10moreqson6 4
10moreqson6 4
10moreqson6 4
Date: ________________________
Marks: 94 marks
Comments:
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(3)
They gave the death rates as deaths per 1000 years lived by people.
(i) Calculate the ratio of the death rate of diagnosed diabetics to undiagnosed diabetics.
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(2)
(ii) People with undiagnosed diabetes were not receiving treatments, such as insulin
injections. Suggest one reason for the difference in death rates for undiagnosed and
diagnosed diabetics.
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(2)
(Total 7 marks)
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(5)
(b) How does maintaining a constant body temperature allow metabolic reactions in cells to
proceed with maximum efficiency?
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(5)
(Total 10 marks)
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(6)
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(4)
(i) Describe how excretion in this organ differs from excretion in a human nephron.
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(3)
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(2)
(Total 15 marks)
Mammals and fish remove nitrogenous waste from their bodies in different forms.
4.
(a) Name two polymers present in mammals and fish that contain nitrogen.
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(2)
(b) In a mammal urea is removed from the blood by the kidneys and concentrated in the
filtrate.
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(2)
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(4)
Concentration /
Solute
mmol dm−3
Glucose 76
Urea 0
(i) By what process does urea enter the fluid in the abdominal cavity from the blood?
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(2)
(Total 12 marks)
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(b) Describe the role of the hormone glucagon in the control of blood sugar concentration.
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(4)
(i) Use the equation to work out the clearance value of glucose.
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(1)
(ii) Explain how the activity of the kidney results in this clearance value for glucose.
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(3)
(Total 9 marks)
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(2)
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(3)
(Total 6 marks)
(a) Salmonella typhimurium causes food poisoning in humans but not in other mammals.
7. Explain why these bacteria attach to human cells but not to the cells of other mammals.
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(2)
(b) Salmonella bacteria release toxins that cause the body temperature to rise. Although a
small increase in body temperature can be beneficial, a large increase can cause serious
harm.
Explain how a large increase in a person’s body temperature can cause harm.
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(2)
(c) Some species of bacteria, which live in soil and decompose organic material, release
exotoxins. Suggest how the release of exotoxins benefits the bacteria.
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(1)
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(4)
(Total 9 marks)
The graph shows changes in the amounts of water, glucose and sodium ions as fluid passes
8. along a kidney tubule from the renal capsule to the collecting duct
(a) Which hormone causes the decrease in the water content in the distal convoluted tubule?
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(2)
(c) Explain the shape of the curve for sodium ions in the loop of Henle.
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(3)
(Total 6 marks)
(a) Describe how insulin reduces the concentration of glucose in the blood.
9.
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(3)
(b) Suggest two reasons why the concentration of glucose decreased after 1 hour even
though this man’s blood contained no insulin.
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(2)
(c) The investigation was repeated on a man who did not have diabetes. The concentration of
glucose in his blood before drinking the glucose solution was 80 mg per 100 cm3. Sketch a
curve on the graph to show the results you would expect.
(1)
The injection he used before breakfast was a mixture of two types of insulin. The mixture
contained slow-acting insulin and fast-acting insulin.
(i) Explain the advantage of injecting both types of insulin before breakfast.
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(2)
(ii) One day, the man did not eat a midday meal. Suggest one reason why his blood
glucose concentration did not fall dangerously low even though he had injected
himself with the mixture of insulin before breakfast.
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(1)
(Total 9 marks)
The kidney plays an important part in the regulation of blood water potential. This involves control
of the amount of water reabsorbed from the filtrate produced in the kidney tubules. The amount
of water reabsorbed affects the volume of urine produced, the rate at which the bladder fills and
how often it has to be emptied.
(a) Explain how the loop of Henle maintains the gradient of ions which allows water to be
reabsorbed from filtrate in the collecting duct.
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(5)
(b) Explain how ADH is involved in the control of the volume of urine produced.
