Gas Exchange Part 2

Name: ________________________
Gas exchange Part 2

Class: ________________________
Date: ________________________
Time: 249 minutes
Marks: 212 marks
Comments:
Page 1 of 66
Q1.
(a) Explain how oxygen is loaded, transported and unloaded in the blood.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(6)
Midges are very small insects. The early stages of the life cycle of midges are called
larvae. Midge larvae live in water. A biologist investigated the uptake of oxygen by the
larvae of two species of midge. He measured the rate of uptake of oxygen by the larvae in
water containing different concentrations of oxygen. The table shows his results.
Concentration of Mean rate of oxygen uptake / cm3 g-1 h-1

oxygen in water
/cm3 dm-3 Chironomus longistylus Tanytarsus brunnipes
1 220 141
2 285 246
3 304 342
4 313 362
5 320 367
6 318 430
7 320 469
(b) The larvae in this investigation were kept at a temperature of 17 °C. Why was it
important that the larvae of both species were kept at the same temperature?
Page 2 of 66
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(c) Describe the effect of an increase in oxygen concentration on the mean rate of
oxygen uptake in Chironomus longistylus.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(d) Chironomus longistylus lives in still water whereas Tanytarsus brunnipes lives in
fast running streams. The water in fast running streams has a higher concentration
of oxygen than in still water. Use the table in part (a) to suggest how Chironomus
longistylus is better adapted than Tanytarsus brunnipes to living in still water.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(e) Lungfish are freshwater fish which have gills and lungs. Scientists investigated how
Australian and African lungfish use their lungs and gills for gas exchange. The
graphs show the results of this investigation.
Page 3 of 66
(i) Describe the difference in the way carbon dioxide is lost from the body of an
Australian lungfish and an African lungfish.
______________________________________________________________
______________________________________________________________
______________________________________________________________
(1)
(ii) African lungfish are likely to survive for longer than Australian lungfish when
living in pools that dry up. Explain why.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(Total 15 marks)
Page 4 of 66
Q2.
The graph shows changes in the volume of air in a person’s lungs during breathing.
The person was breathing in between times A and B on the graph.
(i) Explain how the graph shows that the person was breathing in between times
A and B.
___________________________________________________________________
___________________________________________________________________
(1)
(ii) Describe and explain what happens to the shape of the diaphragm between times
A and B.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(Total 3 marks)
Q3.
Page 5 of 66
(a) Many different substances enter and leave a cell by crossing its cell surface
membrane. Describe how substances can cross a cell surface membrane.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(5)
(b) Describe and explain how the lungs are adapted to allow rapid exchange of oxygen
between air in the alveoli and blood in the capillaries around them.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(5)
(Total 10 marks)
Q4.
Miner’s lung is a disease caused by breathing in dust in coal mines. The dust causes the
alveolar epithelium to become thicker. People with miner’s lung have a lower
concentration of oxygen in their blood than healthy people.
(a) (i) Describe the path by which oxygen goes from an alveolus to the blood.
______________________________________________________________
Page 6 of 66
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(ii) Explain why people with miner’s lung have a lower concentration of oxygen in
their blood.
______________________________________________________________
______________________________________________________________
(1)
(b) In healthy lungs, a gradient is maintained between the concentration of oxygen in

the alveoli and the concentration of oxygen in the lung capillaries.
(i) Describe how ventilation helps to maintain this difference in oxygen

concentration.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(ii) Give one other way that helps to maintain the difference in oxygen
concentration.
______________________________________________________________
(1)
(c) Scientists investigated the number of cases of miner’s lung reported in Britain
between 1992 and 2006.
Page 7 of 66
Coal mining in Britain had been dramatically reduced by 1990.
Some scientists concluded that the rise in reported cases of miner’s lung after 1992
shows that the disease takes a long time to develop.
Evaluate this conclusion.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(Total 8 marks)
Q5.
(a) Gas exchange in fish takes place in gills. Explain how two features of gills allow
efficient gas exchange.
1. _________________________________________________________________
___________________________________________________________________
2. _________________________________________________________________
___________________________________________________________________
(2)
(b) A zoologist investigated the relationship between body mass and rate of oxygen
uptake in four species of mammal. The results are shown in the graph.
Page 8 of 66
(i) The scale for plotting body mass is a logarithmic scale. Explain why a
logarithmic scale was used to plot body mass.
______________________________________________________________
______________________________________________________________
(1)
(ii) Describe the relationship between body mass and oxygen uptake.
______________________________________________________________
______________________________________________________________
(1)
(iii) The zoologist measured oxygen uptake per gram of body mass. Explain why
he measured oxygen uptake per gram of body mass.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(Total 6 marks)
Q6.
Read the following passage.
Several diseases are caused by inhaling asbestos fibres. Most of these

diseases result from the build up of these tiny asbestos fibres in the lungs.
One of these diseases is asbestosis. The asbestos fibres are very small and
enter the bronchioles and alveoli. They cause the destruction of phagocytes
5 and the surrounding lung tissue becomes scarred and fibrous. The fibrous
tissue reduces the elasticity of the lungs and causes the alveolar walls
to thicken. One of the main symptoms of asbestosis is shortness of breath
caused by reduced gas exchange.
Page 9 of 66
People with asbestosis are at a greater risk of developing lung cancer. The time
10 between exposure to asbestos and the occurrence of lung cancer is 20–30 years.
Use information in the passage and your own knowledge to answer the following
questions.
(a) Destruction of phagocytes (lines 4–5) causes the lungs to be more susceptible to
infections. Explain why.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(b) (i) The reduced elasticity of the lungs (lines 6–7) causes breathing difficulty.
Explain how.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(ii) Apart from reduced elasticity, explain how changes to the lung tissue reduce
the efficiency of gas exchange.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(4)
(c) (i) Doctors did not make the link between exposure to asbestos and an
increased risk of developing lung cancer for many years. Use information in
the passage to explain why.
______________________________________________________________
______________________________________________________________
(1)
Page 10 of 66
(ii) Give one factor, other than asbestos, which increases the risk of developing
lung cancer.
______________________________________________________________
(1)
(Total 10 marks)
Q7.
(a) A fish uses its gills to absorb oxygen from water. Explain how the gills of a fish are
adapted for efficient gas exchange.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(6)
Mackerel live in the surface waters of the sea. Toadfish live on the seabed in deep water.
(b) The concentration of oxygen is higher in the surface waters than it is in water close
to the seabed. Suggest why.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(c) The graph shows oxygen dissociation curves for toadfish haemoglobin and for
mackerel haemoglobin.
Page 11 of 66
Explain how the shape of the curve for toadfish haemoglobin is related to where the
toadfish is normally found.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(d) Scientists analysed the sequence of amino acids in one polypeptide chain in the
haemoglobin of four different species of ape. The only difference they found affected
the amino acids at three positions in the polypeptide chain. Their results are shown
in the table. The letters are abbreviations for particular amino acids.
Species Position 87 Position 104 Position 125
Chimpanzee T R P
Bonobo T R P
Gorilla T K P
Orang utan K R Q
What information do the data in the table suggest about the relationships between
the chimpanzee, the bonobo and the gorilla? Explain your answer.
___________________________________________________________________
Page 12 of 66
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(Total 12 marks)
Q8.
Campylobacter jejuni is a bacterium. It is one of the commonest causes of diarrhoea
in humans. The illness that it causes does not usually last very long and many
sufferers do not even go to the doctor. The only treatment required is the use of oral
rehydration solutions to replace the water lost by diarrhoea. In 1998, laboratory tests
5 confirmed 60 000 cases of diarrhoea caused by this bacterium in the UK. The
bacterium was more frequently found in males than in females with a ratio of 1.5 : 1.
In rare cases, the nervous system may be affected. Scientists are now beginning to
understand the cause of this. Sugars in the antigens on the surface of the bacteria are
identical to some of the sugars on the surface of nerve cells. Antibodies produced
10 against the bacteria may therefore attack the body’s nerve cells. There can be serious
problems if this leads to paralysis of the diaphragm. Breathing difficulties result and
the patient may die.
Use information in the passage and your own knowledge to answer the following
questions.
(a) (i) The number of cases of diarrhoea confirmed as being caused by

Campylobacter jejuni in the UK in 1998 was 60 000 (lines 4–5). Explain why
the true number of cases is thought to be more than this.
______________________________________________________________
______________________________________________________________
______________________________________________________________
(1)
(ii) Calculate the number of cases of diarrhoea confirmed as being caused by

Campylobacter jejuni in men in 1998.
Answer ____________________
(1)
(b) Explain why antibodies produced against Campylobacter jejuni also attack nerve
Page 13 of 66
cells (lines 9 –10).
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(c) Explain how paralysis of the diaphragm leads to breathing difficulties (line 11).
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(Total 7 marks)
Q9.
When a person breathes in, the diaphragm muscle contracts and the diaphragm flattens.
This, together with movement of the ribs, leads to air being drawn into the lungs.
Breathing out is generally passive and results from the relaxation of the diaphragm
muscle and the elastic recoil of the lung tissue.
5 Two sets of intercostal muscles also play an important part in breathing in humans.
Contraction of the external intercostal muscles is associated with breathing in. During
strenuous exercise, contraction of the internal intercostal muscles helps force air out of
the lungs. In this case, breathing out is active.
Crocodiles also have lungs and breathe air. They have well developed intercostal
10 muscles but do not appear to use these during breathing. They also lack a diaphragm.
Breathing in, in crocodiles, is brought about by contraction of muscles attaching the
liver to the hip bones (see diagram). This pulls the liver back and causes air to enter
the lungs. Breathing out results from the contraction of abdominal muscles which
move the liver forwards.
Page 14 of 66
Use information in the passage and your own knowledge to answer the questions.
(a) Describe the movement of the ribs when a person breathes in (line 2).
___________________________________________________________________
___________________________________________________________________
(1)
(b) (i) Explain what is meant by passive (line 3).
______________________________________________________________
______________________________________________________________
(1)
(ii) Is breathing out in crocodiles active or passive? Explain your answer.
______________________________________________________________
______________________________________________________________
(1)
(c) Explain how movement of the liver causes air to enter a crocodile’s lungs.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(d) Describe the difference in the composition of gases in inhaled and exhaled air.
Explain how these differences are caused.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Page 15 of 66
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(6)
(Total 12 marks)
Q10.
The drawing shows part of the lower leaf epidermis of sorghum.
(a) Calculate the number of stomata per mm2 of the leaf surface. Show your working.
Answer ____________________ stomata per mm2

