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Edexcel GCE
Biology
Advanced Subsidiary
Unit 1: Lifestyle, Transport, Genes and Health

Monday 16 May 2011 – Morning Paper Reference

Time: 1 hour 30 minutes 6BI01/01

You do not need any other materials. Total Marks

Instructions
t Use black ink or ball-point pen.
t Fill in the boxes at the top of this page with your name,
centre number and candidate number.
t Answer all questions.
t Answer the questions in the spaces provided
– there may be more space than you need.

Information
t The total mark for this paper is 80.
t The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
t written
Questions labelled with an asterisk (*) are ones where the quality of your
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.
t Candidates may use a calculator.

Advice
t Read each question carefully before you start to answer it.
t Keep an eye on the time.
t Try to answer every question.
t Check your answers if you have time at the end. Turn over

P38170A
©2011 Edexcel Limited.
*P38170A0128*
1/1/1/1/1/
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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 .

1 Molecules are transported into and out of cells by several mechanisms.

(a) Read through the following passage that describes some of these mechanisms,
then write on the dotted lines the most appropriate word or words to complete
the passage.
(4)

Some molecules move across a cell surface membrane by passing down a

concentration gradient, through the phospholipid bilayer. The movement of some polar

molecules across the membrane involves carrier and channel

. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . molecules. When this movement occurs down a

concentration gradient, the process is called .............................................................................................. and

when it occurs against a concentration gradient the process is called

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

Energy in the form of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................... is used in the movement of

molecules against a concentration gradient.

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*P38170A0228*
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(b) A student wanted to sweeten some strawberries, so she sprinkled some sugar on
top of them, one hour before eating them. The student noticed that the sugar
that she had sprinkled on them was no longer visible and that there was some
juice at the bottom of the bowl.

Appearance on adding sugar Appearance one hour after adding sugar

The student thought that the juice was the sugar dissolved in water and that the
water had come from the fruit.

In order to test this hypothesis, she weighed some fresh strawberries and
sprinkled them with sugar. One hour later she rinsed off the juice and reweighed
the strawberries. The mass of the strawberries before adding the sugar was 77 g.
The mass after rinsing off the juice was 70 g.
(i) Calculate the percentage decrease in the mass of the strawberries.
Show your working.
(2)

Answer ..................................................................................................... . . . . . . . . . . . %

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(ii) Suggest one possible source of error in the student’s procedure that could
make this value for the percentage decrease in the mass of the strawberries
inaccurate.
Explain how this source of error would affect the value for the percentage
decrease in the mass of the strawberries.
(3)

Source of error ..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . .

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Effect on value and explanation . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . .

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(iii) Using your knowledge of cell transport mechanisms and the properties of
water, explain how the juice is formed from the water that came from the
fruit.
(3)

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(Total for Question 1 = 12 marks)

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2 Galactosaemia is a genetic disorder that affects an individual’s ability to metabolise

the monosaccharide galactose.
Dairy products contain the disaccharide lactose, which is broken down into galactose
and glucose during digestion. If the galactose is not broken down further this may
result in damage to the brain, kidneys or liver.

(a) The diagram below shows the structure of a galactose molecule and a glucose
molecule.

CH2OH CH2OH
O O
HO OH H H
H H

OH H OH H
H H HO OH

H OH H OH

(i) In the space below, draw a diagram to show the products formed when these
two molecules join together to form lactose.
(3)

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*P38170A0528* Turn over
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(ii) Name the chemical reaction that joins the galactose and glucose molecules
together.
(1)

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

(iii) Name the bond that joins the galactose and glucose molecules together.
(1)

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*P38170A0628*
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(b) The pedigree diagram below shows the inheritance of galactosaemia in a family.

Unaffected male
John Elsie
Unaffected female

Galactosaemic male

Galactosaemic female

Samir Angela Jane Heather Andy

Sahan Alina Sasha

The normal allele is represented by G and the defective recessive allele by g.

