GCSE 239/01
ADDITIONAL SCIENCE
FOUNDATION TIER BIOLOGY 2
P.M. WEDNESDAY, 20 May 2009 45 minutes
VP*(S09-239-01)
ADDITIONAL MATERIALS
In addition to this paper you may require a calculator.
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this page.
Answer all questions.
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question or part-question.
You are reminded of the necessity for good English and orderly presentation in your answers.
For Examiner’s use only
3 7
1 8
2 6
5 4
4 10
7 4
6 7
Total 50
8 4
Question Maximum Mark
Mark Awarded
(239-01)
Answer all questions.
1. (a) The diagram shows a plant cell.
B . . . .
C . . . .
D E F
A . . . .
(i) Label A, B and C, using words from the list below. [3]
nucleus, cytoplasm, vacuole, chloroplast, cell wall, cell membrane.
(ii) Give the letters of two structures, shown in the diagram, which could not be seen in
an animal cell. [2]
. . . . . . . .
(b) Complete the sentences below by choosing the correct words. [3]
grow, replaced, damaged, controlled.
Cell division allows organisms to . . . . . Worn out cells can be
. . . . and . . . . tissues can be repaired.
8
Turn over.
(239-01)
2. Garden waste such as leaves, grass and twigs can be piled into a heap called a compost heap.
A Compost Heap (decaying garden waste)
Microbes break down the waste material while they feed on it.
They respire aerobically, so the heap must be mixed regularly to add air.
The decayed material forms compost, which is spread on the garden to improve the soil.
(a) From this information:
(i) Give two examples of plant material which can decay in a compost heap.
1. . . . . 2. . . . . [1]
(ii) Give the name for decayed plant waste. [1]
. . . .
(iii) Why is the decayed plant waste spread on the garden? [1]
. . . .
(b) (i) Name one type of microbe which causes decay. [1]
. . . .
(ii) Name the gas which the microbes need for respiration. [1]
. . . .
(c) During decay the temperature in the compost heap would increase. Give the reason. [1]
. . . .
6
(239-01)
3. Read the information about organisms in a woodland and use it to answer the questions.
caterpillar sparrow
hedgehog snail thrush fox
Snails and caterpillars eat leaves.
Caterpillars are eaten by sparrows and hedgehogs.
Thrushes eat snails.
Foxes eat hedgehogs.
(a) Complete the food web below using only the information above. [4]
caterpillars
leaves of oak tree
(b) From the food web above name
(i) the producer; [1]
. . . .
(ii) one herbivore. [1]
. . . .
. . . .
. . . .
. . . .
. . . .
. . . .
(239-01) Turn over. 7 (iii) Using the food web opposite complete the pyramid of numbers below. [1]
oak tree leaves
(239-01)
4. Bethan investigated the action of an enzyme.
She did the investigation at five different temperatures.
She always used the same apparatus and the same concentration of enzyme.
The table shows Bethan’s results.
Temperature/°C Rate of enzyme activity/arbitrary units
10 5
20 14
30 26
40 45
50 20
(a) Plot the results on the grid below. Join the plots with a ruler. [3]
0 10 30 40 50
0 10
20
20 30 40 50
Rate of enzyme activity/a.u.
Temperature/°C
Turn over. 10
(239-01)
(b) From the graph:
(i) State the rate of enzyme activity at 25°C. [1]
. . . . a.u.
(ii) Describe how the rate of enzyme activity changes between 35°C and 45°C. [2]
. . . .
. . . .
(iii) At 100°C there would be no enzyme activity. Give the reason. [1]
. . . .
(c) (i) Why was it important that Bethan always used the same apparatus and the same
concentration of enzyme? [1]
. . . .
(ii) Suggest one other factor which should always be kept constant in this investigation.
[1]
. . . .
(d) To which class of chemicals do enzymes belong? [1]
. . . .