(2)
Page 16 of 66
(b) Sorghum has few stomata per mm2 of leaf surface area. Explain how this is an
adaptation to the conditions in which sorghum grows.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(Total 5 marks)
Q11.
In an investigation, a locust was given alternating supplies of atmospheric air and pure
carbon dioxide. The rate of pumping movements of the insect’s abdomen was measured.
The graph shows the results.
(a) Explain what caused
(i) the rise in the rate of abdominal pumping movements between 1.5 and 2.0
minutes,
______________________________________________________________
______________________________________________________________
(1)
Page 17 of 66
(ii) the fall in the rate of abdominal pumping movements between 2.0 and 3.0
minutes.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(b) The rate of abdominal pumping movements increases between 3.0 and 3.5
minutes. Suggest the advantage of this change to the locust.
___________________________________________________________________
___________________________________________________________________
(1)
(Total 4 marks)
Q12.
The graph shows airflow into and out of the lungs during a normal breath.
(a) (i) How will the concentration of carbon dioxide in the airflow differ at times A
and B?
______________________________________________________________
______________________________________________________________
(1)
(ii) Describe the role of diffusion in producing this difference.
______________________________________________________________
______________________________________________________________
Page 18 of 66
______________________________________________________________
______________________________________________________________
(2)
(b) Use information from the graph to sketch a curve on the axes below to show how
the volume of air in the lungs changes during inspiration.
(2)
(c) The intercostal muscles are between the ribs. In normal breathing, describe the part
played by the intercostal muscles
(i) during inspiration;
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(3)
(ii) during expiration.
______________________________________________________________
______________________________________________________________
(1)
(Total 9 marks)
Q13.
Many insects release carbon dioxide in short bursts even though they produce it at a
constant rate. The diagram shows how this is achieved in one particular insect.
Page 19 of 66
(a) Using information from the diagram, suggest what stimulates the spiracles to open.
___________________________________________________________________
___________________________________________________________________
(1)
(b) Explain what causes the oxygen concentration in the tracheae to fall when the
spiracles are closed.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(c) The insect lives in dry conditions. Suggest an advantage of the pattern of spiracle
movements shown in the diagram.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(Total 5 marks)
Q14.
In the lungs, the alveoli are the site of gas exchange.
Page 20 of 66
(a) A large number of small alveoli is more efficient in gas exchange than a smaller
number of larger alveoli. Explain why.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(b) The diagram shows part of an alveolus and a capillary.
(i) Name the type of cells in layer B.
______________________________________________________________
(1)
(ii) What is the minimum distance a molecule of carbon dioxide diffuses from the
blood plasma to the air space in the alveolus?
______________________________________________________________
(1)
(c) Just before a person starts to exhale, the composition of the air in an alveolus
differs from the composition of the air in the trachea.
(i) Give two ways in which the composition would differ.
1. ____________________________________________________________
2. ____________________________________________________________
(1)
(ii) Explain what causes this difference in composition between the air in the
alveolus and the air in the trachea.
______________________________________________________________
______________________________________________________________
(1)
Page 21 of 66
(d) The partial pressure of a gas is a measure of the amount of gas that is present.
The partial pressure of carbon dioxide in blood going to the lungs is 6.3 kPa.
The partial pressure of carbon dioxide in an alveolus is 5.3 kPa.
(i) Through which vessel does blood leave the heart to go to the lungs?
______________________________________________________________
(1)
(ii) Suggest why blood returning to the heart from the lungs contains some carbon
dioxide.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(Total 9 marks)
Q15.
A person was sitting at rest and breathing normally. A recording was made of the changes
in the volume of air in his lungs over a ten-second period. The diagram shows this
recording.
(a) Describe the part played by muscles in bringing about the change between 3 and 4
seconds.
___________________________________________________________________
___________________________________________________________________
(1)
(b) Describe how an increase in lung volume leads to air entering the lungs.
___________________________________________________________________
___________________________________________________________________
(1)
(Total 2 marks)
Q16.
Page 22 of 66
The electron micrograph shows a section through a fish gill. The directions of flow of water
and of blood are indicated by arrows.
Source: www.ucdavis.edu/mjguinan
(a) Calculate the minimum distance that a molecule of oxygen would have to travel
from the water to a red blood cell. Give your answer in micrometres and show your
working.
Answer ____________________ µm.

(2)
(b) Explain how the relationship between the direction of flow of water and of blood
shown in the micrograph is useful to a fish.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Page 23 of 66
___________________________________________________________________
(3)
(Total 5 marks)
Q17.
The drawing shows an electron micrograph of a section through part of an alveolus from a
lung.
(a) Describe the path of a molecule of oxygen from the air in the alveolus at X to the
plasma membrane of cell A.
___________________________________________________________________
___________________________________________________________________
(1)
(b) Cell A is a eukaryotic cell. Give two features that may be found in a prokaryotic cell
which are not found in cell A.
1. _________________________________________________________________
___________________________________________________________________
2. _________________________________________________________________
___________________________________________________________________
(2)
(c) Cells A and B are biconcave discs. Explain one advantage of a biconcave disc over
a spherical cell of the same volume in transporting oxygen.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(d) The diameter of a human red blood cell is 7 µm.
Page 24 of 66
(i) Calculate the magnification of the drawing. Show your working.
Magnification = ____________________
(2)
(ii) In calculating the magnification, what assumption did you have to make about
how the section was cut?
______________________________________________________________
______________________________________________________________
(1)
(Total 8 marks)
Q18.
(a) Describe the part played by the diaphragm in causing air to enter the lungs during
breathing.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
Seals are mammals. They have lungs and must breathe air. They can dive and remain
under water for a long time. The table shows the flow of blood to the lungs and to the
diaphragm in a seal when it is on land and when it is under water.
Organ Blood flow / cm3 min–1 g–1
On land Under water
Lungs 0.88 0.52
Diaphragm 0.21 0.02
(b) Explain why the figures in the table are given per gram of tissue.
___________________________________________________________________
___________________________________________________________________
Page 25 of 66
___________________________________________________________________
___________________________________________________________________
(2)
(c) Calculate the percentage by which blood flow to the lungs is reduced when a seal is
swimming under water. Show your working.
Answer ____________________
(2)
(d) There is a greater percentage reduction in blood flow to the diaphragm than to the
lungs during a dive. Explain the advantage to a diving seal of
(i) blood continuing to flow to the lungs;
______________________________________________________________
______________________________________________________________
(1)
(ii) a large reduction in blood flow to the diaphragm.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(Total 10 marks)
Q19.
The graph shows how pulmonary ventilation changes during a period of exercise.
Page 26 of 66
(a) Describe how pulmonary ventilation changed during the period of exercise.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(1)
(b) After 4 minutes of exercise, the breathing rate was 20 breaths per minute. Explain
how you could use this information and the graph to calculate tidal volume.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(c) When a person starts to breathe out, the percentage of oxygen in the air first
exhaled is the same as the percentage of oxygen in the atmospheric air. Explain
why.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(Total 5 marks)
Q20.
Lung cancer, chronic bronchitis and coronary heart disease (CHD) are associated with
Page 27 of 66
smoking. Tables 1 and 2 give the total numbers of deaths from these diseases in the UK
in 1974.
Table 1 Men
Age/years Number of deaths

(in thousands)
coronary heart
lung cancer chronic bronchitis
disease
35 - 64 11.5 4.2 31.7
65 - 74 12.6 8.5 33.3
75+ 5.8 8.1 29.1
Total (35 - 75+) 29.9 20.8 94.1
Table 2 Women
Age/years Number of deaths

