CJ*(W10-239-01)
ADDITIONAL MATERIALS
In addition to this paper you may require a calculator and a ruler.
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.
GCSE 239/01
ADDITIONAL SCIENCE
FOUNDATION TIER BIOLOGY 2
A.M. THURSDAY, 14 January 2010 45 minutes
For Examiner’s use only Question Max.
Mark
Mark Awarded 1
2 3 4 5 6 7 Total
8 9 10
8 8 5 2 50 Candidate
Name
Candidate Number Centre
Number
0
Answer all questions.
1. Pupils in a school wanted to find out the different types of waste the school was producing. The results are shown in the table below.
Type of waste Paper Plastic Cardboard
Glass Food waste
Percentage (%) produced 30
19 11 3 37
(a) Use a ruler to plot a bar graph to show these results. Two have been completed for you. [3]
0 10 20 30 50
40
% Produced
Paper Plastic
Type of waste
only
Turn over.
(239-01) 8
(b) The pupils researched the effect of plastic waste on wildlife.
They found that:
• 2 million seabirds die each year due to eating or getting wrapped in plastic.
• Turtles eat plastic bags mistaking them for jellyfish, their normal food.
• A dead whale was found to have a kilogram of plastic in its stomach.
• Burning plastic releases poisonous gases.
• The UK is running out of sites to dump the plastic.
Using this information, answer the following questions. [3]
(i) What do turtles normally eat?
. . . .
(ii) Why do so many seabirds die?
. . . .
(iii) Why should plastic waste not be burnt?
. . . .
(c) Suggest two ways in which we can cut down the amount of plastic waste. [2]
. . . .
. . . .
Turtle eating plastic
3 Examiner
only
9 2. The diagrams show a plant cell and an animal cell.
(a) Answer the following questions, using some of the words below. Each word can be used once or more than once.
cell wall, cell membrane, nucleus, chloroplast, cytoplasm, vacuole.
(i) Label the parts A - E. [5]
(ii) Give the name of the part of a cell: [3]
I. that controls the movement of substances in and out of a cell;
. . . .
II. that contains chromosomes;
. . . .
III. that helps a plant cell keep its shape.
. . . .
(b) Name the cells from embryos that can be used to repair damaged tissues or treat disease. [1]
. . . .
only
D . . . .
E . . . . . . . .A
. . . .B
. . . . C
(239-01)
5
Turn over.
BLANK PAGE
3. Pupils collected leaf litter from under a tree.
The diagram shows part of a food web from the area.
(a) From the food web name: [3]
(i) the producer; . . . .
(ii) one herbivore; . . . .
(iii) one carnivore. . . . .
(b) If the number of beetles increased state what would happen to the number of: [2]
(i) woodlice; . . . .
(ii) earthworms. . . . .
Leaf
Earthworm Centipede
Woodlouse Beetle
only
Turn over.
(239-01) 10
(c) One pupil wanted to find out more about the decay of the leaves in the litter.
She put 50 leaf discs in two mesh bags, A and B, as shown below. The bags had different mesh sizes.
The bags were then put back under the tree and examined weekly throughout June.
The leaf area remaining is used to measure decay.
The results are shown below.
B A
(i) In which bag did the leaves break down at the faster rate? . . . . [1]
(ii) Name an organism from the food web that could have caused the disappearance of some of the leaf matter from bag A, but not from bag B. [1]
. . . .
(iii) Name two groups of microbes / decomposers that caused decay in both bags. [2]
1. . . . .
2. . . . .
(iv) If the bags had been left in December instead of June, how would you expect the
results to differ? [1]
. . . .
. . . .
A B
Large mesh size (10 mm2)
Small mesh size (0.1 mm2) Cork borer cutting out
discs from leaf
Leaf area remaining
/ %
Time / weeks
7 Examiner
only
8
4. (a) Fill in the blanks by using some of the words below. [4]
sun, oxygen, chloroplasts, nucleus, water, carbon dioxide.
Green plants make their own food from . . . . that is absorbed by the roots,
. . . from the air and light energy from the . . . .
which is absorbed by the . . . . in a leaf cell.
(b) Three test tubes were set up as shown in the diagram.
They were then left in the light for 6 hours.
The tubes were then tested for carbon dioxide concentration.
(i) Which tube had the highest concentration of carbon dioxide?
Explain your answer.
Tube . . . .
. . . .
. . . .
(ii) Which tube had the lowest concentration of carbon dioxide?
Explain your answer.
Tube . . . .
. . . .
. . . .
[4]
A B C
water
pondweed
water snail
only
9
(239-01)
BLANK PAGE
Turn over.
5. Thomas and Rhiannon set up an experiment to discover the effect of pH on the rate of reaction of two protease enzymes A and B.
The time taken for the complete digestion of a protein was measured at six different pH values ranging from pH 2 to pH 7.
The results are shown in the table below.
pH 2 3 4 5 6 7
Enzyme A 2.6 7.9 4.1 2.3 1.1 0.8
Enzyme B 0.0 0.0 0.3 1.2 2.4 3.7 Rate of reaction
/arbitrary units
(a) Complete the chart below by plotting the data for enzyme A. Join the plots with a ruler.
The data for enzyme B has been plotted for you. [3]
Enzyme B
0 1 2 3 4
2 3 4 5 6 7
5 6 7 8
pH
Rate of reaction / arbitrary units
only
(239-01) Turn over. 8 (b) At which pH is the rate of reaction the same for both enzymes? [1]
. . . .
(c) Describe the effect of pH on the rate of reaction of enzyme A. [2]
. . . .
. . . .
. . . .
(d) Thomas and Rhiannon decided to repeat the experiment with a sample of enzyme A which had been boiled and cooled.
(i) What effect would this enzyme have on the digestion of protein? [1]
. . . .
(ii) Explain your answer. [1]
. . . .
11 Examiner
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6. The photograph below shows illegal loggers clearing a forest in Borneo, Indonesia.
The land is being cleared for the agricultural production of palm oil.
Palm oil is used to produce bio-fuels, and foods such as crisps, peanut butter and oven chips.
Source: WWF - Canon/Alain Compost
The maps below show the forested areas of the island of Borneo in 1930, 1999 and 2004.
Forests Key:
Hugo Ahlenius, UNEP The orangutan lives in the forests of Borneo.
only
(239-01) 5 (a) Read the following facts and answer the questions that follow.
Since 1930
• there has been a great increase in the number of people living on earth.
• there has been very little increase in the number of people living in Borneo.
• the number of orangutan living in Borneo has rapidly decreased.
(i) Explain how the increase in the number of people living on earth has resulted in the
decrease in the number of orangutan. [2]
. . . .
. . . .
. . . .
. . . .
(ii) In the 69 years between 1930 and 1999 the area occupied by orangutans in Borneo halved. It halved again in the 5 years between 1999 and 2004. From this evidence,
suggest how the map might look in 2030. [1]
. . . .
(iii) How could the people living in other countries, outside Borneo, help stop the decrease
in the numbers of orangutan? [1]
. . . .
(b) Apart from agriculture suggest one other reason why forests are cleared. [1]
. . . .
Turn over.
13 Examiner
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7. The diagram below shows the human digestive system.
Label the parts A and B on the diagram. [2]
2 A. . . .
B. . . .
only
