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P44261A
2015 Pearson Education Ltd.

1/1/1/1/1/1/

*P44261A0120*

Answer ALL questions.

1 Read the passage below. Use the information in the passage and your own knowledge
to answer the questions that follow.
Conditioned Reflexes
Humans respond to stimuli such as sound, sight, smell and taste. Sometimes the
response is a simple reflex. If we get a puff of air onto our eye, we blink. If we
touch a hot object with our fingertips, we pull our hand away.
Another type of reflex is a conditioned reflex. These were first described around
5 the beginning of the 20th century by the Russian physiologist Ivan Pavlov.
Pavlov was studying digestive processes in dogs when he discovered that the
dogs began to produce saliva before they received their food. In fact, after several
occasions of the lab assistants bringing the food, the dogs started to produce
saliva at the sight of the lab assistants. Pavlov called this psychic secretion.
10 He noted that dogs responded to a biological need (hunger) and also to a need
developed by learning.

15

20

To experiment on conditioned reflexes, Pavlov used a tuning fork that produced a

note of constant frequency. He hit the tuning fork and then gave the dog food.
In the beginning the dog produced saliva only when given the food. After the
combination of sound and then food were repeated, the dog produced saliva
at the sound of the tuning fork. Even when Pavlov took away the food, the dog
continued to produce saliva at the sound of the tuning fork alone. The dog
had learned to associate one stimulus with another. The dog learned that the
first stimulus is to be followed by the second stimulus. In Pavlovs experiments,
the sound of the tuning fork informed the dogs that food was coming. The
production of saliva was a conditioned reflex.
Pavlov then used a different tuning fork to produce a note of a different
frequency. He measured the size of the dogs response to this note. He could
then compare this response to the dogs response to the original tuning fork.

25

Many examples of conditioned reflexes exist in humans. Some psychologists

believe that phobias, such as the fear of spiders, may develop by associating a
neutral stimulus with a fearful one.

*P44261A0220*

(a) Humans produce saliva when food is in their mouth.

Describe the function of saliva in humans.
(2)
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(b) Complete the table by giving two sense organs that the dogs use to detect the
arrival of food and the stimulus that each sense organ detects.
(2)
Sense organ

Stimulus

(c) Explain how reflex responses, such as blinking (line 2), differ from other nerve
responses, such as picking up a pencil.
(2)
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*P44261A0320*

Turn over

(d) Pavlov originally conditioned the dogs with a tuning fork of note B. The dogs would then
produce saliva when the tuning fork was hit.
Different tuning forks produce notes of different frequencies as shown in the box.

highest frequency

F
lowest frequency

(i) Suggest why notes G and D produce a greater response in the dogs than notes E and F.
(1)
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(ii) Suggest how Pavlov might have measured the size of the conditioned response.
(2)
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(e) Scientists make conclusions about humans from studying animal behaviour.
Suggest two reasons why these conclusions may not be valid.
(2)
1 . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................. ........................................................................................................................... . . . . . . . . . . . . . . . . . . . . .
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2 . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................. ........................................................................................................................... . . . . . . . . . . . . . . . . . . . . .

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*P44261A0420*

(f ) Simple reflexes are responses to stimuli.

Explain the structure and functioning of a simple reflex arc, using the example of
the withdrawal of a finger from a hot object.
(5)
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(Total for Question 1 = 16 marks)

*P44261A0520*

Turn over

2 The diagram shows a human fetus developing in the uterus.

placenta

uterine wall

villi

umbilical cord
amniotic fluid

amniotic sac

(a) Describe the function of the amniotic fluid surrounding the fetus.
(2)
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(b) The placenta functions as an organ of exchange.

(i) Name two substances, required by the fetus, that move from the mothers blood
into the blood of the fetus.
(2)
1 . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................. ........................................................................................................................... . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................. ........................................................................................................................... . . . . . . . . . . . . . . . . . . . . .

*P44261A0620*

(ii) Name two waste substances that move from the blood of the fetus into
the mothers blood.
(2)
1 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............... ............................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............... ............................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
(c) Use information from the diagram to help explain how the placenta is adapted
for the efficient exchange of substances.
(3)
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(Total for Question 2 = 9 marks)

*P44261A0720*

Turn over

BLANK PAGE

*P44261A0820*

3 Some food products are made using microorganisms.

The table gives information about the production of two of these food products.
(a) Complete the table by giving the missing information.
(5)

Food
product

yoghurt

Name of
organism used

Group
organism
belongs to

Substrate
used

Saccharomyces
(yeast)

fungus

glucose

Type of
respiration

bacteria

Chemical
product
ethanol

aerobic

(b) Explain one precaution that should be taken when making yoghurt so that it is
safe for humans to eat.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .

