a) (ii) Which part of the cell, A, B or C, contains chromosomes?[1 mark]

1 (b) In respiration, most energy is released in the mitochondria.

Which tissue would be most affected if the mitochondria released less energy?

Draw a ring around the correct answer.[1 mark]

epithelial tissue glandular tissue muscular tissue

Do not writeoutside the

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1 (c) Figure 2 shows how sex is inherited. X and Y are the sex chromosomes.

Figure 2

Mother

X X

FatherX XX XX

Y XY XY

1 (c) (i) A woman is about to have a baby.

Use information from Figure 2 to give the probability that this baby will be a boy.

Tick (P) one box.[1 mark]

25%

50%

75%

1 (c) (ii) A disorder is carried on the X chromosome, not the Y chromosome. If a man has the

disorder, his sons will not inherit the disease from him.

Use information from Figure 2 to suggest why a father cannot pass the disease to his

sons.[2 marks]

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DO NOT WRITE ON THIS PAGEANSWER IN THE SPACES PROVIDED

4

There are no questions printed on this page


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2 Figure 3 shows part of the carbon cycle.

Figure 3

Microorganisms

PhotosynthesisCarbon dioxide

in the air

Plants

K

2 (a) (i) Look at Figure 3.

What is label K?


animals green algae fossil fuels

2 (a) (ii) Plants remove carbon dioxide from the atmosphere.

Give one other type of organism that removes carbon dioxide from the atmosphere.


animals green algae mushrooms

2 (a) (iii) Many substances in living things contain carbon.

Give one substance found in living things that contains carbon.[1 mark]

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Question 2 continues on the next page


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2 (b) A group of students investigated the effect of light intensity on the rate of

photosynthesis.

The students put pondweed in tubes of water at different distances from a lamp,

as shown in Figure 4.

Figure 4

Lamp

Metre rule

Pondweed

Water

They counted the bubbles produced from the pondweed for one minute and repeated

this with fresh pondweed two more times.

They repeated the experiment at five distances from the lamp.

The bubbles are oxygen produced by photosynthesis.

Table 1 shows the students’ results.

Table 1

Distance from lampin cm

Number of bubblesper minute

Mean number ofbubbles per minute

10 110 91 82 94

20 80 28 32 47

30 18 11 15 15

40 10 6 8 ......

50 6 4 5 5


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2 (b) (i) Calculate the mean number of bubbles produced per minute at 40 cm from the lamp.

Write your answer in the space in Table 1.[2 marks]

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2 (b) (ii) Give one conclusion that can be made from the results.


The distance from the lamp has no effect on the rate of photosynthesis.

Most photosynthesis happens 30 cm from the lamp.

Photosynthesis is faster the nearer the plant is to the light.

2 (b) (iii) Suggest two ways in which the investigation could be improved.

Tick (P) two boxes.[2 marks]

Keep the pondweed at the same temperature.

Use the same size piece of pondweed each time.

Use a different species of plant each time.

Keep the pondweed the same distance from the lamp.

2 (b) (iv) The first experiment at each distance produced the most bubbles.

How could the method be improved to prevent this error?[1 mark]

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2 (b) (v) The students were in a classroom with nine other groups of students doing the same

experiment with lamps.

The students repeated the experiment with each group in separate dark classrooms.

Suggest how the results might be different.

Explain your answer.[2 marks]

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

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2 (c) Apart from breathing, give one other human activity that increases the concentration

of carbon dioxide in the air.[1 mark]

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2 (d) Some microorganisms cause decay.

Explain how decay will affect the concentration of carbon dioxide in the air.[2 marks]

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3 Figure 5 shows a testing kit that measures the concentration of glucose in a drop

of blood.

Figure 5

Apply blood to testing strip

Testing strip

Wipe off excess blood

Compare with colours on chart

Colour on testing stripbeing compared withcolours on chart

4 7 9 11

A student used the testing kit to measure his blood glucose concentration before and

after meals.

Before eating each meal, the student:

* washed his hands

* pricked his finger to get a small drop of blood

* put the drop of blood on a testing strip

* after 30 seconds, wiped the excess blood off the testing strip

* after a further 30 seconds, he compared the colour of the testing strip with the

colours on the chart to find the blood glucose concentration.

The student ate a meal and tested his blood glucose concentration again 15 minutes

after eating.

3 (a) (i) Suggest why the student washed his hands before each test.[1 mark]

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The student tested his blood glucose level before eating each meal and 15 minutes

after eating each meal for one day.

Figure 6 shows the student’s results.

Figure 6

Lunch Dinner0

2

4

6

1

3

5

7

8

9

Breakfast

Blood glucosein millimolesper dm3

KeyBeforeAfter

3 (a) (ii) Which result looks like an anomalous result?[1 mark]

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3 (a) (iii) Suggest one reason for this anomalous result.[1 mark]

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3 (a) (iv) Figure 7 shows an electronic blood glucose meter.

Figure 7

A testing strip with the drop of blood is put in the machine and after a few seconds

the blood glucose concentration is shown on the screen.

Why is it better to use the electronic blood glucose meter instead of using testing

strips and a chart?

Suggest two reasons.[2 marks]

1 ......................................................................................................................................

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

2 ......................................................................................................................................

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3 (b) Figure 8 shows the concentration of blood glucose in two students, A and B.

Student A measured his blood glucose every 15 minutes using an electronic blood

glucose meter.

