_______________________

Name:
_
Nervous system
_______________________
Class:
_

_______________________
Date:
_

Time: 76 minutes

Marks: 56 marks

Comments:

Page 1 of 20
 Q1.
Which two of the following statements about the divisions of the nervous system are
correct?

Shade two boxes only.

In the human nervous system…

 
A the fight or flight response occurs when the
parasympathetic division controls functioning.
B the central nervous system consists of the brain
and spinal cord.
C sensory, relay and motor neurons are all
controlled by the somatic nervous system.
D sensory neurons carry messages from the
central nervous system.
E the somatic nervous system controls voluntary
movements.
(Total 2 marks)

Q2.
Read the following statements and decide whether they are TRUE or FALSE.

(a)     Motor (efferent) neurons carry messages to the central nervous system.

(Tick the correct box)
 
TRUE FALSE

   
(1)

(b)     The nucleus of a neuron is found outside the cell body (soma).

(Tick the correct box)
 
TRUE FALSE

   
(1)
(Total 2 marks)

Q3.
Complete the following sentence. Shade one box only.

Sensory neurons carry information

 

Page 2 of 20
 A away from the brain.  

B both to and from the brain.  

C towards the brain.  

D within the brain.  

(Total 1 mark)

Q4.
Label the two areas of the synapse in the diagram below by putting the appropriate letter
in each box.
 
A Axon

B Dendrites

C Neurotransmitters

D Receptor sites

E Vesicle

The synapse

 
(Total 2 marks)

Q5.
Which one of the following responses results from the action of the sympathetic division of
the autonomic nervous system? Shade one box only.
 

Page 3 of 20
 A Decreased pupil size

B Increased digestion

C Increased heart rate

D Increased salivation
(Total 1 mark)

Q6.
Complete the following sentence. Shade one box only.

The somatic nervous system

 
A comprises of two sub-systems.

B connects the central nervous system and the senses.

C consists of the brain and spinal cord.

D controls involuntary responses.

(Total 1 mark)

Q7.
Give one difference between the autonomic nervous system and the somatic nervous
system.

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(Total 1 mark)

Q8.
The diagram below shows three different types of neuron. Use the letters from the
diagram to answer the following questions.

Types of neuron

Page 4 of 20
  

(a)  Which neuron is only found in the brain/visual system/spinal cord?

 
A  
B  
C  
(1)

(b)  Which neuron carries nerve impulses from the brain/spinal cord to muscles/glands?
 
A  
B  
C  
(1)

(c)  Which neuron carries nerve impulses between neurons?

 
A  
B  
C  
(1)
(Total 3 marks)

Q9.
Name the types of neurons labelled A, B and C on the figure below. Write your answers in
the boxes provided.

Page 5 of 20
  
(Total 3 marks)

Q10.
Information can only travel in one direction at a synapse.

Explain why neurons can only transmit information in one direction at a synapse.

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(Total 3 marks)

Q11.
Martha was telling her friend Sanya about her recent frightening experience.

’I was walking home by myself in the dark. Suddenly, I heard footsteps behind me and I
realised that someone was getting closer to me. I saw a bus at the bus stop and decided
to run. I don’t think I have ever moved with such speed. I leapt on the bus – shaking,
sweating and my heart was beating so fast I nearly collapsed.’

Outline the role of the central nervous system and autonomic nervous system in

Page 6 of 20
 behaviour. Refer to Martha’s frightening experience in your answer.

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(Total 4 marks)

Q12.
Briefly outline how excitation and inhibition are involved in synaptic transmission.

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(Total 4 marks)

Q13.
You are walking home at night. It is dark and you hear someone running behind you. Your
breathing quickens, your mouth dries and your heart pounds. Then you hear your friend
call out, “Hey, wait for me! We can walk back together.” Your breathing slows down and
after a couple of minutes you are walking home calmly with your friend.

Explain the actions of the autonomic nervous system. Refer to the description above in
your answer.