(in thousands)
coronary heart
lung cancer chronic bronchitis
disease
35 – 64 3.2 1.3 8.4
65 – 74 2.6 1.9 18.2
75+ 1.8 3.5 42.3
Total (35 – 75+) 7.6 6.7 68.9
(i) Using an example from the tables, explain why it is useful to give data for men and
women separately.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(ii) Data like these are often given as percentages of people dying from each cause.
Explain the advantage of giving these data as percentages.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Page 28 of 66
___________________________________________________________________
(2)
(Total 4 marks)
Q21.
(a) Describe the features of fish gills that give them a large surface area.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
The graph shows the relationship between gill surface area and body mass for three
species of fish.
(b) (i) Describe the relationships between gill surface area, mass and swimming
speed shown in the diagram.
______________________________________________________________
______________________________________________________________
(1)
(ii) Explain the relationship between gill surface area and swimming speed.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(Total 5 marks)
Page 29 of 66
Q22.
(a) The diagram represents the flow of water and blood through the gills of a fish. The
figures give relative oxygen concentrations.
Use the information in the diagram to explain the advantage of the countercurrent
flow.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(b) In the ventilation cycle of a fish, water enters the mouth cavity and then passes
through the gills into the opercular cavity. The graph shows the difference in
pressure between the mouth cavity and the opercular cavity.
Calculate the number of ventilation cycles per minute of the fish. Show your working.
Page 30 of 66
Answer ____________________
(2)
(Total 4 marks)
Q23.
Figure 1 shows a single stoma and surrounding cells from the leaf of a xerophytic plant.
Figure 1
(i) Explain how the cuticle reduces water loss.
___________________________________________________________________
___________________________________________________________________
(1)
(ii) Explain how one of the other labelled parts reduces water loss.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(Total 3 marks)
Page 31 of 66
Q24.
(a) The photograph shows part of the gill of a fish as seen through a light microscope. It
is magnified × 400.
(i) Explain how the structure of the gill makes oxygen uptake efficient.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(ii) Water containing dissolved oxygen flows over the gill in the opposite direction
to the blood flow inside. Explain why this arrangement is important for efficient
oxygen uptake.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(b) There is a one-way flow of water over the gills of a fish whereas there is a two-way
flow of air in the lungs of a mammal. Suggest one advantage to a fish of this
one-way flow of water over its gills.
___________________________________________________________________
___________________________________________________________________
(1)
(Total 5 marks)
Q25.
(a) Describe how air is taken into the lungs.
___________________________________________________________________
___________________________________________________________________
Page 32 of 66
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
The volume of air breathed in and out of the lungs during each breath is called the tidal
volume. The breathing rate and tidal volume were measured for a cyclist pedalling at
different speeds. The graph shows the results.
(b) Describe the two curves.
(i) Tidal volume
______________________________________________________________
______________________________________________________________
______________________________________________________________
(ii) Breathing rate
Page 33 of 66
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(c) Calculate the total volume of air breathed in and out per minute when the cyclist is
cycling at 20 km h–1. Show your working.
____________________ dm3
(2)
(Total 7 marks)
Q26.
(a) Describe and explain how fish maintain a flow of water over their gills.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(4)
(b) Describe and explain how the structure of the mammalian breathing system
enables efficient uptake of oxygen into the blood.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Page 34 of 66
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(6)
(Total 10 marks)
Q27.
(a) When first hatched, the young of some species of fish are less than 2 mm long.
Explain how these young fish get enough oxygen to their cells without having gills.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(b) Mackerel are fast swimming fish whereas toadfish only swim slowly. The table
shows some features of the gills of these fish.
Thickness of Number of lamellae

lamellae / µm per mm of gill length
Mackerel 5 32
Toadfish 35 8
Use evidence from the table to explain how mackerel are able to swim faster than
toadfish.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(Total 5 marks)
Q28.
This question should be written in continuous prose, where appropriate.
Quality of Written Communication will be assessed in the answer.
(a) Explain how the ventilation mechanism of a fish and the structure of its gills result in
the efficient uptake of oxygen from water.
Page 35 of 66
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(6)
Table 1 compares some features of water and air.
Feature Water Air
Relative density 1000 1
Maximum concentration of oxygen / cm3 dm–3 9 130
Table 1
Table 2 shows some features of gas exchange in a fish and in a mammal.
Feature Fish Mammal
Percentage of oxygen extracted from water or air 80 25
Oxygen consumption at rest / cm3 kg–1 hour–1 100 200
Table 2
(b) (i) The fish has a body mass of 0.2 kg. Calculate the volume of water it will need
to pass over its gills each hour to supply the oxygen required when resting.
Show your working.
Page 36 of 66
Answer ____________________ dm3 / hour–1
(2)
(ii) Ventilation in mammals involves movement of air to and from the gas
exchange surface in a tidal pattern. Using information in the tables, explain
why it is easier to move water over the gas exchange surface of a fish in one
direction rather than in a tidal pattern.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(c) A rise in the temperature of water decreases the amount of oxygen dissolved in the
water. As the water temperature rises, the rate of ventilation in a fish also rises.
Explain the advantage of this.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(Total 12 marks)
Q29.
(a) Describe two differences between active transport and facilitated diffusion.
1. _________________________________________________________________
___________________________________________________________________
2. _________________________________________________________________
___________________________________________________________________
(2)
(b) Explain why molecules of oxygen and carbon dioxide are able to diffuse across
membranes.
___________________________________________________________________
Page 37 of 66
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(c) Explain why ventilation of the lungs increases the efficiency of gas exchange.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(Total 6 marks)
Q30.
Alpha-1-antitrypsin is a protein that reduces the activity of enzymes that can damage lung
tissue.
Cigarette smoke contains hydrogen peroxide. Hydrogen peroxide reduces the activity of
alpha-1-antitrypsin. Scientists investigated the effect of different concentrations of
hydrogen peroxide on the activity of alpha-1-antitrypsin. The graph shows their results.
(a) (i) Hydrogen peroxide reacts with two amino acids in

alpha-1-antitrypsin. Explain how this reduces activity of the protein.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Page 38 of 66
(2)
(ii) Explain the results shown in the graph.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(b) Long-term smokers are often short of breath. Use this information to explain why.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(Total 6 marks)
Page 39 of 66
Mark schemes
Q1.
(a) 1. Haemoglobin carries oxygen / has a high affinity for oxygen / oxyhaemoglobin;
2. Loading / uptake / association in lungs;
3. at high p.O2;
4. Unloads / dissociates / releases to respiring cells / tissues;
5. at low p.O2;
6. Unloading linked to higher carbon dioxide (concentration);

6. Ignore reference to incorrect pH in relation to effect of
higher carbon dioxide concentrations for marking point
6
(b) 1. Allows comparison;

Do not credit 'temperature affects results' on its own;
2. (Different temperature) affects enzymes;

2. Allow reference to denaturation of enzymes.
3. (Different temperature) affects respiration / metabolism;
4. (Different temperature) affects amount of dissolved oxygen;

2 max
(c) 1. Increases then levels out / stops increasing / fluctuates slightly;
2. At 5 (cm3 dm-3) / 320 (cm3 g-1h-1);

Allow description of 'fluctuates slightly' in terms of candidate
quoting figures after 320.
2
(d) 1. Chronimus longistylus has higher uptake at low (oxygen)

concentrations;
Chronimus longistylus has higher uptake to (oxygen
concentration of) 2 / lower uptake after 2; (= 2 marks)
2. (Higher uptake) up to 2 cm3 dm-3;

2. Award mark if candidate uses figures from table e.g.
higher at concentration 1 (220) or concentration 2 (285).
Higher uptake at concentration 1 or 2 = 2 marks.
2
(e) (i) More (than in African) lost via gills in Australian lungfish / less (than
African) lost via lungs in Australian lungfish;
1
(ii) 1. More / most exchange is via lungs (in African lungfish);

1. Allow converse for first point.
2. Gills will not function / function less efficiently (in air);
Page 40 of 66
2. Allow water is required for gills to function.
2
[15]
Q2.
(i) (Lung volume) increases / reaches a maximum (at B);
Do not negate mark for ‘breathing out’ if qualified e.g. when
(lung volume) decreases
1
(ii) Flattens / lowers / moves down;
(Diaphragm / muscle) contracts;

Reject: second mark only if intercostal muscles cause the
diaphragm to flatten
2
[3]
Q3.
(a) 1. (Simple / facilitated) diffusion from high to low concentration / down
concentration gradient;
Q Do not allow across / along / with concentration gradient
2. Small / non-polar / lipid-soluble molecules pass via phospholipids /

bilayer;
Reject: named molecule passing through membrane by an
incorrect route
Accept: diagrams if annotated
OR
Large / polar / water-soluble molecules go through proteins;
3. Water moves by osmosis / from high water potential to low water

potential / from less to more negative water potential;
4. Active transport is movement from low to high concentration / against

concentration gradient;
Only penalise once if active transport is not named
e.g. ‘movement against the concentration gradient involves
proteins and requires ATP’ = 2 marks
5. Active transport / facilitated diffusion involves proteins / carriers;

Accept: facilitated diffusion involves channels
Reject: active transport involves channels
6. Active transport requires energy / ATP;
7. Ref. to Na+ / glucose co-transport;

Credit ref. to endo / exocytosis as an alternative
5 max
(b) 1. Many alveoli / alveoli walls folded provide a large surface area;
Page 41 of 66
Neutral: alveoli provide a large surface area
2. Many capillaries provide a large surface area;
3. (So) fast diffusion;

Neutral: greater / better diffusion
Neutral: fast gas exchange
Allow ‘fast diffusion’ only once
4. Alveoli or capillary walls / epithelium / lining are thin / short distance

between alveoli and blood;
Reject: thin membranes / cell walls
Accept: one cell thick for ‘thin’
5. Flattened / squamous epithelium;

Accept: endothelial
6. (So) short diffusion distance / pathway;
8. Ventilation / circulation;
Accept: descriptions for ventilation / circulation
9. Maintains a diffusion / concentration gradient;

Do not double penalise if description lacks detail
e.g. thin membranes so a short diffusion distance = 1 mark
5 max
[10]
Q4.
(a) (i) Through alveolar epithelium;
Through capillary epithelium / endothelium;

Accept: Through lining / wall of alveolus and capillary for 1
mark
Accept: squamous epithelial cells for ‘epithelium’
Neutral: alveolar endothelium
Neutral: references to diffusion
Q Correct use of terminology;
2
(ii) (Thicker alveolar wall) – no mark