Place a cross in the box next to the correct letter that completes each of the
following statements.
(i) An allele is a
(1)
A form of a gene
B length of DNA
C part of a gene
D protein

(ii) If John is heterozygous for galactosaemia, Jane’s genotype must be

(1)
A GG
B Gg
C gg
D impossible to tell

(iii) Samir’s genotype must be

(1)
A GG
B Gg
C gg
D impossible to tell

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(c) (i) Use a genetic diagram to calculate the probability that Sahan and Alina’s first
child will be heterozygous (a carrier) if Sahan is heterozygous.
(4)

Answer ..................................................................................................... . . . . . . . . . . . . . . . . .

(ii) What is the probability that their second child would also be a carrier?
(1)

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(Total for Question 2 = 13 marks)

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*P38170A0828*
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3 Cystic fibrosis is a genetic disease that can affect many body systems, including the
digestive system. In a carrier of this disorder, preimplantation genetic diagnosis can
be used to detect the presence of an allele for cystic fibrosis.

*(a) Explain how cystic fibrosis affects the digestive system.

(4)

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(b) Explain how preimplantation genetic diagnosis is performed to detect cystic

fibrosis.
(3)

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(c) Discuss either one ethical issue or one social issue relating to the use of
preimplantation genetic diagnosis.
(2)

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(Total for Question 3 = 9 marks)

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BLANK PAGE

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4 In the late 1950s, Meselson and Stahl performed some important experiments. These
experiments provided evidence to support the idea that new DNA was synthesised by
semi-conservative replication.

(a) Name an enzyme involved in DNA replication.

(1)

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(b) Meselson and Stahl’s experiments involved growing bacteria in culture media
containing either heavy nitrogen (15N) or light nitrogen (14N). The DNA was then
extracted from the bacteria. The DNA was analysed as shown in the diagram
below.

Separating solution

Light DNA

Separating solution

Heavy DNA

Separating solution

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The table below summarises the three stages of Meselson and Stahl’s experiment
and their results.

Complete the table by drawing, in the appropriate boxes, diagrams of the DNA
molecules and mark the position and size of the DNA bands in the tubes.
(6)

Diagram to show the Position and size of DNA

Experimental stage strands in the DNA bands in the tube of
molecules of the bacteria separating solution

Stage 1 Heavy
Bacteria grown for several strands
generations in culture
medium containing heavy
nitrogen

Stage 2 Heavy
The bacteria from the end strand
of stage 1 were grown
for another generation in Light
culture medium containing strand
light nitrogen

Stage 3
The bacteria from the end
of stage 2 were grown for
one more generation in
culture medium containing
light nitrogen

(Total for Question 4 = 7 marks)

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BLANK PAGE

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5 The risk of developing cardiovascular disease (CVD) can be reduced in several ways.
Lowering blood cholesterol levels and lowering blood pressure are two ways of
reducing CVD.
(a) (i) Complete the diagram below by giving three other ways in which the risk of
CVD may be reduced. Write your answers in the empty boxes.
(3)

Lowering blood
cholesterol levels

Reducing the
risk of CVD

Lowering blood
pressure

(ii) Explain how lowering blood cholesterol levels can reduce the risk of CVD.
(2)

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

15
*P38170A01528* Turn over
 PMT

(b) Risk calculators can be used to estimate the probability that a person will develop
CVD. Many of these calculators start by asking for the age and gender of the
person using them. Explain why information about age and gender is important
in estimating the risk of developing CVD.
(2)

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

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

(c) The graph below shows the relative death rate from CVD in some countries in
Western Europe.

Finland
UK
Germany
Denmark
Portugal
Sweden
Spain
Italy
France

0 20 40 60 80 100
Relative death rate

(i) Compare the relative death rates from CVD in Finland, Denmark and Sweden.
(3)

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16
*P38170A01628*
 PMT

(ii) The map below shows the number of deaths from CVD in one year in Western
Europe.

500 000 and above

Finland
100 000 – 499 999
Sweden
10 000 – 99 999
1000 – 9999
Denmark less than 1000
no data
UK
Germany

France

Spain Italy
Portugal

Describe two differences between the data presented in the map and the
data shown in the graph.
(2)

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

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

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

17
*P38170A01728* Turn over
 PMT

(iii) Suggest one reason for the differences between the data presented in the
map and the data shown in the graph.
(1)

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(Total for Question 5 = 13 marks)

18
*P38170A01828*
 PMT

6 The sequence of amino acids in a polypeptide chain is determined by the sequence of

bases in DNA. This sequence of bases is used as a template to synthesise messenger
RNA (mRNA).