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

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

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

(Total for Question 3 = 7 marks)

*P44261A0920*

Turn over

4 A chicken egg is a single cell protected by a shell on the outside.

A student puts three chicken eggs into dilute acid and leaves them for three days.
The acid dissolves the egg shells, leaving the contents of the eggs surrounded by the
cell membrane.
The diagram shows the students method.

dilute acid
acid dissolving
egg shell

content of egg
surrounded by
cell membrane

The student removes the eggs from the dilute acid and uses water to wash the
surface acid away.
The student then uses the eggs for this osmosis experiment.


 he measures the mass of each egg

 he then puts one egg into a beaker containing distilled water

 he puts another egg into a beaker containing 5% salt solution

 he puts a third egg into a beaker containing 15% salt solution

 after 15 minutes he removes each egg from its beaker and measures its mass again

10

*P44261A01020*

(a) The bar graph shows the results obtained by the student from the osmosis experiment.
70
60
original mass
50
mass
in g

final mass

40
30
20
10
0
distilled water

5%
salt solution

15%
salt solution

Bar graph 1
(i) Name the dependent variable in this experiment.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .

(ii) Explain the result for the egg placed in distilled water.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .

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

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

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

*P44261A01120*

11

Turn over

(b) The student calculates the percentage change in mass for the eggs placed in
distilled water and in 5% salt solution.
(i) Use the data from graph 1 to calculate the percentage change in mass
for the egg placed in 15% salt solution. Show your working.
(2)

Percentage change in mass = ................................. . . . . . . . . . . . . . . . %

(ii) The student plots the percentage change in mass on graph 2.
Complete the bar graph to show the percentage change in mass for the egg
placed in 15% salt solution.
(1)

12
10
8
6
4
2
Percentage change
in mass

0
2
4
6
8
10
12
egg in
distilled water

egg in 5%
salt solution

egg in 15%
salt solution

Bar graph 2
12

*P44261A01220*

(c) Give one way in which osmosis differs from diffusion.

(1)
. . . . . . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .

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

(Total for Question 4 = 7 marks)

*P44261A01320*

13

Turn over

5 Scientists want to compare the growth of the same species of plant in three different areas.
The graph shows the biomass of the plants in each area in g per m2 each year for a period
of 20 years.
3000
area A

2500

area B
Biomass
in g per m2

2000

area C

1500
1000
500
0
0

10

15

20

25

Time in years
(a) The table shows the increase in biomass in each area in g per m2 per year for the
20-year period for areas A and B.

Area

Increase in biomass
in g per m2 per year

115

100

Calculate the increase in biomass in g per m2 per year for area C

Show your working.
(2)

Increase in biomass = ................................................ g per m2 per year

14

*P44261A01420*

(b) After 20 years, the plants in area A had a greater biomass than those in area B.
(i) Explain how abiotic (non-living) factors could cause this difference.
(4)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .

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

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

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

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

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

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

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

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

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

(ii) Explain how biotic (living) factors could cause this difference.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .

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

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

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

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

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

*P44261A01520*

15

Turn over

(c) The scientists wanted to find out how efficient plants in area A were at converting
light energy and using it to make biomass.
The scientists knew the following information:


 the increase in biomass for the plant growth in area A is 115 g per m2 per year

 one gram of the plants in area A contains 22 kJ of energy

 the amount of light energy available in area A is 3 200 000 kJ per m2 per year
The formula for calculating the percentage energy transfer efficiency is
% energy transfer efficiency =

total energy in biomass

100
energy avaliable

Use this information to calculate the percentage energy transfer efficiency

of the plants in area A.
Show your working.
(2)

Energy transfer efficiency = ................................. . . . . . . . . . . . . . . . %

(Total for Question 5 = 10 marks)

16

*P44261A01620*

6 A student is given a Petri dish containing starch mixed with agar jelly.
The student makes five wells each of diameter 10 mm in the agar. She fills the wells
with solutions of amylase, each with a different pH.
After 24 hours she pours iodine solution on to the agar jelly.
The iodine solution turns the starch in the agar jelly a dark blue colour.
The diagram shows the appearance of the Petri dish.

pH 13

pH 2

pH 9

pH 4
starch mixed with
agar jelly
pH 7

*P44261A01720*

17

Turn over

(a) The student measures the clear area around each well using a ruler.
Two have been done for you. Complete the remainder of the table.
(1)
pH of amylase solution

Diameter in mm

2
4

15

7
9
13

10

(b) (i) Explain why there is a clear zone around some of the wells containing amylase.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .

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

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

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

(ii) Explain why the clear zones have a range of different diameters. The
diameters of the wells do not change during the experiment.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . .

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

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

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

(c) Name the independent variable in this investigation.

(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............................................................................................................................... .. . . . . . . . . . . . . . . . . . . . . .

18

*P44261A01820*

(d) (i) The student keeps the Petri dish at 20 C to control the temperature in order to make
a valid comparison between each pH.
Name three other variables that the student needs to control.
(3)
1 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .............. .............................................................................................................................. . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............... ............................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
3 . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............... ............................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
(ii) The student repeats the experiment, keeping the Petri dish at 37 C on this occasion.
On the diagram, draw the results you would expect to see.
(2)

(Total for Question 6 = 11 marks)

TOTAL FOR PAPER = 60 MARKS

*P44261A01920*

19

BLANK PAGE

Every effort has been made to contact copyright holders to obtain their permission for the use of copyright material.
Pearson Education Ltd. will, if notified, be happy to rectify any errors or omissions and include any such rectifications
in future editions.
20

*P44261A02020*