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(4)
Using information in the diagram, explain how the autonomic reflex arc is different from a
simple reflex arc involving voluntary muscle;
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(2)
(Total 11 marks)
e.g. undiagnosed
Diabetic coma/brain cells not enough respiration;
Due to low blood glucose/acidosis/dehydration;
Kidney failure;
Due to damage to blood vessels;
2 max
[7]
(ii) Water potential lower in cytoplasm of cells / fresh water higher water potential
than cells / idea of water potential gradient;
(Removal of excess water) prevents osmotic damage;
OR
(a) any two named polymers [subsets = 1 max. (e.g. protein / haemoglobin)]
4. 2
(iii) ions, glucose and amino acids would diffuse into the dialysate;
because of their concentration gradients;
Causing deficiency in these substances;
OR
the WP of the dialysate would be higher / less negative than the WP of the
surrounding tissues;
therefore osmosis would take place into the cells surrounding the abdominal
cavity;
causing these cells to burst / damaging these cells / cannot be excreted;
max 2
[12]
The Royal School, Wolverhampton Page 21 of 29
(a) Maintaining a constant internal environment;
5. 1
(ii) one mark for example of factor kept constant; one mark for
explaining its importance;
e.g.
temperature / pH; optimum for enzymes / effect of pH /
temperature on enzyme activity;
OR
(b) cannot interact with / move tropomyosin from binding sites on actin;
(reject active sites)
myosin(heads) do not bind / actinomyosin not formed;
does not activate ATPase / energy not released from ATP;
3
[6]
(a) bacteria have ligands / antigens / proteins / glycoproteins / polysaccharides (on membrane
7. / wall);
1
(a) ADH;
8.
(accept vasopressin)
1
(d) (i) fast acting insulin reduces blood glucose from breakfast;
slow acting insulin reduces blood glucose from other meals
before the evening meal / eliminates the need to inject at lunch;
(must be a reference to the meals)
(one mark if neither of the above but a clear reference is
made to glucose conversion to glycogen);
2
In (b)(i), very few candidates were able to calculate a ratio correctly. In (b)(ii), two thirds of
candidates were unable to suggest a correct reason why undiagnosed diabetics had a higher
death rate than diagnosed diabetics. This appeared to be a case where weaker candidates did
not see that they were, effectively, being asked about harmful effects of diabetes; the use of
factual recall with understanding.
BYA6
2.
(a) Many candidates understood the control of plasma glucose concentration in great detail
and were able to reproduce this. However, the question did not simply ask ‘how is plasma
glucose concentration maintained?’, but required an explanation of the role of negative
feedback in this control. Better candidates realised the distinction and began their answers
by explaining the concept of negative feedback and then related this concept to the events
shown in the graph. Naturally, they included the method of action of the hormones, but their
responses showed a better balance between supplying detail and explaining principles
than those who simply answered, once again, the question they assumed had been asked
on the basis of one or two key words. Candidates failed to gain marks through confusion
between glucagon and glycogen, despite the former being clearly named on the graph.
There was also some confusion between what detected the changes in plasma glucose
concentration and what subsequently secreted the hormones. Only better candidates were
aware of the effect of insulin in stimulating the absorption of glucose from the plasma.
(b) In this question nearly all candidates knew that enzymes have an optimum temperature,
but too many failed to relate this specifically to core body temperature. They were also
frequently careless in their description of the effect of temperature on enzymes. The phrase
‘enzymes are denatured by extremes of temperature’ was all too common. Clearly an
extreme temperature of –10°C does not denature enzymes. Candidates also need to be
more precise in their descriptions of how and why reactions take place. Reactions, in this
context, take place because molecules of the enzyme and substrate have sufficient kinetic
energy to collide frequently and with sufficient energy. Finally, some candidates re-used the
term ‘maximum efficiency’ used in the question, without explaining what this meant in terms
of rate of reaction.