Figure 8

1 pm 2 pm 3 pm11 am0

4

8

2

6

10

16

14

12

12 noonTime of day

Concentrationof bloodglucose inmillimolesper dm3

4 pm 5 pm

KeyStudent AStudent B

3 (b) (i) What concentration of blood glucose is normal for Student A?

Use information from Figure 8.[1 mark]

........................................................ millimoles per dm3


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3 (b) (ii) Student A had lunch at 12.30 pm.

Use information from Figure 8 to describe the pattern in Student A’s blood glucose

level between 12.30 pm and 2.30 pm.[2 marks]

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3 (b) (iii) What time did Student A start some exercise?


1.00 pm

3.45 pm

4.45 pm

3 (b) (iv) Student B has Type 1 diabetes.

What was the concentration of blood glucose for Student B at 11.30 am?[1 mark]

........................................................ millimoles per dm3

3 (b) (v) Student B ate lunch at 12.30 pm and then injected insulin at 2.00 pm.

Continue the dotted line on Figure 8 for Student B to predict his blood glucose levels

from 12 noon to 3.00 pm.[2 marks]

12


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4 Figure 9 shows part of the human digestive system.

Figure 9

E

G

J

H

D

F

4 (a) (i) Which letter, E, G or J, is the liver?[1 mark]

4 (a) (ii) The enzyme amylase digests starch.

Which three parts of the digestive system make amylase?

Choose three letters from Figure 9.[3 marks]



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4 (b) A student investigated the effect of temperature on the rate of starch digestion by

amylase.

The student:

* put 5 cm3 of starch solution in a test tube in a water bath at 10 �C* put 1 cm3 of amylase solution in another test tube in the same water bath

* added the amylase to the starch after 5 minutes and kept the mixture in the

water bath

* removed a drop of the mixture of amylase and starch and added the drop to iodine

on a spotting tile

* continued to test the mixture every minute by adding a drop to the next spot of

iodine on the spotting tile.

The student repeated the experiment at 20 �C, 30 �C, 40 �C, 50 �C and 60 �C.

Iodine changes colour from yellow-brown to blue-black when it mixes with starch.

Figure 10 shows the student’s results.

Figure 10

Blue - black

Spotting tile

Yellow - brown

10 °C 20 °C 30 °C

Key

40 °C 50 °C 60 °C

4 (b) (i) Why did the student leave the starch and amylase in the water bath for 5 minutes

before mixing them?[1 mark]

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4 (b) (ii) At 10 �C, the starch had been digested after 10 minutes.

At 20 �C, the starch had been digested after 8 minutes.

Complete Table 2 by using information from Figure 10.

* Write suitable headings for the columns and

* write in the results from 30 �C to 50 �C.[4 marks]

Table 2

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

10 10

20 8

30 ......

40 ......

50 ......

60 Starch was not digested.

4 (b) (iii) At which temperature is starch broken down the fastest?[1 mark]

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4 (b) (iv) Explain the result at 60 �C.[2 marks]

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4 (c) Starch is broken down into sugars in the digestive system.

Describe what happens to the sugars after digestion.[2 marks]

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5 Plants need mineral ions, such as nitrates, to grow.

5 (a) Name one substance that plants make using nitrates.


carbohydrate fat protein

5 (b) Figure 11 shows some apparatus and materials that can be used to investigate the

effect of mineral ions on plant growth.

Figure 11

Trowel

Supply of water

Lamp

30 cm ruler

Measuringcylinder

Plants Plant pots Soil

Soil withmany

minerals

Soillow in

nitrates

Soillow in

magnesiumSoil lowin iron

Not to scale


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In this question you will be assessed on using good English, organisinginformation clearly and using specialist terms where appropriate.

Describe how you would use the apparatus and materials shown in Figure 11 to

investigate the effect of mineral ions on plant growth.[6 marks]

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Extra space .....................................................................................................................

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5 (c) Plants need magnesium to make chlorophyll.

After 4 weeks, plants lacking magnesium would look different from plants growing in

soil containing magnesium.

Suggest two ways in which the plants lacking magnesium would look different.[2 marks]

1 ......................................................................................................................................

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2 ......................................................................................................................................

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5 (d) Figure 12 shows a carnivorous pitcher plant.

Figure 12

Tube-shaped leavestrap and digest insects

Students investigated the growth of two carnivorous pitcher plants.

One pitcher plant was ‘fed’ one dead maggot once a week.

The other pitcher plant was covered with a fine net material to stop insects from

entering the tube-shaped leaves.

At the start of the investigation, the two plants had the same number of leaves.

After 3 weeks, the plant that was given maggots had two more leaves than the plant

under the net.

The students concluded that the maggots helped the plant to grow.

The teacher said that they could not be sure that their conclusion was correct.


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Give three ways in which the students could improve their investigation.[3 marks]

1 ......................................................................................................................................

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2 ......................................................................................................................................

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3 ......................................................................................................................................

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END OF QUESTIONS


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Acknowledgement of copyright-holders and publishers

Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders have beenunsuccessful and AQA will be happy to rectify any omissions of acknowledgements in future papers if notified.

Figure 7 Photograph of glucometer ª Getty Images

Figure 12 Photograph of Insectivorous Pitcher Plant ª Getty Images

Copyright ª 2014 AQA and its licensors. All rights reserved.


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Documents

Science: Double Award 8404/B/2F Fspexe.org/hosted/sci/wp-content/uploads/2017/08/bc214f.pdf · 1 (c) Figure 2 shows how sex is inherited. X and Y are the sex chromosomes. Figure 2