Neutral: less diffusion
(So) Longer diffusion pathway / slower diffusion;

Neutral: references to surface area
1
(b) (i) (In alveolus)

Need the idea of air moving and oxygen concentration
Page 42 of 66
Brings in air containing a high(er) oxygen concentration;
Neutral: reference to carbon dioxide concentration
Removes air with a low(er) oxygen concentration;

2
(ii) Circulation of blood / moving blood;

Neutral: blood Neutral: short diffusion pathway
1
(c) Long time between decrease in mining and increase in cases;
Graph shows fluctuations;
Correlation does not prove causation / there may be other causes of miner’s
lung;
Improved diagnosis methods;
Do not know number of cases / baseline before 1990;
Not all cases reported / not all individuals with miner’s lung visit a doctor;
Accept: correct use of figures from graph for the first marking
point: e.g. cases do not increase until after 2000 / 2001-2004
/ 10 years later.
2 max
[8]
Q5.
(a) Filaments / lamellae provide large surface area;
Thin / flattened epithelium / one / two cell layers so short diffusion pathway
(between water and blood);
Countercurrent / blood flow maintains concentration / diffusion gradient;

Q Do not credit thin cell walls / membranes
2 max
(b) (i) Large / wide range of values (so can fit on graph);
1
(ii) Decrease in uptake with increase in mass / negative correlation;

1
(iii) Enables comparison;
As animals differ in size / mass;

2
[6]
Q6.
(a) Phagocytes engulf / ingest pathogens / microorganisms / bacteria / viruses;
Phagocytes destroy pathogens / microorganisms / bacteria / viruses;
Lung diseases are caused by pathogens / microorganisms / bacteria / viruses;
Page 43 of 66
Q Allow description of process of engulfing
2 max
(b) (i) Alveoli / lungs will not inflate / deflate fully / reduced lung capacity;
Breathing out particularly affected / no longer passive;

2
(ii) Alveolar walls thicken;
Longer diffusion pathway;
Scarred / fibrous tissue;
Reduces surface area (for gaseous exchange);

Q Diffusion is essential for 2nd point and surface area for 4 th
point.
4
(c) (i) Cancer develops 20 – 30 years after exposure (to asbestos);

1
(ii) Smoking / air pollution / specified industrial source;

1
[10]
Q7.
(a) 1. Large surface area provided by lamellae / filaments increases diffusion /
makes diffusion efficient;;
Q Candidates are required to refer to lamellae or filaments.
Do not penalise for confusion between two
2. Thin epithelium / distance between water and blood;
3. Water and blood flow in opposite directions / countercurrent;
4. (Point 4) maintains concentration gradient (along gill) / equilibrium not

reached / as water always next to blood with lower concentration of
oxygen;
5. Circulation replaces blood saturated with oxygen;
6. Ventilation replaces water (as oxygen removed);

6
(b) Mixing of air and water (at surface);
Air has higher concentration of oxygen than water;
Diffusion into water;
Plants / seaweeds near surface / in light;
Produce oxygen by photosynthesis;

2 max
(c) Not much oxygen near sea bed;
Page 44 of 66
Toadfish haemoglobin (nearly) saturated / loads readily at / has higher affinity
for oxygen at low partial pressure (of oxygen);
2
(d) The chimpanzee and the bonobo are more closely related (than to the gorilla);
They have identical amino acids / one of the amino acids is different in the
gorilla;
2
[12]
Q8.
(a) (i) Many people do not go to the doctor;
1
(ii) 36000;
No marks awarded for working here as calculation is very
straightforward
1
(b) Same sugars / antigens on bacteria / nerve cells;

Do not accept references to same shape as equivalent to
complementary.
Bind with antibody / form antigen-antibody complex;

Reject react
Have complementary shape / fit binding site;

Reject active site
3
(c) Diaphragm will not move down / flatten / contract;

Ignore references to breathing out
Thoracic cavity / lung volume not increased so cannot breathe in;

2
[7]
Q9.
(a) up and out;
1
(b) (i) does not require work / effort / involve muscle contraction / energy
expenditure;
1
(ii) active as it involves contraction of muscles;

1
(c) liver moves back;

increases volume of lungs;
pressure lower (in lungs than outside);
3 max
(d) maximum of three marks for description, points 1 to 4
Page 45 of 66
1 inhaled air contains more oxygen than exhaled air;
2 inhaled air contains less carbon dioxide than exhaled air;
3 inhaled air contains less water (vapour);
4 relative amount / percentage of nitrogen also changes;
5 respiration results in lower blood oxygen / higher blood carbon dioxide;
6 oxygen enters blood / carbon dioxide leaves blood in alveoli;
7 by diffusion;
8 water vapour diffuses from moist surface;

6 max
[12]
Q10.
(a) 235–240;;
(one mark for an answer between 200-300
based on 2 - 3 stomata in 0.01mm2
Alternatively, one mark for calculating the area of the
rectangle correctly as 0.016 – 0.017mm2)
2
(b) grows in arid / dry conditions;

less surface area;
(rate of) transpiration / water loss would be reduced;
3
[5]
Q11.
(a) (i) high / higher CO2 concentration / lack of oxygen;
1
(ii) CO2 asphyxiates / is toxic;

lack of oxygen for (aerobic) respiration;
OR
lack of energy / ATP (for pumping movements);
reduced muscle function / muscle fatigue
2 max
(b) removal of (excess) CO2 / oxygen to break down lactate / to

repay oxygen debt / to enable aerobic respiration;
1
[4]
Q12.
(a) (i) less at A / more at B;
(accept inspiration and expiration as equivalent to A and B)
1
(ii) carbon dioxide diffuses / passes / into alveoli / from blood;

as higher concentration in blood / low concentration in alveolus;
Page 46 of 66
(first mark for site and direction, second for cause)
2
(b) curve increases;

(reject if decreases)
then levels out;
2
(c) (i) contract;

ribs move upwards / out;
increasing volume / decreasing pressure in chest / thorax / lungs;
3
(ii) intercostal muscles relax;

(if you can ignore ref to internal contracting, do so)
1
[9]
Q13.
(a) increasing carbon dioxide concentration / partial pressure;
(decrease in oxygen negates)
1
(b) (oxygen is used in) respiration therefore diffuses (from tracheae) to tissues;
oxygen unable to enter organism;
2
(c) spiracles not open all the time;

therefore there is less water loss
(by diffusion through spiracles);
2
[5]
Q14.
(a) (Small alveoli with) large surface area;
For diffusion;
2
(b) (i) Epithelium / epithelial / squamous / pavement cells;

Reject endothelium.
1
(ii) 0.11 μm;

1
(c) (i) Less oxygen / more carbon dioxide / more water vapour;
Two differences required, but only one mark for this part
of the question.
1
(ii) Gas exchange takes place in alveoli / does not take place
in trachea;
1
(d) (i) Pulmonary artery;

1
Page 47 of 66
(ii) Concentrations reach equilibrium / become equal;
Diffusion occurs when there is a concentration gradient
(so some will remain in blood);
OR
Lung cells / vessel cells respire;
Add / produce carbon dioxide;
2
[9]
Q15.
(a) Muscles (associated with breathing) relax;
1
(b) Produces lower pressure (and air moves in down pressure gradient);
1
[2]
Q16.
(a) ;
= 1.25 to 1.5;
allow 1 mark if correct working shown
max 2
(b) Maintains concentration gradient (over whole length of gill) / diffusion

can occur over whole gill;
More oxygen enters blood ( / more CO2 leaves);
More (aerobic) respiration / more energy release in muscle / for
swimming; ‘more’ needed ONCE only
3
[5]
Q17.
(a) Epithelium of alveolus, capillary wall / epithelium / endothelium, plasma;
1
(b) Cell wall;

Capsule;
Flagellum;
Mesosomes;
Plasmid;
Genetic material / DNA / nucleoid;
Ribosomes;
Accept references to size only if some idea of range is given
max 2
(c) Large (surface) area;

For diffusion;
or
Short distance to centre of cell / to all haemoglobin;
For diffusion;
2
Page 48 of 66
(d) (i) Correct answer of approximately 7800 / 8000 = 2 marks
Incorrect answer but clearly derived by
dividing diameter of cell A by 7 = 1 mark
2
(ii) Idea of cut through maximum diameter / middle;

1
[8]
Q18.
(a) Diaphragm (muscle) contracts;
Flattens / Increases volume of chest;
Reduced pressure allows air to enter;
3
(b) Allows comparison;

As organs differ in size / as larger organs will need more blood;
2
(c) 2 marks for 40.91 / 40.9 / 41

1 mark for 59.09 / 59.1 / 59
2
(d) (i) Some oxygen still in lungs (which will enter the blood) /
removal of carbon dioxide (from blood);
1
(ii) More blood available for other organs;

Supplying oxygen / glucose / removing carbon dioxide;
OR
Diaphragm muscles not contracting (as not breathing);
Will not require (as much) oxygen / glucose;
2
[10]
Q19.
(a) Immediate / rapid increase, steady rise and plateau clearly identified;
Ignore references to rest period if clearly identified as such
1
(b) Find value of pulmonary ventilation from graph / 26-28;

Divide by breathing rate / 20;
2
(c) Air is from nose / trachea / bronchi / not been in alveoli / dead space;
Gas exchange / diffusion only in alveoli / not in these structures;
2
[5]
Q20.
(i) Because there are big differences;
any correct named example e.g. lung cancer / bronchitis much lower
in women than in men;
Page 49 of 66
2
(ii) easier to compare if sample size effectively the same;

different numbers of people in each group;
2
[4]
Q21.
(a) (gills have) lamellae on filaments;
lots of both;
2
(b) (i) all 3 go up;