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Page 7 of 20
 _______________________________________________________________________

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(Total 4 marks)

Q14.
Raoul has recently been prescribed a drug for a mental illness. He looks on the internet to
find out more about the drug but he does not understand the phrase ‘synaptic
transmission’.

Write a brief explanation of synaptic transmission in the brain to help Raoul understand
how his drug might work.

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(Total 3 marks)

Q15.
Identify the two components of the peripheral nervous system, and explain two
differences in their organisation and/or functions.

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(Total 4 marks)

Q16.
Explain the process of synaptic transmission.

Page 8 of 20
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(Total 4 marks)

Q17.
Outline the structures and processes involved in synaptic transmission.

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(Total 6 marks)

Q18.
Briefly outline the process of synaptic transmission.

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Page 9 of 20
 _______________________________________________________________________

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(Total 2 marks)

Q19.
Jeremy is digging in the garden. He feels the spade hit a rock and stops digging
immediately.

Explain how sensory, relay and motor neurons would function in this situation.

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(Total 6 marks)

Page 10 of 20
Mark schemes

Q1.
 
[AO1 = 2]

B the central nervous system consists of the brain and spinal cord.

E the somatic nervous system controls voluntary movements.

Q2.
 
(a)     [AO1 = 1]

False

(b)     [AO1 = 1]

False

Q3.
 
[AO1 = 1]

Q4.
 
[AO1 = 2]

1 mark each for D and E in correct boxes.

Page 11 of 20
  

Q5.
 
[AO1 = 1]

Q6.
 
[AO1 = 1]

Q7.
[AO1 = 1]

1 mark for any one of the following:

•   the autonomic nervous system is involuntary whereas the somatic nervous system
is under conscious control.
•   ANS controls smooth muscles and glands whereas the SNS controls skeletal
muscles.

Credit other relevant differences such as structural differences.

[1]

Q8.
(a)  [AO1 = 1]

A
1

Page 12 of 20
 (b)  [AO1 = 1]

C
1

(c)  [AO1 = 1]

A
1
[3]

Q9.
[AO1 = 3]

1 mark for each of the following:

A =  Sensory Neuron
B =  Relay Neuron (accept interneurons / connector neuron)
C =  Motor Neuron
[3]

Q10.
[AO1 = 3]

Award 1 mark for each of the following points (up to 3 marks):

•   the synaptic vesicles containing the neurotransmitter are only present on / released
from the presynaptic membrane
•   the receptors for the neurotransmitters are only present on the postsynaptic
membrane
•   it is the binding of the neurotransmitter to the receptor which enables the signal /
information to be passed / transmitted on (to the next neuron)
•   diffusion of the neurotransmitters mean they can only go from high to low
concentration, so can only travel from the presynaptic to the postsynaptic
membrane.
[3]

Q11.
 
Please note that the AOs for the new AQA Specification (Sept 2015 onwards) have
changed. Under the new Specification the following system of AOs applies:

•        AO1 knowledge and understanding

•        AO2 application (of psychological knowledge)
•        AO3 evaluation, analysis, interpretation.

[AO1 = 2, AO2 = 2]

AO1

Up to two marks for outlining the role of the CNS and the ANS in behaviour. One
mark for each. This will probably be embedded in the application to Martha.
For CNS, possible points might include brain and role in life functions / psychological
processes / higher mental functions and spinal cord and its role in transmitting

Page 13 of 20
 information to and from the brain. Controls reflex behaviours.
For ANS, possible points might cover that it controls life-maintaining processes such
as heart rate; transmits information to and from internal organs; sympathetic division
of ANS prepares body for action; parasympathetic division conserves / stores
energy.

AO2

Up to two marks for application of the role of the CNS and the ANS to Martha. One
mark for each.

