Q1.          When animals die, bacteria make them decay.
Warmth, moisture and oxygen are needed for this to happen.
(a)     (i)      In northern Russia whole bodies of mammoths have been found in the frozen soils.
         Explain why they did not decay.

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(1)

(ii)     Fish fossils have been found in mudstone rock. Explain why they did not decay?

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(2)
(b)     Some of the mammoths had flint weapons in their bodies.
          Suggest two things that this tells us about human evolution.
1 ..................................................................................................................................
2 ..................................................................................................................................
(2)

(c)     Mammoths are now extinct. Suggest two reasons for this.
1 ..................................................................................................................................
2 ..................................................................................................................................
(2)
(Total 7 marks)
Q2.          It is now possible to clone humans.  The diagram shows one way in which this can be done.

(a)     What type of reproduction is this?
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(1)
(b)     Will the baby have the characteristics of the egg cell or the body cell?
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          Explain the reason for your answer.
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(2)
(c)     The procedure in the diagram could be used to produce several cloned embryos.
          Suggest how this might be done.
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(1)
(Total 4 marks)
 
Q3.          The diagrams show fossil animals found in rocks of different ages.  Scientists have used this information to work out how the modern horse evolved.

(a)     Mesohippus became extinct over thirty million years ago.  Use information from the diagrams to suggest two reasons why this happened.
1 ..................................................................................................................................
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2 ..................................................................................................................................
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(2)
(b)     (i)      How do scientists know how big these early horses were?
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(1)
(ii)     How do scientists know when they lived?
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(1)

(c)     Explain how the information in the diagrams supports the theory of evolution.
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(3)
(Total 7 marks)
Q4.          Complete the sentences below.
Genes pass on ............................................................ from parents to children.
The genes are passed on by the parents’ reproductive cells.
The mothers’ sex-cells are called ................................................................................ .
The fathers’ sex-cells are called .................................................................................. .
Children are similar to their parents because ..................................................................
................................................................................................................................... .
(Total 4 marks)
 Q5.          The photograph shows a zorse.

By Kumana @ Wild Equines [CC-BY-2.0], via Wikimedia Commons
          A zorse is a cross between a male zebra and a female horse.
The zorse has characteristics of both parents.
(a)     The zorse was produced by sexual reproduction.
(i)     What is sexual reproduction?
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(1)

(ii)    The zorse has characteristics of a zebra and a horse.
Why?
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(2)
(b)     Zorses are not able to breed.
Scientists could produce more zorses from this zorse by adult cell cloning.
The diagram shows how the scientists might clone a zorse.

In this question you will be assessed on using good English, organising information clearly and using specialist terms where appropriate.
Use information from the diagram and your own knowledge to describe how adult cell cloning could be used to clone a zorse.
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(6)
(Total 9 marks)
 Q6.          The diagram shows how you can breed mice without using male sex cells. 

(a)     (i)      What type of reproduction is shown above?
........................................................................................................................ (1)
(ii)     Which part of the nucleus carries the information to make a mouse black or white?
......................................................................................................................  (1)
(iii)     Carefully describe how the baby mice
(A)    compare with each other, .......................................................................
          ................................................................................................................
(B)     compare with the parent mice ................................................................
          ............................................................................................................ (3)

(b)     Mice normally reproduce in a similar way to humans.
(i)      Which organs in the white mouse released the five egg cells?
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(1)
(ii)     What treatment could you give the white mouse to make her release more eggs?
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(1)
(Total 7 marks)
Q7.          The picture shows a fossil.

(a)     (i)      What is a fossil?
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(3)

(ii)     Describe one way in which fossils are formed.
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(2)

(b)     We only know about extinct animals and plants because they have left fossils.
What does the word “extinct” mean?
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(1)
(Total 6 marks)

Q8.          In some methods of reproduction, clones are made.
(a)     Explain what is meant by a clone.
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(2)
(b)     To gain full marks for this question you should write your ideas in good English. Put them into a sensible order and use the correct scientific words.
          Describe, in as much detail as you can, one way in which an embryo can be cloned.
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(3)
(Total 5 marks)
 Q9.          (a)     Use words from the list to complete the sentences.
          alleles        chromosomes      gametes        genes       mutations
          The nucleus of a cell contains thread-like structures called ..................................... .
          The characteristics of a person are controlled by .....................................
          which may exist in different forms called ..................................... .
(3)

(b)     The drawing shows some of the stages of reproduction in horses.

(i)      Name this type of reproduction .......................................................................
(1)
(ii)     Name the type of cell labelled A .....................................................................
(1)
(c)     When the foal grows up it will look similar to its parents but it will not be identical to either parent.
(i)      Explain why it will look similar to its parents.
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(1)
(ii)     Explain why it will not be identical to either of its parents.
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(2)
(Total 8 marks)

 

Q10.          The drawing is an artist’s impression of some extinct plants.