Accept converse
1
(ii) more oxygen can be supplied;

for more respiration;
Accept answer relating to CO2
2
[5]
Q22.
(a) (diffusion) gradient will be maintained all the way along the gill / the amount of
oxygen in the water is always higher than in the blood / the numbers in the water are
always higher than in the blood;
more oxygen will diffuse into the blood;
2
(b) 100 cycles per minute;

(principle of 60 / x or 0.6 seen gains one mark)
2
[4]
Q23.
(i) (waxy so) impermeable to water / waterproof / stops water
passing through;
1
(ii) reference to hairs / position of stomata (sunken stomata /

stomata in pits )
LINKED to reduced air movement / trap layer of air /
trap water vapour (reject water) / maintains humidity;
reduces diffusion gradient / concentration gradient of water /

water potential gradient;
OR
stoma can close;

reduces area for evaporation or transpiration;
2
[3]
Page 50 of 66
Q24.
(a) (i) one feature;
then linked Explanation;
(many) filaments / lamellae / secondary lamellae;

so large surface area;
large number of capillaries; (NOT “good blood supply”)

maintains a diffusion gradient / removes oxygen;
thin epithelium / lamellae wall;

short diffusion pathway;
2
(ii) maintains diffusion / concentration gradient / equilibrium

not reached;
diffusion occurs across whole length (of lamellae / gill);
2
(b) less energy needed / continuous flow of water or O2;

1
[5]
Q25.
(a) contraction of (diaphragm) muscles flattens diaphragm;
contraction of intercostal muscles raises ribcage;
increase in volume decreases pressure;
3
(b) (i) tidal volume increases steeply, then increase slows down after
10 to 15 km h-1;
1
(ii) breathing rate increases slowly then steeply after 10 to 15 km h -1;

(max 1 if no reference to speed where change occurs in
either (i) or (ii))
1
(c) 20 × 2.75 = 55 dm2;

(award 1 mark for correct method i.e. tidal volume × rate);
2
[7]
Q26.
(a) 1. mouth opens, operculum / opercular valve shuts;
2. floor of mouth lowered;
3. water enters due to decreased pressure / increased volume;
4. mouth closes, operculum / opercular valve opens;
5. floor raised results in increased pressure / decreased volume;
6. high / increased pressure forces / pushes water over gills;
4 max
(b) 1. alveoli provide a large surface area;

2. walls of alveoli thin to provide a short diffusion pathway;
3. walls of capillary thin / close to alveoli provides
Page 51 of 66
a short diffusion pathway;
4. walls (of capillaries / alveoli) have flattened cells;
5. cell membrane permeable to gases;
6. many blood capillaries provide a large surface area;
7. intercostal / chest muscles / diaphragm muscles / to ventilate lungs /
maintain a diffusion / concentration gradient;
8. wide trachea / branching of bronchi / bronchioles for efficient
flow of air;
9. cartilage rings keep airways open;
(reject moist and thin membranes)
6 max
[10]
Q27.
(a) exchange / diffusion across body surface / skin;
short diffusion pathway / distance / large SA:V ratio;
2
(b) large numbers of lamellae so large SA;

lamellae thin so short (diffusion) pathway to blood / capillaries;
high rate of oxygen uptake for respiration / energy release;
(accept more oxygen)
3
[5]
Q28.
(a) (explanation must be linked to structures to gain second mark for each linked pair)
filaments / lamellae ; large SA;

gill plates or secondary
lamellae;
large number of to remove oxygen / to maintain a gradient;
capillaries;
thin epithelium; short diffusion pathway;
pressure changes; to bring in more water / to maintain
gradient;
countercurrent flow (or exchange / diffusion along whole length /
description); concentration gradient maintained /
equilibrium not achieved / blood always
meets water with higher oxygen
concentration;
6
(b) (i) requires 20 cm3 of oxygen / extracts 7.2 cm3 of oxygen /

reject if referring to volume of water
2.7 / 2.8 (dm3h–1);

(correct answer award 2 marks)
2
(ii) high (relative) density / heavy;
Page 52 of 66
requires large input of energy as difficult to push back out;
2
(c) (for each pair second point must be linked to first)

to provide same amount of oxygen;
need to have more water flowing over gills;
OR
metabolic rate / respiration increases (with increase in temperature);
so more oxygen required;
2 max
[12]
QWC 1
Q29.
(a) Active transport against / facilitated down with concentration gradient;
Accept answers in terms of water potentials
Active transport uses ATP/energy, /facilitated doesn’t;

Reject along/across gradient
Active uses carrier (proteins), / facilitated (often) uses channel (proteins);

2 max
(b) Lipid/fatty acid part of membrane is non-polar/hydrophobic;

Accept lipid/fatty acid bilayer
Oxygen and carbon dioxide small/ non-polar (molecules);
Oxygen/carbon dioxide can diffuse through/dissolve in/

get between molecules in this layer;
Down a concentration gradient;

2 max
(c) Brings more oxygen/removes carbon dioxide;
Maintains diffusion/concentration gradients;
Between alveoli and blood/capillaries;

Reject references to surface area
2 max
[6]
Q30.
(a) (i) Changes shape of antitrypsin;
Reference to hydrogen/ionic/disulfide bonds;
No longer attaches to/interacts/ reacts with trypsin;
Accept protease
2
(ii) Higher the concentration of hydrogen peroxide, more amino acids/

proteins affected;
More antitrypsin molecules change shape;
2
Page 53 of 66
(b) (Longterm smokers) inhale a lot of hydrogen peroxide;
Smokers have more active enzyme that damages lung tissue;
Reducing gas exchange surface;
2 max
[6]
Page 54 of 66
Examiner reports
Q1.
(a) This question produced a good spread of marks. Most students referred to
haemoglobin combining with oxygen in red blood cells and appreciated that loading
took place in the lungs. Some students then described the unloading of oxygen at
respiring tissues and these students often linked this to the increase in carbon
dioxide. Generally, only better students referred to high and low partial pressures of
oxygen and gained maximum marks. A significant minority of responses ignored
loading and unloading of oxygen and described the passage of oxygenated blood
through the circulatory system.
(b) Almost half the students failed to gain a mark as they often simply referred to it
being a 'fair test' without an explanation. Most answers gaining credit mentioned
enzymes and better students linked this to respiration to gain two marks. Answers
relating to the temperature affecting the amount of dissolved oxygen were fairly
infrequent as were references to enabling 'comparisons' between the larvae of both
species.
(c) Most students appreciated that the mean rate of oxygen uptake increased and then
levelled out with an increase in oxygen concentration in the water. However, only
better students specifically referred to where oxygen uptake levelled out. Students
gaining zero marks often stated that there was a positive correlation between the
variables.
(d) Many students noted, for one mark, that Chironomus longistylus has a higher
oxygen uptake at lower concentrations of oxygen. However, less than 25% of
students used the data to support their observation and gain a second mark.
(e) (i) Almost 80% of students gained this mark, often by stating that more oxygen
is lost via the gills in Australian lungfish than in African lungfish.
(ii) Most students were aware that more exchange is via the lungs in African
lungfish. However, far fewer students gained a second mark by mentioning
that gills would not function in air.
Q2.
(i) 90% of candidates gained this mark for noting that the volume of air in the lungs
increased. Candidates who failed to score usually referred to ‘fluctuations’ in the
graph.
(ii) Just over 40% of candidates scored full marks. However, most candidates gained
one mark for stating that the diaphragm contracts or flattens. Some answers went
into unnecessary detail about the role of the intercostal muscles and ribcage in
inhalation. This was not asked for. Additionally, a minority of weaker candidates
thought that the intercostal muscles move the diaphragm.
Q3.
This question discriminated well across the ability range and there were many excellent
answers to parts (a) and (b). Weaker candidates were often let down by poor expression
and this was particularly notable for part (b).
(a) Approximately half of the candidates gained at least three marks. Most correctly
Page 55 of 66
described movement down a concentration gradient by diffusion and against a
concentration gradient by active transport. The requirement for energy or ATP in
active transport was frequently noted. Similarly, many candidates were aware that
membrane proteins are involved in active transport or facilitated diffusion. However,
some disqualified this mark for stating that active transport involves channel
proteins. Better candidates also referred to the movement of water by osmosis and
related the property of a molecule to its route through the plasma membrane.
Weaker candidates sometimes confused active transport and facilitated diffusion.
Similarly, a minority described the structure of the membrane, without any reference
to transport across it.
(b) Just over half of candidates gained at least four marks. It was pleasing to see better
candidates often scoring full marks. References to a flattened epithelium or many
capillaries providing a large surface area were rare. However, all other marking
points were frequently seen. Many candidates appreciated the role of ventilation or
circulation in maintaining a concentration gradient. Unfortunately, weaker candidates
often gave answers that lacked detail or were out of context e.g. ‘thin membranes’,
‘better diffusion’ and ‘faster gas exchange’. Similarly, they did not usually relate
‘large surface area’ to the many alveoli present. A minority of candidates started
their answer with Fick’s equation but did not relate this to the question in sufficient
detail.
Q4.
(a) (i) Very few candidates gained two marks for this question. Only the most able
used the correct scientific terminology to name the layers of the alveolus and
capillary through which oxygen passes. A mark was often awarded for
‘alveolar epithelium’ or referring to the wall of both alveolus and capillary.
However, a number of candidates who referred to the capillary simply stated
that oxygen entered, without any reference to a layer. A number of weaker
candidates referred to ‘one cell thick membranes’ or gave answers that
focused solely on diffusion. Similarly, a minority of candidates referred to the
passage of air through the ‘bronchial tree’, from trachea to alveoli.
(ii) This proved to be a good discriminator. Nearly 60% of candidates gained this
mark for explaining that a thicker alveolar epithelium would increase the
diffusion pathway or reduce the rate of diffusion. Candidates who failed to
score usually referred to ‘less diffusion’, ‘less surface area’ or ‘a longer
pathway for gas exchange’.
(b) (i) Approximately one third of candidates gained one mark for the idea that
ventilation brings in air with a high concentration of oxygen. However very few
then went on to mention the removal of air with a low concentration of oxygen.
References to the removal of air almost always referred to carbon dioxide
concentration. This was not credited. Similarly, many candidates did not read
the stem of the question carefully and described the need for a concentration
gradient between the alveolus and blood. This was usually expressed in terms
of where the concentration of oxygen would be high and low. A minority of
candidates described the roles of the ribcage, intercostals muscles and
diaphragm in ventilation.
(ii) Many candidates gained the mark for the idea that the circulation of blood also
helps to maintain the concentration gradient between the alveolus and
capillary. However, some candidates did not attempt this question or gave
answers that related to the properties of a gas exchange surface.
(c) This was well answered and most candidates scored at least one mark. This was
Page 56 of 66
usually for the idea that miner’s lung may be caused by other factors. Better
candidates noticed fluctuations on the graph and made reference to a suitable year
when the number of cases had dramatically increased. Weaker candidates often
gave vague answers such as ‘the number of cases gradually increased’ without
qualification or they suggested how coal dust may have affected the lungs over time.
Q5.
(a) Most candidates gained at least one mark often by explaining that filaments and/or
lamellae in the gills provide a large surface area allowing efficient gas exchange.
The failure of many candidates to gain both marks was often due to poor use of
terminology particularly in relation to the short diffusion pathway between the blood
and water and the countercurrent flow mechanism.
(b) (i) Approximately half the candidates obtained this mark appreciating that a
logarithmic scale enabled the plotting of a large range of values.
(ii) The vast majority of candidates correctly described the relationship between
body mass and oxygen uptake.
(iii) It was surprising that only one in every five candidates obtained both marks
for this question. Many candidates obtained a mark for indicating that
measuring oxygen uptake per gram of body mass would enable a comparison
to be made. However, only better candidates linked this to the difference in
body mass or size of the animals.
Q6.
(a) Although it was evident that most candidates had a good idea of the role of
phagocytes, poor use of terminology often resulted in marks not being awarded. It
was common to see responses such as phagocytes ‘fighting disease’ or destroying
‘foreign bodies’ or ‘infections’. Nevertheless, approximately a third of candidates
obtained both marking points.
(b) (i) Most candidates obtained one mark for stating that the lungs would not fully
inflate or deflate. However, very few candidates obtained a second mark for
suggesting that breathing out would particularly be affected or that the rate of
diffusion would be reduced. There was some confusion over the meaning of
the term elasticity with many references to ‘lungs contracting and relaxing’.
(ii) This proved to be an effective discriminator. The vast majority of candidates