Likely answers for CNS:

Brain / cerebral cortex in higher mental functions / conscious awareness (I realised
that...); decision making (...I decided to run.); auditory cortex / temporal lobe in
processing auditory information (... I heard footsteps behind me...); visual cortex /
occipital lobe in processing visual information (I saw a bus...).

Less likely but accept:

Cerebellum in regulating movement and sense of balance - ‘walking’ and ‘...leapt on
the bus’.

Likely answers for ANS will relate to the sympathetic division of ANS and to fight /
flight response: increased heart rate in emergency action (...my heart was beating
so fast...);
increased action of adrenal glands and energising effect (...moved with such speed /
shaking); blood vessels to limbs dilate (... sweating).

Q12.
 
[AO1 = 4]
 
Level Marks Description

Excitation and inhibition are explained clearly with

2 3–4 reference to synaptic transmission. The answer is generally
coherent with effective use of terminology.

There is limited/partial explanation of excitation and

inhibition with reference to synaptic transmission or only
1 1–2 excitation or inhibition has been outlined. The answer may
lack coherence. Use of terminology may be either absent
or inappropriate.

  0 No relevant content.

Possible Content:

•        Neurotransmitters can be excitatory or inhibitory (most can be both but GABA is

purely inhibitory).
•        If the neurotransmitter is excitatory then the post synaptic neuron is more likely to
fire an impulse.
•        If the neurotransmitter is inhibitory then the post synaptic neuron is less likely to fire
an impulse.
•        The excitatory and inhibitory influences are summed, if the net effect on the post
synaptic neuron is inhibitory, the neuron will be less likely to 'fire' and if the net effect

Page 14 of 20
 is excitatory, the neuron will be more likely to fire.

Students are likely to name neurotransmitters but this is not essential for full credit.

For full credit there should be some understanding of 'summation.'

Q13.
 
[AO1 = 2, AO2 = 2]

AO1

Up to 2 marks for description of the actions of the autonomic nervous system.

Likely points: one section of the autonomic nervous system (sympathetic nervous
system) responds to a perceived threat / it produces physiological changes that
prepare the body for fight or flight (the alarm response) (1), and the other section
(parasympathetic nervous system) restores normal physiological functioning when
the threat has passed (1).
If candidates simply state flight or flight and rest and digest with no further
explanation 1 mark only.

AO2

Up to 2 marks for application to the description. One mark for application to

sympathetic activity – breathing quickens, mouth dries, heart pounds. One mark for
application to parasympathetic – breathing slows down / becoming calm.

Maximum of 2 marks if ‘sympathetic’ and ‘parasympathetic’ sections are

mislabelled in AO1 description

Q14.
[AO2 = 3]

Content:

1 mark for any three of the following points:

•   Transmission involves impulses crossing a space or gap between an axon terminus

and the adjacent neuron (the synapse/synaptic cleft)

•   Neurotransmitters are chemicals released from vesicles on the presynaptic neuron

•   They travel/diffuse across the synapse and lock onto receptor sites on
receiving/postsynaptic neuron

•   Some neurotransmitters increase the rate of firing in the receiving neurons and
others decrease the rate of firing

•   Psychoactive drugs work by affecting (increasing or inhibiting) the transmission of

neurotransmitters across the synapse

For full marks there must be some reference to drugs affecting synaptic transmission.

Credit diagrams in so far as they contribute to the explanation.

Page 15 of 20
 Q15.
[AO1 = 2 AO3 = 2]

One mark each for components of the peripheral nervous system - the somatic nervous
system (SNS) and the autonomic nervous system (ANS).

Plus

One mark each for relevant difference explained.

Possible differences

•   the SNS has sensory and motor pathways, while the ANS is purely motor;

•   the ANS controls internal organs and glands of the body while the SNS controls
skeletal muscle, movement etc;

•   ANS control centres are in the brain stem whilst SNS carries commands from the
motor cortex.

Credit other relevant differences.

There must be explicit focus on ‘differences’ between SNS and ANS for marks to be
awarded, rather than independent references to each.