(a)     Use only information from page 31 of the Data Book to help you to answer both parts (i) and (ii) of the question.
          These plants lived in forests. They died out at the end of the Carboniferous period.
(i)      How long ago did these plants become extinct? .................................... million years.
(1)
(ii)     Suggest one reason why these plants became extinct.
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(1)
Explain your answer.
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(1)
(b)     We know about these extinct plants from their fossils.
          Describe how parts of plants become fossils.
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(1)
(Total 4 marks)

 

Q11.The diagrams show four ways in which human twins may be formed.

Which diagram, A, B, C or D, shows the process which will produce genetically identical twin boys?
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Explain the reason for your choice.
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(Total 3 marks)

 

Q12.          Choose words from this list to complete the sentences below.
bones                         extinct                   fossils
muscles                      rocks
          In the past some types of animals and plants have died out.
          They have become ........................................ .
          We know about these animals and plants because we find them as ........................................ .
          Sometimes the hard parts of animals such as ........................................ did not decay.
          In other cases the bodies of animals and plants were replaced by minerals.
          You can still see their shape in ........................................ .
(Total 4 marks)
Q13.Busy lizzie plants produce flowers with many different colours.

A gardener wants to produce busy lizzie plants to fill a flower bed in her garden.
She decides to grow them from cuttings rather than seeds.
(a)     Give one condition that she should supply to the new cuttings so that they grow well.
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(1)
Busy Lizzie plants can produce flowers which are white, pink or red.
A gardener wants to grow a display containing all three colours of flowers.
(b)     Give one advantage and one disadvantage to the gardener of growing Busy Lizzie plants from cuttings rather than seeds.
Advantage ..................................................................................................................
Disadvantage ..............................................................................................................
(2)
(Total 3 marks)

 

M1.          (a)     (i)      (too) cold / all moisture / water frozen / no moisture / no warmth / 
conditions for decay are absent.
for 1 mark
         (No oxygen is neutral)
(Do not accept frozen or ice has preserved them)
1
(ii)     
•        (bacteria have) no oxygen / air (because dead fish covered in mud) 
(No moisture x)
(No moisture and no oxygen or warmth x)
•        bones / hard parts do not decay easily
         idea that
•        material of fish replaced by minerals 
any two for 1 mark each
2

(b)     ideas that
•        mammoths lived at the same time as humans / there was man in these times
•        mammoths lived in the same place as humans
•        humans hunted mammoths / ate mammoths / were carnivorous / for fur etc 
•        reference to later use of more advanced weapons
•        humans needed to protect themselves from mammoths
•        humans used flints / weapons / tools
any two for 1 mark each
2

(c)     idea that
•        environment changed / became too cold / became too warm /
vegetation changed / humans destroyed environment
•        (new) predator / humans killed them
•        new disease
•        new competitor / type of elephant
•        shortage of food / no food / ran out of prey
•        mammoths reproduced too slowly
•        mammoths didn’t adapt to changes
any two for 1 mark each
2
[7]
M2.          (a)     asexual
mitosis is neutral
1
(b)     (body cell)
nucleus is from body cell
no mark for just body cell – mark the explanation
allow converse nucleus from egg cell is removed
1
          nucleus contains (genetic) information / instructions / chromosomes / genes /
DNA / allele
do not credit ‘contains characteristics’
1

(c)     splitting apart (cells from clonal) embryo
do not credit ‘repeat process’
1
[4]
 M3.          (a)     idea about
•        environment change / habitat drier / climate change
•        couldn’t escape from predators / ref to predators / killed / eaten
[Do not allow "died"]
•        because feet not adapted to run on dry ground
•        couldn’t compete (with Merychippus) / more difficult to get food
          [Use v + x = x principle]
any two for 1 mark each
2

(b)     (i)      fossil remains / from the bones
for 1 mark
1
(ii)     (known) age of rock or any reason for knowing the age of the rock
eg by the rock layers by RA dating (not C-dating)
for 1 mark
1

(c)     idea that
(present day) horses / species evolved / adapted / developed from earlier 
species/ horses
•        over a long period of time / millions of years
•        via many / gradual changes
•        which gave a survival advantage /passed on genes / characteristics
any three for 1 mark each
[First bullet point answer is required before marks can be awarded for others]
3
[7]
         idea of information/characteristics/features/DNA
[alternative answer – how they are passed on i.e via reproduction]
eggs/ova [not ovaries] sperm
idea that they have inherited their parents’ genes
each for 1 mark
[4]
 M5.          (a)     (i)      fusion / joining / combining of gametes / egg and sperm / sex cells
accept fertilisation
allow fusion / joining / combining DNA from two parents
ignore meeting / coming together / mixing of gametes etc
1