obtained at least one mark often by referring to the presence of scarred or
fibrous tissue in the lungs. Most candidates then gained a second mark by
linking this to a reduction in the surface area for effective gaseous exchange.
Fewer candidates specifically referred to the thickening of the alveolar walls
but instead mentioned thickening of lung tissue. However, a significant
number of candidates were able to link this thickening to a longer diffusion
pathway.
(c) (i) Most candidates obtained this mark using the information in the passage to
explain that lung cancer develops 20 – 30 years after exposure to asbestosis.
Candidates failing to gain this mark often provided incomplete responses such
ae ‘it takes a long time for cancer to develop’.
(ii) The vast majority of candidates obtained this mark by referring to smoking.
Page 57 of 66
Q7.
(a) Candidates showed a good understanding of the adaptations of gills for efficient gas
exchange. Although there were some who wrote in very general terms about ‘gills’,
most candidates linked surface area to the possession of gill filaments or lamellae
and to diffusion. The principle of counter-current flow was frequently mentioned and
it was clear that most candidates had an excellent understanding of this concept.
Some illustrated their answers with diagrams and these were occasionally very
helpful.
Candidates should be aware, however, that marks can only be awarded for
diagrams that are properly labelled. There were numerous sketches on which were
written figures that might have represented anything. Some points were made less
frequently or less convincingly. There was relatively little mention of the roles of
ventilation and circulation in maintaining the concentration gradient and many
struggled to describe the short diffusion path in sufficient detail to gain credit. There
were also a number of frequent misconceptions. These included references to air
passing over the gills; to diffusion only being able to take place in water, and to the
presence of carbon dioxide being essential for the diffusion of oxygen.
(b) Successful responses to this part of the question usually referred to photosynthesis
or to the diffusion of oxygen from the higher concentration in the air. There were
many answers, however, that involved fanciful ideas about generation of oxygen at
depth and this bubbling to the surface, or incorporated the concept of need, such as
that there was less oxygen at depth because the toadfish did not need it.
(c) This answer illustrated a common failing among less able candidates in answering
questions that involve application of knowledge. They were often inclined to rely on
recall and, while most were able to indicate that the toadfish environment was low in
oxygen, they not infrequently related this to high altitude. There was also a tendency
to give answers that were too brief, omitting reference to the context of low partial
pressure when describing the high affinity of toadfish haemoglobin for oxygen.
(d) Answers to this question tended to fall into two categories. Either candidates gave
very good answers that made the points in the mark scheme succinctly, or they
wrote at length about the three organisms without ever quite answering the
question. However, it was encouraging to see many excellent answers to a question
set in a context which is new to the specification.
Q8.
(a) Most candidates were able to extract the relevant information from the passage and
explain that many of those with the illness failed to see a doctor. The concept of a
ratio in part (ii) proved difficult for some to understand. Although there were many
correct answers there were many that should have been considered, at best, to
have been improbable.
(b) Many candidates were able to comment on the identical nature of the sugars in the
bacterial antigens and on the surface of nerve cells. For some, this led to a
comprehensive account of antibody binding and the formation of an
antibody-antigen complex. Others rather lost their way at this stage and did no more
than suggest that this led to antibodies ‘attacking’ the nerve cells.
(c) There were many lengthy accounts presented in answer to this part of the question.
Able candidates frequently described the entire process of ventilation and extended
their answers onto additional sheets before eventually arriving at a point where they
describe the effects of paralysis. It was clear, however, that many candidates had
little idea of the precise role of the diaphragm. It was not infrequently described, for
example, as ‘pushing the ribs up and out’. Such statements as ‘breathing in causes
Page 58 of 66
the diaphragm to flatten’ were common and revealed confusion between cause and
effect.
Q9.
(a) Most candidates gained the mark available here although there were some who
reversed the direction of movement and occasional inappropriate references to ribs
“expanding”.
(b) Those candidates who, in part (i), attempted to define “passive” as being the
opposite of “active” and therefore not involving muscle contraction usually gained
credit. Others, however, appeared to consider autonomic events as occurring
without the use of energy and many referred to “unconscious” or not having to “think
about it”. Part (ii), however, was well answered and most candidates were able to
extract the relevant information from the passage and explain why breathing out in
crocodiles could be considered to be active.
(c) Where the quality of written communication was acceptable and candidates
expressed their answers in terms of volume and pressure, responses to this
question were generally sound. It was encouraging to see so many candidates
displaying a clear understanding of the unfamiliar biology on which this question was
based.
(d) Many of the weakest candidates failed to gain any credit for this part of the
question. The reasons were varied. They attempted to offer explanations based on
inaccurate versions of the carbon cycle; they assumed that inspired air only
contained oxygen and expired air contained nothing but carbon dioxide, or they
failed to make clear the differences that they were required to describe. Candidates
of more modest ability tended to identify the differences in the relative amounts of
oxygen and carbon dioxide but failed, despite in some cases writing at great length,
to offer cogent explanation. Better again were candidates who described these
differences and offered explanations in terms of diffusion across the alveolar
epithelium. The very best candidates commented additionally on water vapour and
the change in the relative amount of nitrogen.
Q10.
(a) Very few candidates correctly worked out the area as 0.0167mm 2 and many
seemed to have a basic problem with calculating areas. It was common to see 0.1 x
0.1 = 0. l mm2. Many candidates failed to gain credit by carrying out calculations that
were not clearly identified. A common approach was to estimate the number of
stomata in an area 0. 1mm x 0. 1mm, which gained credit if done correctly. Many
gave answers that were clearly incorrect, such as 20-25 or even 0.25!
(b) Most candidates picked up the 2 marking points but some failed to gain the second
point by incorrectly stating that ‘fewer stomata prevent water loss’. Few answers
referred to the idea of there being a reduced surface area.
Q11.
(a) The question asked candidates to explain what caused the given changes in
pumping movements of the locust’s abdomen in the different gases. Many
candidates interpreted this as the purpose the locust had in mind and scored no
marks. In part (i), since the only parameter changed was to replace normal
atmospheric air with pure carbon dioxide, then the increase in carbon dioxide
concentration (or possibly the reduction in oxygen concentration) should have been
the obvious cause of the changed abdominal pumping frequency. In (ii), some very
Page 59 of 66
strange hypotheses were proposed about the locust becoming ‘adapted’ to
breathing pure carbon dioxide or that the level of this pure carbon dioxide was
somehow declining with time. Some realised there would be a lack of oxygen for
respiration and, hence, less energy available to power the muscles involved in
driving the pumping movements.
(b) Since a possible advantage to the locust was asked for here then ideas relating to
outcome were appropriate in this case. Sensible suggestions included expulsion of
the excess carbon dioxide or the provision of more oxygen enabling aerobic
respiration or the breakdown of lactate.
Q12.
(a) (i) Although the graph in this question was probably unfamiliar, it was pleasing to
note from the answers that many could interpret it and clearly understood what
was represented.
(ii) Answers here were seldom so convincing. There was much irrelevant
discussion of oxygen uptake and transport. Where carbon dioxide was
mentioned, many candidates failed to link diffusion to events in the lungs.
Perhaps more disturbing was the widespread misconception that diffusion of
carbon dioxide is directly affected by the oxygen concentration gradient.
Answers such as “Because oxygen has been taken in, there will be a high
concentration so carbon dioxide can no longer diffuse out” were not
infrequent.
(b) The answers which gained credit showed the volume of air increasing during
inspiration but seldom drew on the information in the graph to indicate that a
maximum value would be reached.
The simple strategy of checking on their own inspiration might have helped
candidates here.
(c) Produced many excellent answers and it was encouraging to note so many using
such terms as contract and relax, volume and pressure to explain the role of the
intercostal muscles. It should be noted however that the specification does not
require a knowledge of the roles of the internal and external intercostal muscles and,
for some, this extra detail proved their downfall.
Q13.
(a) Most candidates correctly spotted the rise in the partial pressure of carbon dioxide.
(b) Most candidates produced a good logical account and achieved both marks.
(c) Again most candidates clearly knew what was expected and produced clear logical
answers.
Many candidates who produced answers that did not actually relate water loss to
spiracles movements failed to gain the second mark. Some candidates confused
spiracles with stomata.
Q14.
(a) It was disappointing to observe that few candidates appeared to take note of the
mark allocation for this part of the question. Two marks should have suggested that
rather more was required than ‘large surface area’. To gain full credit it was
Page 60 of 66
necessary to link this aspect of the exchange surface with diffusion.
(b) AQA apologises for the error in the diagram accompanying this question. Clearly,
the diameter of the red blood cell should have been given as 7.5 mm, not 0.75 mm.
This information was not required for the calculation so it was felt safer to remove it
completely, hence the erratum notice. In part (i), most candidates recognised cell
layer B as epithelium although there were occasional incorrect references to
endothelium or epidermis. Part (ii), however, created problems for many in that they
either chose to calculate the maximum thickness or encountered difficulties with the
decimal point.
(c) In part (i), those candidates who understood the meaning of the word ‘composition’
were generally able to refer correctly to the concentrations of oxygen and carbon
dioxide, although occasional poor expression left the examiners uncertain as to
whether the concentrations quoted referred to the alveoli or to the trachea. However,
there were many who clearly did not understand what was meant by composition
and referred to such features as ‘the percentage of the air’ or pressure differences.
There were many comprehensive answers to part (c)(ii) although some candidates
again experienced difficulties in expressing their ideas.
(d) Although most answers were correct, there were occasional references to the
pulmonary vein and to various chambers of the heart in part (i). In part (ii), the best
candidates clearly appreciated that the lung cells would be respiring and would
produce carbon dioxide, or that the concentration of carbon dioxide in the blood
would reach equilibrium with that in the alveoli. Others produced responses that,
even if not gaining credit, were at least biologically sound. What was disturbing,
however, were the many answers along such lines as ‘the heart needs oxygen to
continue beating so it changes some into carbon dioxide’ or ‘there is not enough
oxygen in the lungs to replace all the carbon dioxide’.
Q15.
(a) The quality of the answers to part (a) were very much centre-based and often
reflected completion of the relevant subject matter from the specification rather than
an inherent lack of understanding. Better candidates had clearly encountered
muscles and could give some account of their role in breathing. Even among these
candidates, however, errors and lack of precision were apparent. There were still far
too many references to ‘messages’ or to nerves ‘telling’ various organs what to do.
(b) Most candidates were correctly able to link an increase in lung volume with a
reduction in pressure, although there were many who were of the opinion that air is
drawn into the lungs against a pressure gradient.
Q16.
(a) Most candidates were unable to choose the minimum distance to measure on the
photograph between the water and a red blood cell in the fish gill. Calculations
based on an incorrect initial measurement still gained some credit.
(b) While most were able to write at length about how counterflow maintained the
oxygen concentration gradient, only some went on to point out that the benefit to the
fish was that it would obtain more oxygen from the water and hardly any explained
that the extra oxygen would be useful to a fish since it would result in a higher rate
of respiration.
Q17.
Page 61 of 66
(a) Only the best candidates interpreted the diagram correctly and, having done this,
were able to describe the pathway in appropriate biological language. There were
rather too many references to walls and membranes to be sure of understanding. In
addition, there was some interpretation of the question as requiring a reference to
the mechanism involved. This resulted in some lengthy explanations of the process
of diffusion.