(239-01)
5. The diagram shows part of the carbon cycle.
A
B
Fossil fuels
Plants Respiration Carbon dioxide
in the air
(a) Name process A and process B. [2]
A. . . . .
B. . . . .
(b) Process A can occur at a very high rate.
(i) What effect does process A have on the level of carbon dioxide in the air? [1]
. . . .
(ii) State one environmental problem which is caused by process A. [1]
. . . .
4
(239-01)
BLANK PAGE
Turn over.
(239-01)
6. The diagram shows the human digestive system.
A
B
C
. . . .
. . . . . . . .
(a) Label A–C on the diagram. [3]
Turn over.
(239-01)
(b) A piece of visking tubing was knotted at the lower end and then filled with a starch solution and enzyme mixture. The top of the tube was then knotted around a cocktail stick and placed in a test tube of water at 35°C. The apparatus is shown below.
cocktail stick
test tube
starch solution and enzyme mixture
visking tubing
water at 35°C
After one hour the water in the test tube was tested for the presence of both starch and sugar.
The results are shown below.
Starch Sugar
no no
no yes At start of experiment After one hour
Water in test tube
(i) Explain why there was sugar but no starch in the water in the test tube after one hour.
[3]
. . . .
. . . .
. . . .
. . . .
(ii) Name the enzyme used in this experiment. [1]
. . . .
7
(239-01)
7. In 2005 – 2007 an European Union/Welsh Assembly Government project was set up to buy 24 000 female lobsters from fishermen. The captured female lobsters had a V-shaped notch cut in their tails before being released back into the sea.
The project is managed by the South Wales Sea Fisheries Committee.
The following is part of a notice displayed on notice boards in fishing villages and ports in South Wales.
South Wales Sea Fisheries Committee
Lobster
The minimum size of lobsters which may be taken from the sea in this district is 90 millimetres carapace measurement. This is the distance from the back of the eye socket to the rear edge of the carapace.
Lobsters with a ‘V’ notched tail are protected by law and must be returned to the sea.
carapace
V notch
Turn over.
(239-01)
The following table provides some information about the growth and egg production of female lobsters:
Carapace length of female lobster /mm
Number of eggs produced each year
90 7000
150 20 000
(a) State the relationship between female lobster size and egg production. [1]
. . . .
. . . .
(b) Suggest why all V-notched lobsters, which are protected by law, must be returned to the sea.
[2]
. . . .
. . . .
. . . .
(c) The protection of lobsters helps to maintain the biodiversity of the seas around South Wales.
What is meant by the term biodiversity? [1]
. . . .
. . . .
4
(239-01)
8. The figure below shows the world population between 1950 and 2050 (estimated).
0 2 6 8
4
2008 2050
1950 10
Key:
Urban Rural World
population /billions
Date
An effect of the increase in world population will be an increase in the percentage of the population living in urban areas (towns and cities) and a decrease in the percentage living in rural (farming) areas.
(a) (i) Suggest why an increase in the number of people living in urban areas will result in a decrease in the agricultural land available for growing crops. [1]
. . . .
. . . .
(ii) State one effect of the decrease in agricultural land on humans. [1]
. . . .
(239-01)
(b) One of the systems that scientists are studying to solve the problem of argricultural land shortage is Vertical Farming. Crops would be grown indoors in specially designed “living towers” (high rise tower blocks) in the centre of urban areas. This has been tried out in Chicago.
The table below shows some data about the delivery of tomatoes to the people of Chicago in one year.
Mass of tomatoes delivered in one year
Existing farm land Vertical farming
Land needed to grow tomatoes 1 150 acres 7 acres
Miles travelled in bringing tomatoes
into Chicago 959 300 0
Fuel consumed in bringing tomatoes
into Chicago 39 000 000 litres 0
15 914 tonnes
State two environmental advantages of growing tomatoes in Vertical Farming systems. [2]
(i) . . . .
(ii) . . . .
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