(a) Describe the structure of an amino acid.

(2)

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(b) Describe how mRNA is synthesised.

(4)

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19
*P38170A01928* Turn over
 PMT

(c) The table below shows the amino acids coded for by the codons on mRNA.

Three-letter codons of mRNA and the amino acids specified by the codons
AAU CAU GAU UAU
Asparagine Histidine Asparatic acid Tyrosine
AAC CAC GAC UAC

AAA CAA GAA UAA

Lysine Glutamine Glutamate Stop
AAG CAG GAG UAG
ACU CCU GCU UCU
ACC CCC GCC UCC
Threonine Proline Alanine Serine
ACA CCA GCA UCA
ACG CCG GCG UCG
AGU UGU
Serine CGU GGU Cysteine
AGC UGC
CGC GGC
Arginine Glycine
CGA GGA
AGA UGA Stop
Arginine CGG GGG
AGG UGG Tryptophan
AUU UUU
CUU GUU Phenylalanine
AUC Isoleucine UUC
CUC GUC
AUA Leucine Valine
CUA GUA
UUA
CUG GUG Leucine
AUG Methionine UUG

The diagram below shows part of a messenger RNA molecule.

C C A U U C G C G G U U

20
*P38170A02028*
 PMT

(i) Place a cross in the box next to the complementary sequence of bases
found on the strand of the DNA molecule, from which part of this mRNA
molecule was synthesised.
(1)
A G G T A A G C G C C T T

B G G U A A C G C G G A A

C A A C G G A U A U U G G
D A A C G G A T A T T G G

(ii) Place a cross in the box next to the sequence of amino acids found in the
polypeptide chain that is coded for by this part of the mRNA molecule.
(1)
A proline lysine alanine valine
B proline phenylalanine alanine valine
C glycine lysine arginine glutamine
D proline lysine alanine glutamine

(iii) Place a cross in the box next to the final codon on this mRNA molecule if
GUU is the last codon for an amino acid.
(1)
A AGU
B ACU
C UCA
D UGA

(Total for Question 6 = 9 marks)

21
*P38170A02128* Turn over
 PMT

7 When vegetables are cooked in boiling water, they may lose some of their nutrients.
The graph below shows the effect of cooking on the content of three vitamins and
two minerals found in carrots.
Nutrient content of carrot / mg per 100 g

5
Raw carrot
4
Cooked carrot
3

0
Vitamin C Vitamin A Vitamin E Manganese Zinc
Nutrient type

(a) Using the information in the graph, compare the effects of cooking on the content
of vitamins and minerals found in carrots.
(3)

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

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22
*P38170A02228*
 PMT

*(b) It has been suggested that cooking food in a microwave oven does not reduce the
nutrient content of foods by as much as cooking in boiling water.

A student wanted to test this idea on the vitamin C content of carrots.

Describe an investigation that the student could carry out to compare these two
methods of cooking on the vitamin C content of carrots.
(5)

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(Total for Question 7 = 8 marks)

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8 Many different diets are available for people who want to lose weight. There is a lot
of confusion over the merits of each one.
A scientist carried out an investigation to compare the effects of diet P and diet Q, on
volunteers.
The changes in mass of two groups of volunteers on each of these diets were
monitored over a 12-month period.
The graph below shows the mean changes in mass for each group of volunteers.

Length of time on diet / months

0 2 4 6 8 10 12
0

–1.0
Mean change in mass / Kg

–2.0
Diet P
–3.0

–4.0

–5.0 Diet Q

–6.0

–7.0

(a) (i) Compare the mean change in mass, over the first 6 months, for these two
groups of volunteers.
(3)

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(ii) Suggest why there was an increase in the mean mass of the volunteers on
both diets between 6 months and 12 months.
(1)

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(iii) State two variables that the scientist needed to control in this investigation.
(2)

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

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

(b) Suggest why exercise is usually included as part of a weight loss programme.
(3)

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(Total for Question 8 = 9 marks)

TOTAL FOR PAPER = 80 MARKS

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*P38170A02728*
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