(b) Common correct answers were the possession of a capsule and a cell wall, but
there was a disappointing number of incorrect responses. These tended to arise
either because the candidate sought to compare a prokaryotic cell with an
unspecified eukaryotic cell, or because references were made to features such as
nuclei and mitochondria which were absent from prokaryotic cells. Many of the
responses made in this question clearly highlighted the perils of failing to read the
question carefully.
(c) Candidates who explained the advantage of a disc shape in terms of increased
surface area encountered few problems in equating this property to diffusion. Others
were less successful, either because they were unable to explain the flattened
shape of the cell in terms of a short diffusion pathway, or because they constructed
inappropriate arguments based on the amount of haemoglobin present or the
flexibility of the cells.
(d) Despite the frequency of such calculations in Unit tests, candidates met with only
limited success in part (i). This part of the question gave rise to two problems which
created particular difficulties. Candidates had to select the right measurement to
represent the diameter and they had to convert this measurement to micrometres.
Both tasks presented major hurdles to those of more limited ability. Further
difficulties arose from a failure to calculate magnification from the data provided.
Part (ii), however, was generally answered well, although there were those who
sought to offer explanations based on resolution or the orientation of the specimen,
perhaps relying on uncertain memories of previous mark schemes.
Q18.
(a) Answers were either of an excellent standard, describing succinctly how the action
of the diaphragm led to an increase in thoracic volume and a decrease in pressure,
or they demonstrated a limited and confused understanding of the principles
involved. Many less able candidates wrote about both inhalation and exhalation. The
examiners ignored irrelevant material where possible but could not do so where
information concerning exhalation contradicted that given for inhalation.
Considerable uncertainty was demonstrated over the precise change in shape of the
diaphragm during inhalation. It was often described as moving upwards or outwards,
answers which suggested confusion with movement of the ribs.
(b) Incorrect responses to this question could be divided into two categories. Many
candidates obviously failed to interpret the data correctly, not noticing that they
concerned a single animal. Answers referring to allowing a comparison between the
organs of different sized animals were thus, clearly, incorrect. Others failed to
identify the intended emphasis in the question and explained such points as why
grams rather than kilograms were selected; why units were in grams rather than in
cubic centimetres, or why they related to tissue. Good candidates went beyond the
idea of a”fair test” and referred to differences in size of the organs concerned.
(c) It is of concern that so many A level biologists fail to attempt any question which
involves numbers, particularly when it involves the straightforward calculation of a
percentage. There were many correct responses but others showed working which
revealed a lack of understanding of what was involved, seemingly selecting figures
Page 62 of 66
at random and carrying out mathematical manipulations which proved impossible to
follow or to comprehend. The large number of candidates who subtracted the data
for the seal under water from that for the animal on land made the first step towards
an answer and gained some credit.
(d) Candidates who appreciated that an air-breathing seal would be unable to continue
breathing while under water were usually able to make some progress with this
question. Such candidates generally noted in part (i) that continued blood flow to the
lungs would result in removal of residual oxygen. Surprisingly many candidates
encountered difficulties here because they based their answers on the transfer of
oxygen to the lungs in order to allow breathing to continue. Where common sense
prevailed, answers to part (ii) usually involved some reference to the diaphragm not
contracting, allowing blood to be diverted elsewhere. It was not uncommon to find
answers where cause and effect were confused, and there were a number of
accounts in which candidates clearly saw a reduction in blood flow as the key
feature in preventing diaphragm contraction under water.
Q19.
(a) The pattern of change consisted of three phases, an immediate increase followed
by a slower rise to a plateau. The performance descriptors for AS biology recently
released by QCA indicate that the ability to describe trends and patterns in data is
held to be indicative of a grade E candidate. Despite this, large numbers of
candidates show little competence with this skill, either in theory papers or in their
coursework. The main problems encountered in this particular question were a
failure to distinguish between rest and activity, and the frequency of responses
based on such simplistic ideas as that “during exercise the rate of pulmonary
ventilation goes up”.
(b) The relationship between pulmonary ventilation, breathing rate and tidal volume
created something of a challenge. Although better candidates could generally
re-arrange the equation, they still experienced difficulty in explaining how the value
for the pulmonary ventilation could be obtained from the graph. Less able
candidates frequently incorporated stroke volume or time into the account and
multiplied or divided by these quantities.
(c) Many candidates were able to offer lucid explanations of the information provided
and showed familiarity with the concept of dead space. Others, not always the
weaker candidates, confused this concept with residual volume. Otherwise sound
answers were sometimes marred by imprecise expression. The term “throat” was
often used, for example, to refer to the airways.
Q20.
In part (i) most candidates were aware that there are differences in the figures for men
and women. However, despite being asked to use an example from the tables, many
failed to do so. In part (ii) many candidates were aware that percentages lead to ease of
comparison, but few referred to differing sample sizes.
Q21.
(a) Despite the straightforward nature of this question very few candidates scored both
of the marks available. Clearly candidates had limited knowledge of the basic
structure of fish gills. Over 50% of the responses referred to lamellae and gill plates
as the two principal structures rather than describing the presence of lamellae on
filaments.
Page 63 of 66
(b) This part was well answered and better candidates often implied causation in their
responses, with statements such as “as gill surface area increases, so do mass and
swimming speed”.
Most of the better candidates scored both marks here. Less able candidates often
failed to give an explanation of what the increased oxygen uptake was for.
Q22.
There were mixed responses to this question on ventilation in fish.
(a) Few candidates gained full marks. Many of them simply stated that the diffusion
gradient was maintained, or failed to appreciate that the fish obtain more oxygen.
(b) Many candidates gained two marks for the number of ventilation cycles in a minute.
The most common mistake was 2 cycles per minute.
Q23.
The role of the cuticle was well known. Some candidates failed to gain marks through
incomplete answers such as ‘the cuticle reduces transpiration’ rather than relating water
loss to the impermeable nature of the cuticle. In part (ii), most candidates were able to
describe a feature that reduces water loss, but only the more able candidates explained
how the feature reduces transpiration by affecting the water diffusion gradient.
Q24.
The quality of the answers here were very centre-specific.
(a) Candidates frequently scored high marks in part (i), but some candidates failed to
mention a specific feature. The most common answer was that filaments or lamellae
increased the surface area. In part (ii), the idea of maintaining the gradient was often
recognised, but not over the whole length of the gill.
(b) There was only an occasional reference to energy or that there would be a
continuous flow. There were many vague answers to ‘it being less efficient’.
Q25.
(a) This was surprisingly poorly answered with many candidates providing descriptions
of a standard lower than that expected for GCSE. There was generally a lack of a
clear sequence in the descriptions with links not being made between an action and
its effect, such as contraction of intercostal muscles and raising of the ribcage. The
link between an increase in volume and a decrease in pressure was often omitted,
as was the required reference to diaphragm muscle. Some candidates concentrated
on a description of the nervous control of breathing which was not part of this
module.
(b) This was considered a more straightforward question and was usually
Page 64 of 66
well-answered. Marks were lost by poor terminology, candidates sometimes
describing a decrease in tidal volume rather than a slowing down in the rate of
increase. A minority attempted to explain the curves without offering a description.
(c) The majority of candidates gained the principle mark but only the better candidates
gave the correct answer. A significant number was unable to read the data correctly.
The most common mistake was to read off both the tidal volume and breathing rate
from where one of the lines crossed the x axis at 20 km h-1, producing answers of
40 (2 × 20) or 77.5 - 77.6 (2.75 × 27.5). Some candidates having correctly obtained
the data then carried out the wrong calculation.
Q26.
(a) There was a large range of answers to this question., including some excellent,
detailed descriptions, which achieved full marks. A frequent mistake was to
misinterpret the question and give a detailed but irrelevant explanation of the
counterflow mechanism. Some candidates were unclear about the structure of the
gills and produced confused accounts of the roles and functions of the buccal cavity
and operculum. Some clearly did not understand the principle of ventilation at all.
(b) Answers to this question proved disappointing. Many candidates understood the
basic structure and function of the lungs but did not produce detailed accounts,
using appropriate AS terminology. Answers tended to concentrate on surface area
of alveoli and short diffusion pathways, or to give detailed descriptions of lung
structure and the mechanism of breathing, without linking this to the uptake of
oxygen.
Q27.
(a) Many candidates scored one mark most commonly for recognition of the short
diffusion pathway, which was often related to the SA:V ratio. Surprisingly few
answers then went on to relate this to exchange occurring across the body surface.
(b) Again, only the very weakest candidates failed to gain the surface area mark,
usually omitting to link the increased surface area to number of lamellae present.
Only the better candidates explained fully the short diffusion pathway in relation to
the blood capillaries. Poor expression with reference to respiration and ‘synthesising
energy’ appeared in a number of weaker answers.
Q28.
(a) There were some excellent answers to this question with many candidates gaining
full marks. Examiners were looking for each feature being linked to how it fulfils its
function. Marks were therefore lost by candidates who failed to specify the functional
advantage of a described feature. Imprecise descriptions including ‘thin gills’ and
‘good blood supply’ also failed to gain credit. The countercurrent principle was well
understood and most candidates were aware of filaments and lamellae, but very few
included details of secondary lamellae or gill filaments.
(b) The calculation was beyond most candidates, with very few even attempting it.
Some did calculate 20 cm³ but then gave it as the actual answer. A majority of
candidates realised water is denser than air, but only the better candidates linked
this to energy input. Very few referred to difficulty in pushing the water back out.
Some candidates associated tidal movement with decreased efficiency of the
countercurrent mechanism.
(c) This question was not well answered, most candidates giving vague descriptions of
Page 65 of 66
‘more oxygen being absorbed’. Only the very best candidates appreciated the
increased amount of water flowing resulted in the same amount of oxygen being
extracted.
Q29.
There were many good answers to (a), with about half of candidates obtaining both
marks. However, a fifth obtained no marks, often because they got active and facilitated
transport the wrong way round.
In (b), marks were most commonly awarded for references to the small size of the
molecules and a diffusion gradient. Some candidates were aware that these are non-polar
molecules and can dissolve, or diffuse through, the lipid bilayer.
Nearly half of candidates obtained no marks in (c). It was disappointing to see how few
had any real idea about the importance of ventilation of the lungs in maintaining a
concentration gradient. Most answers were in terms of what happens in the alveolus,
between the air space there and the blood.
Q30.
This question was poorly answered by many candidates, often because they did not
understand the need to ‘explain’.
(a) Answers to (i) were frequently a simple description of the graph. Others attempted
to explain, but only stated that hydrogen peroxide decreased protein activity without
referring to denaturation or changes in shape, and how this would render alpha-I-
antitrypsin unable to bind to trypsin. The same description was often offered in (ii),
where most candidates failed to score any marks. Some candidates understood that
the more hydrogen peroxide there was, the more alpha-I-antitrypsin would be
inhibited, but there was no reference to amino acids being affected or antitrypsin
molecules changing shape.
(b) Here, many candidates failed to use the information they were given, and simply
wrote about the damage caused by smoking in general. Only the best candidates
could explain that long-term smokers inhale more hydrogen peroxide, so they would
have more active enzyme, resulting in a reduced gas exchange surface.
Page 66 of 66