Q16.
[AO1 = 4]
 
Level Marks Description

Knowledge of the process of synaptic transmission is

2 3–4 detailed, clear and mostly accurate with use of appropriate
scientific terminology.

Knowledge of the process of synaptic transmission is

1 1–2 incomplete/partly accurate. Scientific terminology is either
absent or inappropriately used.

  0 No relevant content.

Possible content:
•        electrical impulses (action potentials) reach the presynaptic terminal
•        electrical impulses (action potentials) trigger release of neurotransmitters (or named
example)
•        neurotransmitters cross the synapse from vesicles
•        neurotransmitters combine with receptors on the postsynaptic membrane
•        stimulation of postsynaptic receptors by neurotransmitters result in either excitation
(depolarisation) or inhibition (hyperpolarisation) of the postsynaptic membrane.

Credit other relevant material (eg labelled diagram – direction of transmission should be
made clear).

Note: for 4 marks explanation must describe the complete process (beginning, middle and
end).

Page 16 of 20
 Q17.
 
[AO1 = 6]
 
Level Marks Description

Knowledge of both structures and processes involved in

synaptic transmission, including reference to both
3 5–6 presynaptic and postsynaptic processes, is generally
accurate and mostly well detailed. The answer is clear and
coherent. Specialist terminology is used effectively.

Knowledge of both the structures and processes involved

in synaptic transmission is evident. Focus is on pre or
2 3–4
postsynaptic processes. There are some inaccuracies.
There is some appropriate use of specialist terminology.

Knowledge of structures and / or processes involved in

synaptic transmission is limited and lacks detail. There are
1 1–2
inaccuracies. Specialist terminology is either absent or
inappropriately used.

  0 No relevant content.

Content:

The synaptic cleft; pre and postsynaptic membranes; postsynaptic receptor sites,
neurotransmitters in vesicles in the presynaptic terminal, release of
neurotransmitters into the synaptic cleft when stimulated by nerve impulses (action
potentials) arriving at the presynaptic terminal, combination of neurotransmitters with
postsynaptic receptors; postsynaptic effects either excitatory (depolarisation) or
inhibitory (hyperpolarisation).

Diagrams can describe the structure effectively but text is necessary to explain the
processes.

Q18.
 
[AO1 = 2]

Up to 2 marks for an outline of synaptic transmission.

One mark for reference to the release of neurotransmitter into the synapse.
One mark for reference to neurotransmitter binding with receptors on the dendrite or
next neuron to binding another impulse.

Credit a diagram that illustrates the process above.

Q19.
[AO2 = 6]
 
Level Marks Description

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 The explanation of how each type of neuron would function
in this situation is clear and with effective and generally
3 5–6
well-detailed application. The answer is coherent with
effective use of terminology.

The explanation of how types of neurons would function in

this situation is partial. There is partial appropriate
2 3–4
application. The answer is generally coherent with some
appropriate use of terminology.

The explanation of how types of neurons would function in

1 1–2 this situation is limited. Application is limited. The answer
lacks coherence and/or appropriate use of terminology.

  0 No relevant content.

Possible application as follows:

•   Sensory neurons send information from the senses to the brain – here receptors in
Jeremy’s hand would sense the jolt of the spade hitting the rock and send that
information via the peripheral nervous system to his brain/CNS.

•   Relay neurons connect with other neurons, mostly found in the brain/CNS - here
they would be involved in analysis of the sensation, what it means, deciding about
how to respond to it, thus acting between the sensory and motor neurons.

•   Motor neurons send messages via long axons from the brain to the muscles or
effectors – here the message from the brain instructs Jeremy’s arm muscles to stop
working and stop the digging action.

Credit other relevant application.

Page 18 of 20
Examiner reports

Q1.
 
This was answered quite well although a significant number of students struggled with the
instructions about how to indicate their choice of response in the appropriate mark box
and even more with how to amend their choices correctly.