BYA7
(a) Most candidates were able to state that the release of insulin was triggered by increased
plasma glucose concentrations and glucagon was triggered by a decrease. The more able
then correctly identified the sites of secretion and their effects on the interconversions
between glucose and glycogen. It was disappointing to see few candidates using the graph
as instructed by the question and many candidates scored one less mark than perhaps
they would have if they had used the graph more. As is often the case, frequent instances
of imaginative intermediate spelling of glycogen and glucagon were observed and these
were usually too ambiguous to be credited by the examiners.
Candidates who did not realise that the question was about enzymes struggled to score
marks. The majority of candidates gained some credit. One common error was to refer to
the effects of temperature on enzyme activity without direction. Better answers gave the
effects of low temperatures quite separately from the effects of high temperatures.
This question gave candidates the opportunity to display in-depth knowledge of a particular topic
3. from the specification. Some answers were marred by lack of attention to detail and poor use of
scientific terminology. The application of knowledge in part (b) proved to be a good discriminator.
(a) (i) A high-scoring question for those who had learnt it. The majority of students were
well prepared and answers were logical and easy to follow. Very few, however,
referred to the idea of the lower water potential in the cells of the medulla related to
the length of the loop. Some candidates needed to make clearer the actual location
of the processes they were describing and to avoid contradictory statements. The
sloppy use of terminology such as “salts’ for ions also compromised the marks
gained by some of the weaker candidates.
(ii) Well rehearsed answers were produced by the most of the candidates, although there
were some unusual locations for the osmoreceptors.
(b) (i) Most candidates repeated the information from the diagram without reference to
humans for comparison. The most common mark gained was for the conversion of
ammonia to urea.
(ii) Very few candidates referred to the water potential of fresh water in comparison to
cells but many either mentioned osmotic damage (although not using precise
terminology) or excreting excess water and gained one mark. Answers written in
terms of diluting the ammonia in the surroundings, either to avoid poisoning or to
reduce pollution, did not gain credit.
(b) Better candidates tended to write more concisely but still manage to gain most of the marks
available. For part (ii) it was possible to answer the question and score full marks without
describing all the events in the nephron.
(ii) Credit was given to all candidates who conveyed the idea of maintaining the
concentration gradients. Incorrect responses generally stated that urea would flow
back into the bloodstream after five hours or, that after five hours, the concentration
of urea would rise to dangerously toxic levels.
(iii) Incorrect responses to this question showed some major misconceptions. It was clear
from responses that some candidates assumed the kidneys were functioning
normally in addition to the treatment or that the fluid was being administered into the
kidneys.
This topic area seems generally well understood and many candidates were able to apply their
5. knowledge effectively and gained credit. Careless use of terminology and lack of detail marred
the answers of weaker candidates.
(a) The definition was well learnt by the majority of candidates although some missed the idea
of keeping conditions constant or gave a named example rather than the definition.
(b) Generally this question was well answered but lack of precision in some answers cost
candidates marks, for example, by failing to refer to receptors and/or identifying their
location. Common misconceptions included the involvement of the pituitary and the
hormone directly catalysing the conversion of glycogen to glucose thereby acting as an
enzyme.
Weaker candidates confused glucagon with glycogen and usually scored only one mark for
the idea of raising blood glucose levels. Diffusion of glucose out of cells into the blood was
rarely seen.
(c) A surprisingly high proportion of candidates correctly used the information given in the stem
of the question and their own knowledge to work out the clearance value for glucose and
go on to obtain full marks. Many of those unsure of the maths did explain the mechanism of
reabsorption of glucose in the kidney and gained two or three marks. The most common
omission was to the principle of all the glucose being reabsorbed and weaker candidates
were also unsure of the precise location in the tubule where this process actually occurs.
This question produced a wide range of marks. Nevertheless, it was generally well answered by
6. the majority of candidates.
(a) (i) Although many candidates obtained this mark, there were a number of vague
definitions which did not clearly link homeostasis to the internal environment.
(ii) Candidates had little difficulty giving one example of homeostasis, usually referring to
thermoregulation or control of the blood glucose concentration. Most candidates who
obtained a second mark referred to the effect of change of temperature on enzyme
activity.