Gas Exchange Part 2

Uploaded by

Copyright:

Available Formats

Gas Exchange Part 2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Gas Exchange Part 2

Uploaded by

Copyright:

Available Formats

Name: ________________________

Gas exchange Part 2

Time: 249 minutes

Marks: 212 marks

Concentration of Mean rate of oxygen uptake / cm3 g-1 h-1

The person was breathing in between times A and B on the graph.

(b) In healthy lungs, a gradient is maintained between the concentration of oxygen in

(i) Describe how ventilation helps to maintain this difference in oxygen

Evaluate this conclusion.

Several diseases are caused by inhaling asbestos fibres. Most of these

Species Position 87 Position 104 Position 125

(a) (i) The number of cases of diarrhoea confirmed as being caused by

(ii) Calculate the number of cases of diarrhoea confirmed as being caused by

(b) (i) Explain what is meant by passive (line 3).

(ii) Is breathing out in crocodiles active or passive? Explain your answer.

Answer ____________________ stomata per mm2

The graph shows the results.

(a) Explain what caused

(ii) Describe the role of diffusion in producing this difference.

(i) during inspiration;

(ii) during expiration.

(b) The diagram shows part of an alveolus and a capillary.

(i) Name the type of cells in layer B.

(i) Give two ways in which the composition would differ.

Answer ____________________ µm.

(d) The diameter of a human red blood cell is 7 µm.

Organ Blood flow / cm3 min–1 g–1

On land Under water

Lungs 0.88 0.52

Diaphragm 0.21 0.02

(i) blood continuing to flow to the lungs;

(ii) a large reduction in blood flow to the diaphragm.

Age/years Number of deaths

35 - 64 11.5 4.2 31.7

65 - 74 12.6 8.5 33.3

75+ 5.8 8.1 29.1

Total (35 - 75+) 29.9 20.8 94.1

Age/years Number of deaths

35 – 64 3.2 1.3 8.4

65 – 74 2.6 1.9 18.2

75+ 1.8 3.5 42.3

Total (35 – 75+) 7.6 6.7 68.9

Explain the advantage of giving these data as percentages.

(i) Explain how the cuticle reduces water loss.

(b) Describe the two curves.

(i) Tidal volume

(ii) Breathing rate

Thickness of Number of lamellae

Table 1 compares some features of water and air.

Feature Water Air

Relative density 1000 1

Maximum concentration of oxygen / cm3 dm–3 9 130

Table 2 shows some features of gas exchange in a fish and in a mammal.

Feature Fish Mammal

Percentage of oxygen extracted from water or air 80 25

Oxygen consumption at rest / cm3 kg–1 hour–1 100 200

(a) (i) Hydrogen peroxide reacts with two amino acids in

(ii) Explain the results shown in the graph.

2. Loading / uptake / association in lungs;