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6134/01 Examiner’s use only

Edexcel GCE Team Leader’s use only

Biology (Salters-Nuffield)
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Unit Test 4
1
Wednesday 23 January 2008 – Morning 2
Time: 1 hour 15 minutes 3
4
5
Materials required for examination Items included with question papers
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Instructions to Candidates
In the boxes above, write your centre number, candidate number, your surname, initial(s) and
signature.
Check that you have the correct question paper.
Answer ALL questions. Write your answers in the spaces provided in this question paper.
If you need to use additional answer sheets, attach them loosely but securely inside this booklet.
Show all the steps in any calculations and state the units. Calculators may be used.
Include diagrams in your answers where these are helpful.

Information for Candidates

The marks for individual questions and parts of questions are shown in round brackets: e.g. (2).
There are 6 questions in this question paper. The total mark for this paper is 60.
There are 20 pages in this question paper. Any blank pages are indicated.

Advice to Candidates
You will be assessed on your ability to organise and present information, ideas, descriptions and
arguments clearly and logically, taking into account your use of grammar, punctuation and spelling.

Total
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Answer ALL questions in the spaces provided

1. The temperature of the human body is kept within narrow limits by negative feedback
mechanisms.

(a) Following a rise in core temperature, describe the sequence of events in the body that
returns the temperature to normal.

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(3)

(b) Describe how this response might be different in a person infected with tuberculosis.

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(2)

(c) Explain how a forensic scientist’s estimate of time of death could be affected if the
victim had tuberculosis.

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(2) Q1

(Total 7 marks)

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2. (a) Explain how mutation differs from crossing over in the way that genetic variation is
generated.

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(2)

(b) The photograph below shows a picture of a sweet pea plant with its tendrils wrapped
around the supports.

Gary Skinner, Bioschool

The diagram below shows two pairs of chromosomes from a sweet pea plant. The
positions of the alleles of three genes are shown.

R r
T t
L l

The table below shows alleles of the three genes.

Gene Dominant allele Recessive allele

Flower colour Purple (R) Red (r)
Pollen shape Long (L) Round (l)
Tendrils Present (T) Absent (t)

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(i) The table below lists the genotype of six gametes produced by this plant. Place a
tick (9) in the box next to each gamete that must have been the result of crossing
over.

Genotype Tick

RLT

rlT

RlT

RLt

Rlt

rLt
(2)

(ii) A sweet pea plant with purple flowers and tendrils was crossed with another with
red flowers and no tendrils. Both plants were homozygous for these two genes.

Use a genetic diagram to show the genotypes and phenotypes expected in the F2
generation when the offspring of this cross were bred together.

(5)

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(c) A polar bear born in Berlin Zoo was rejected by its mother and had to be reared by
humans. A group of people concerned with animal welfare wanted the bear to be
destroyed, since they claimed that the animal could never be released into the wild.

Suggest reasons that the zoo might have had for keeping the bear when it became an
adult.

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(3) Q2

(Total 12 marks)

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3. An investigation was carried out to find the distribution of plant species on sand dunes.
A transect was used which extended inland from a beach. Quadrats were used at nine
positions along the transect. The percentage cover of selected species was recorded in
each quadrat as well as the number of plant species in each quadrat. A sample of soil was
taken from the area within each quadrat and used to measure the mass of organic material
present.

Gary Skinner, Bioschool

The results are shown in the two tables below.

Quadrat number 1 2 3 4 5 6 7 8 9
Distance from top
0 80 170 250 500 650 980 1600 1980
of beach / metres
Number of species
1 1 5 11 18 7 5 2 2
found
Mass of organic
0.4 0.3 0.3 0.9 2.8 6.4 25.1 23.4 32.8
material / grams

Percentage cover
Quadrat number 1 2 3 4 5 6 7 8 9
Bare sand 80 30 30 8
Sea couch 20
Marram grass 70 50 20 5 5
Red Fescue 5 40 55 40
Sea buckthorn 80
Common heather 90
Corsica pine 100

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(a) Explain why it is necessary to use a quadrat to estimate percentage cover.

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(2)

(b) Explain why a transect is more appropriate than random sampling in this study.

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(2)

(c) Use the information in both tables to compare the data collected from quadrat 1 and
quadrat 5.

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(3)

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(d) Differences in the variety and number of plant species found in the different quadrats
can be explained by succession. Use the information in the table to suggest how the
results of the study could be explained by succession.

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(5) Q3

(Total 12 marks)

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4. One of the reactions of photosynthesis can be summarised as shown below.

water hydrogen ions + oxygen gas + electrons

(a) Name the reaction shown.

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(1)

(b) Give one other factor, not shown above, that would be required for this reaction to
occur in a chloroplast.

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(1)

(c) Describe the role of the electrons in the light dependent reaction of photosynthesis.

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(d) Describe and explain how the products of the light dependent reaction are involved in
the production of glyceraldehyde-3-phosphate (GALP).

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(4)

(e) GALP does not accumulate in a chloroplast during photosynthesis. Explain how
GALP is used following its production.

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(2) Q4

(Total 12 marks)

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5. A new technique for vaccinating people involves injecting them with DNA.

Viruses have proteins on their coats that are coded for by their DNA. The genes for
producing viral proteins can be isolated and inserted into loops of DNA (plasmids).
Plasmids can enter human cells which will then produce the viral proteins. The proteins
will become part of the surface membrane of the human cell.

The immune system will recognise these proteins as foreign and respond by producing
antibodies and T killer cells.

The process is summarised for one protein in the following diagram.

Plasmid including
gene from viral DNA

Protein synthesis
Cell in human
body

Nucleus
Viral protein
present on cell
surface membrane

Production of
antibodies and
T killer cells by
immune system

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(a) Explain why the response of the immune system to the viral proteins is an example of
active immunity.

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(2)

(b) Explain how active immunity provides immunity against future infections by the
virus.

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(2)

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(c) The table below compares the production and distribution of vaccines made using
traditional methods with those made using DNA.

DNA vaccine Traditional vaccine

Time to develop vaccine
2–3 weeks 4–6 months
against new strain of virus
Time to produce enough
doses for effective 2–3 months 2–3 years
protection of population
Treatment during
No special treatment Constant refrigeration
distribution

Use the information in the table to suggest why the DNA vaccine is likely to be more
effective at preventing the spread of a new strain of virus.

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(3)

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(d) A traditional vaccine involves the injection of viral protein into the body. This usually
stimulates the production of antibodies but not T killer cells. Suggest how the use
of viral DNA might be more effective than viral protein in producing immunity to a
virus.

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(4) Q5

(Total 11 marks)

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6. A new species of large cat, the clouded leopard (Neofelis diardi) has been identified on
the island of Borneo. Neofelis diardi on Borneo is distinct from Neofelis nebulosa on the
mainland.

(a) Explain why the clouded leopard and the mainland leopard share the name Neofelis.

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(1)

(b) There are 46 genetic differences between the two species of leopard. Explain how
these differences may have arisen, assuming that the two species share a common
ancestor.

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(3)

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(c) The clouded leopards are found in regions of the island of Borneo that are governed
by three different countries, Brunei, Indonesia and Malaysia.

The Island of Borneo

Suggest reasons why this may make the conservation of leopard habitats difficult.

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(2) Q6

(Total 6 marks)
TOTAL FOR PAPER: 60 MARKS

END

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