Q2.
 
(a)     The majority of answers were incorrect. Many students seemed to miss the crucial
word, ‘to’ in the description.

(b)     This was answered well.

Q7.
This question provided another opportunity to distinguish understanding as opposed to
rote learning with just over half of students achieving the mark. There was generally little
understanding of the divisions of the nervous system, with many relying on structural
differences or muddling functional differences.

Q8.
This question proved challenging with only half of the students correctly identifying each of
the neurons. Students who correctly identified and labelled the neurons in the figure were
then able to respond correctly to the questions regarding function. It appears that students
were better at knowing the function of each neuron type rather than the structure of each
type of neuron.

Q9.
This question was generally well answered with over 80% of students achieving full
marks.

Q10.
This question provided an excellent discriminator between students who could recall the
process of synaptic transmission and those who genuinely understood the process. A very
small number of clear and detailed responses demonstrated sound understanding, but too
many students simply explained synaptic transmission instead of using their knowledge to
answer the question. Many attempted to address the question but muddled terminology,
such as the pre- and post-synaptic membrane, preventing them from achieving the marks.
Overall, it appeared that students are learning the required knowledge and terminology
but do not understand it well enough to be able to use their knowledge flexibly. Some
students gave a biological explanation of why information passes in one direction within a
neuron rather than between neurons, focusing on why action potentials are unidirectional,
with reference to refractory periods, voltage-gated ion channels and hyperpolarisation.
Understanding of the process of synaptic transmission is an area that perhaps teachers
need to look at more in the classroom and students should always be prepared to apply
their knowledge to explain unfamiliar contexts.

Page 19 of 20
Q11.
 
Students were familiar with the role of the Autonomic Nervous System (ANS) and most
were able to apply this to the source material. Few students, however, accessed full
marks for this question due to limited knowledge of the role of the Central Nervous
System (CNS), often referring to the structure of the CNS (the brain and spinal cord)
rather than the role of the CNS and consequently were unable to link Martha’s experience
to the CNS. Several students unnecessarily provided two links to the ANS
(parasympathetic and sympathetic nervous systems). Examiners also noted that a
substantial number of students believed that ‘... the CNS is part of the brain...’; others did
not separate the ANS from the CNS.

Q12.
 
There were some issues with the accuracy of knowledge here and many students
produced answers that were very confused. There was only a superficial/limited
understanding of how excitation and inhibition are involved in synaptic transmission. Often
there was no knowledge that excitation and inhibition occur at the post synaptic
membrane and some students suggested that synapses were firing or that excitation
caused more neurotransmitter and inhibition caused less. Other responses suggested that
excitation referred to more firing and inhibition to less firing but an understanding of the
summation of excitatory and inhibitory influences was rare, even in knowledgeable
answers. At the simplest level students should be aware of the general idea that
transmission is halted if there are more inhibitory effects in total and proceeds if there are
more excitatory effects overall.

Q13.
 
Many answers to this question were quite good, although some did muddle the
sympathetic and parasympathetic sections of the ANS.

Q16.
This question offered good discrimination. There were some very complex and detailed
responses that went beyond the requirements of the specification, although these were
not always well focussed. Weaker students mainly struggled with either poor focus on the
process of synaptic transmission or a lack of specific detail or inaccuracies, especially
regarding the use of scientific terminology. Common misunderstandings included vesicles
crossing the synaptic gap, action potentials being excitatory/inhibitory, neurotransmitters
being ‘fired’ across the gap and confusion between chemical and electrical transmission.
Few made use of a diagram and those that did generally were ineffective in explaining the
process.

Q18.
 
More than half the answers to this question gained no credit. Many students did not
appreciate the change that takes place from an electrical to a chemical signal and referred
to ‘jumping across.’ A few students mentioned neurotransmitters then completed their
answers with reference to binding on the post-synaptic membrane.

Page 20 of 20