(ii)     (mixture of) genes / DNA / genetic information / chromosomes
ignore nucleus / inherited information but allow second mark if given
1
          from both parents / horse and zebra
dependent on sensible attempt at 1st mark
1
(b)     Marks awarded for this answer will be determined by the Quality of Written Communication (QWC) as well as the standard of the scientific response. Examiners should apply a ‘best-fit’ approach to the marking.
          0 marks
No relevant content
Level 1 (1-2 marks)
There is simple description of the early stages of adult cell cloning. However there is little other detail and the description may be confused or inaccurate.
Level 2 (3-4 marks)
There is an almost complete description of the early stages of the process and description of some aspects of the later stages. The description may show some confusion or inaccuracies.
Level 3 (5-6 marks)
There is a clear, detailed and accurate description of all the major points of how adult cell cloning is carried out.
          Examples of Biology points made in the response could include:
•        skin cell from zorse
•        (unfertilised) egg cell from horse
•        remove nucleus from egg cell
•        take nucleus from skin cell
•        put into (empty) egg cell
•        (then give) electric shock
•        (causes) egg cell divides / embryo formed
•        (then) place (embryo) in womb / uterus
6
[9]
M6.          (a)     (i)      asexual / non-sexual / cloning              [not artificial] 
for 1 mark
1
(ii)     gene / allele / chromosome / DNA
for 1 mark
1
(iii)     A) same / look alike / similar
gains 1 mark
         but same sex / all female / all black / identical / clones
gains 2 marks
         B) same as the black (female)
for 1 mark
3
(b)     (i)      ovaries [not reproductive organs]
for 1 mark
1
(ii)     hormones / fertility drugs / FSH
for 1 mark
         Allow LH
[Do not allow oestrogen / fertility treatment]
1
[7]
 M7.          (a)     (i)      ideas that
•        remains of animal/plant of specific organism
•        (from) many years ago/thousands or millions of years
•        found in rocks/covered by sediments
for 1 mark each
Mark (a) as a whole to a total of 5 marks.
3
(ii)     ideas that
•        hard parts/bones/shells/skeletons
link required
•        don’t decay
Or •        no decay 
link required
•        conditions needed absent/no oxygen/no water
Or •        parts replaced by rock  mineral chemicals; 
Do not accept ‘materials’ or ‘substances’.
•        as they decay
Accept ‘hard’ or ‘soft’ parts for 1 mark each			2
(b)     idea
died out/none left/died off
Do not accept ‘died’ alone
for 1 mark
1
[6]
 M8.          (a)     genetically identical / same genetic
information / same DNA
accept identical / same chromosomes / alleles / genes
allow 1 mark for identical same characteristics		2
(b)     Quality of written communication:
Correct sequence
split → transfer								1
          any two from
•        split apart cells (from embryo)
•        before specialised
allow early stage
•        implant / transplant
•        into host / mother / uterus / womb						2
[5]
 M9.          (a)     chromosomes
genes                 (reject alleles)
alleles
for 1 mark each
3
(b)     (i)      sexual / sex
for one mark
1

(ii)     egg / gamete / sex cell / ovum         (reject ovule)
for one mark
1

(c)     (i)      information / genes / DNA passed from parents (reject chromosomes)
for one mark
1
(ii)     genes / genetic information / chromosomes from two parents
alleles may be different
environmental effect / named may have been mutation
any two for 1 mark each
2
[8]
 M10.          (a)     (i)      280 million years					for 1 mark
1
(ii)     e.g. the climate changed					for 1 mark
1
(iii)     e.g. the desert climate in the Permian was too dry for them	for 1 mark
1
(b)     replaced by other materials/hard parts did not decay/
exclusion of oxygen prevents decay
for 1 mark						1
[4]
 M11.          D
idea that twins have come from one (fertilised) egg
idea that Y sperm / Y chromosome produces boys
each for 1 mark
allow 1 mark if candidate selects A and states that Y sperm / Y chromosome produce boys (reject Y gene unqualified) OR allow 1 mark if candidate selects C and states that twins must have come from one (fertilised) egg
[3]
 M12.          extinct (NOT fossils)
fossils
bones
rocks
each for 1 mark
[4]
 M13.          (a)     water / damp / wet
or
suitable temperature / warm / heat / hot
or
light / sun
(accept rooting powder / soil qualified e.g. fine / nutrients / fertiliser / minerals)
(do NOT allow oxygen / carbon dioxide / food)			for 1 mark
1
(b)     advantage
quick / cheap / several from one plant / known outcome / same as parent
(reject all the same)
disadvantage
all the same / all get same disease
for 1 mark each
2
[3]