The Royal School, Wolverhampton Page 27 of 29
(b) There were many excellent descriptions of the role of calcium in muscle contraction.
However, there were a few common errors and omissions. There were frequent references
to ‘active site’ rather than ‘binding site’ and a significant number of candidates did not
mention actin. A minority of candidates attempted to answer this question in terms of the
role of calcium in synaptic transmission.
(a) Answers were generally good but some candidates confused the position of ligands and
7. receptors. Some candidates did not know that humans are mammals.
(b) Most candidates gained the mark for enzymes being deactivated but then failed to describe
a specific relevant effect.
(c) Some candidates appreciated the use of exotoxins. Incorrect responses suggested that
they digested organic material as an aid to nutrition.
(d) This question was well answered across the whole ability range. Most candidates had seen
or done a similar experiment and described the method well.
(a) The great majority correctly referred to ADH, although a sizeable minority suggested
8. insulin.
(b) This part was generally done well, although a number carelessly described the glucose as
being absorbed into the body rather than the blood. A few tried to involve insulin in their
answer. Some were confused about the role of the proximal convoluted tubule and tried to
explain the data in terms of ultrafiltration.
(c) It was encouraging to see a reasonable number of good accounts correctly describing the
roles of the ascending and descending limbs of the loop of Henle. The majority, however,
had very little idea of what happens to the sodium ions in the loop and many responses
were very confused. Frequently the ions were described as diffusing against a
concentration gradient, and many answers would have resulted in the opposite effect to
that shown by the curve in the graph. Surprisingly few of even the better candidates clearly
linked their answer to the shape of the curve, and, for instance, few related the peak to the
high concentration at the base of the loop.
(a) Generally, this question was answered well, although a lack of precision in some answers
9. cost candidates marks, for example, by failing to refer to receptors that are specific to
insulin or by not stating the type of cell where the carrier proteins for glucose are located.
Common misconceptions were observed when candidates implied that glucose would only
enter cells when insulin was present. Even though this is a topic that is generally covered
well by candidates at GCSE, a number still believes that insulin catalyses the production of
glycogen and others that insulin is responsible for the breakdown of glycogen. The poor
spelling of important technical terms also cost some candidates marks; glycogen and
glucagon were most often incorrect.
(c) Most candidates answered this question correctly. A common error was to begin the curve
from 175 mg rather than from 80 mg as indicated in the question.
(d) (i) Generally, this was answered well by candidates across a wide range of ability levels,
but the idea that insulin breaks down glucose was a common misconception.
(ii) References to the role of glucagon or the process of glycogenolysis were common,
although many failed to gain the mark by confusing the spellings of these technical
terms.
(a) This question was a good discriminator, producing a full range of marks but relatively few
10. candidates with all five. Many candidates displayed confusion about which processes occur
in the loop of Henle and where. In addition, many ignored the instruction to explain how the
loop maintains a gradient of ions and entered into general descriptions of the functions of
the kidney tubule. Some candidates confused the functions of the loop of Henle and the
collecting duct. Terminology was also a problem for some candidates, especially with
regard to failure to refer to water potentials.
(b) This question was a good discriminator, producing a full range of marks but relatively few
candidates with all four. Many candidates obtained one or 2 two marks, usually for
references to release of ADH from the pituitary gland, the resulting increase in permeability
of the collecting duct, or the reduced volume of urine produced (or the converse). There
were good answers which followed the whole train of events, starting with the stimulus of a
lowering of the water potential of the blood (or a rise, or a change in blood volume and
pressure) and its detection by appropriate named receptors. These answers then linked
these events to the roles of the hypothalamus and pituitary glands and the release (or
reduced release) of ADH.
(c) This was not answered very well by most candidates, primarily because they did not
appear to be able to compare the information in the diagram to what they were supposed to
know about a simple reflex. It was particularly surprising how few made any reference to
the autonomic ganglion shown in the diagram.