Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) Biology
Write your name hereSurnameOther namesCentre NumberCandidate NumberPearson EdexcelLevel 1/Level 2 GCSE (9 - 1)BiologyPaper 2Foundation TierMonday 11 June 2018 – MorningTime: 1 hour 45 minutesYou must have:Calculator, rulerPaper Reference1BI0/2FTotal MarksInstructionsblack ink or ball-point pen. UseFillinboxes at the top of this page with your name, centrethenumber and candidate number.Answer Answer allthequestions.in the spaces provided – there may bequestionsmore space than you need.may be used. Calculatorsdiagrams may NOT be accurately drawn, unless otherwise indicated. AnyYoumustall your working out with your answer clearly identified at the end ofshowyour solution.Informationtotal mark for this paper is 100. TheThefor each question are shown in brackets – usemarksthis as a guide as to how much time to spend on each question.marked with an asterisk (*), marks will be awarded for your ability toIn questionsstructure your answer logically showing how the points that you make arerelated or follow on from each other where appropriate.Adviceeach question carefully before you start to answer it. Readto answer every question. TryCheck your answers if you have time at the end.P52367A 2018 Pearson Education Ltd.1/1/1/1/1/1/1/1/1/1/1/*P52367A0136*Turn over
(a) (i) Which row shows the endocrine gland and the target organs for insulin?(1)endocrine glandtarget organsAadrenalliver and musclesBadrenalsmall and large intestinesCpancreasliver and musclesDpancreassmall and large intestinesB red blood cellsC white blood cellsD platelets2*P52367A0236*DO NOT WRITE IN THIS AREA(1)A plasmaDO NOT WRITE IN THIS AREA(ii) Which part of the blood transports insulin to its target organs?DO NOT WRITE IN THIS AREA1 Insulin is produced by an endocrine gland and is transported in the blood.DO NOT WRITE IN THIS AREAand thenDO NOT WRITE IN THIS AREASome questions must be answered with a cross in a box .If you change your mind about an answer, put a line through the boxmark your new answer with a cross .DO NOT WRITE IN THIS AREAAnswer ALL questions. Write your answers in the spaces provided.
DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA(b) Figure 1 shows the blood glucose and blood insulin concentration for a healthyperson during one day.Keyblood glucoseblood insulinbreakfastlunchdinnerconcentrationin bloodmorningmiddayeveningDO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREAFigure 1The blood glucose concentration increases after a meal.Explain why the blood glucose concentration then decreases.(2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(c) State one cause of type 1 diabetes.DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA(1). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .*P52367A0336*3Turn over
(d) Explain how controlling the diet can be used to treat type 2 diabetes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(e) A scientist is planning to test a new treatment for type 2 diabetes.She selects 300 volunteers who have type 2 diabetes.DO NOT WRITE IN THIS AREA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .DO NOT WRITE IN THIS AREA(2)State two other factors that the scientist should consider when selecting the 300volunteers.(2)4*P52367A0436*DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA(Total for Question 1 9 marks)DO NOT WRITE IN THIS AREA2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .DO NOT WRITE IN THIS AREA1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA2 (a) Figure 2 shows alveoli from a healthy lung.Figure 2Smoking can cause a condition called emphysema.DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREAFigure 3 shows alveoli from a person with emphysema.Figure 3Use words from the box to complete the following sentences.(2)breathingDO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREAosmosisdiffusionsmallerlargerthickerThe alveoli from the person with emphysema have a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .surface area than the alveoli from a healthy lung.The surface area of the alveoli will affect how much oxygen moves into the bloodby the process of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .*P52367A0536*5Turn over
DO NOT WRITE IN THIS AREA5–4–oxygenabsorbedin dm3 1–46810 12 14running speed in km per hour16DO NOT WRITE IN THIS AREA(b) The graph in Figure 4 shows the volume of oxygen an athlete absorbs at differentrunning speeds.Figure 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6*P52367A0636*DO NOT WRITE IN THIS AREA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .DO NOT WRITE IN THIS AREA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .DO NOT WRITE IN THIS AREA(2)DO NOT WRITE IN THIS AREA(i) Describe the trend shown in Figure 4.
DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA(ii) Which uses more oxygen when the running speed of the athlete changesfrom 4 to 6 km per hour?(1)A increasing aerobic respirationB increasing anaerobic respirationC decreasing aerobic respirationD decreasing anaerobic respiration(iii) Explain why the athlete produces lactic acid when running at 14 km per hour.(2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(Total for Question 2 7 marks)*P52367A0736*7Turn over
DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA*P52367A0836*8DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREABLANK PAGE
DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA3 The effect of temperature on decomposition was investigated.30 leaves were collected.The mass of five leaves was recorded and the leaves were placed into a net bag.This was repeated five more times.Figure 5 shows one of these bags.leavesDO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREAnet bagFigure 5The net bags were then put in trays and covered in soil as shown in Figure 6.soilnet bagwith leavesFigure 6(a) Which type of tray should be used so that the leaves are in the best conditions fordecomposition?DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA(1)A tray with air holes and dry soilB airtight tray with dry soilC tray with air holes and moist soilD airtight tray with moist soil*P52367A0936*9Turn over
temperaturein Cmass of leavesin gafter 25at startdaysdecreasein massin gpercentagedecrease 54.83.21.633705.03.71.326855.45.20.2?Give your answer to two significant figures.(2).DO NOT WRITE IN THIS AREA(i) Calculate the percentage decrease in mass for the leaves at 85 C.DO NOT WRITE IN THIS AREAFigure 7DO NOT WRITE IN THIS AREAFigure 7 shows the results of this investigation.DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREAThe mass of the leaves was recorded again after 25 days.DO NOT WRITE IN THIS AREA(b) Each tray was kept at a different temperature.%(ii) Explain which temperature was the best for the decomposition of the leaves.(2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10*P52367A01036*
(iii) State two improvements to the method for this investigation.DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA(2)1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(Total for Question 3 7 marks)*P52367A01136*11Turn over
(1)A reduced growth and darker green leavesB reduced growth and lighter green leavesC increased growth and darker green leavesD increased growth and lighter green leaves(ii) Which organisms convert nitrogen to nitrate ions during the nitrogen cycle?DO NOT WRITE IN THIS AREA(i) What effects will a low nitrate ion concentration in soils have on plants?DO NOT WRITE IN THIS AREA4 (a) Plants use nitrate ions to make proteins and chlorophyll.(1)A bacteriaB mammals*P52367A01236*DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA12DO NOT WRITE IN THIS AREAD wormsDO NOT WRITE IN THIS AREAC fungi
DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA(b) Figure 8 shows part of a root as seen using a light microscope.root surface cellroot hair cellFigure 8DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREAFigure 9 shows information about the two types of cell labelled in Figure 8.type of cellsurface areain μm2volumein μm3surface area tovolume ratioroot surface cell5 000250 0001 : 50root hair cell36 000288 000?Figure 9(i) Calculate the surface area to volume ratio of the root hair cell.(2)DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA.(ii) Explain the benefit to the plant of having root hair cells.(2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .*P52367A01336*13Turn over
Jan Feb Mar Apr May Jun––––––––––––number ofalgaeDO NOT WRITE IN THIS AREAFigure 10 shows the number of algae in a lake in the United Kingdom during one year.DO NOT WRITE IN THIS AREA(c) Algae are green plants.Jul Aug Sept Oct Nov Dec. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .DO NOT WRITE IN THIS AREA(3)DO NOT WRITE IN THIS AREAExplain the changes in the number of algae in the lake from February to June.DO NOT WRITE IN THIS AREAFigure 10DO NOT WRITE IN THIS AREAmonth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(Total for Question 4 9 marks)14*P52367A01436*
DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA5 Figure 11 shows a British glow-worm. ª %PN (SFWFT %JHJUBMFigure 11DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREARead the following extract before answering the questions.Female glow-worms produce bright lights in the summer to attract males.Glow-worm larvae are predators of slugs and snails, but adult glow-worms do not feed.Females only have a few weeks to attract a mate and lay eggs, before the females die.(a) What will happen if the population of snails decreases?(1)A the population of glow-worms will increaseB adult glow-worms will eat more snailsC glow-worm larvae will eat more slugsD adult female glow-worms will glow more brightly*P52367A01536*15Turn over
The scientist had: five flasks of water each with a different concentration of dissolved oxygena solution of the proteina solution of the enzyme.The first step of this plan is:Step 1. Add some of the protein solution to each of the five flasks.DO NOT WRITE IN THIS AREAA scientist devised a plan to investigate the effect of oxygen concentration on this reaction.DO NOT WRITE IN THIS AREA(b) Female glow-worms have an enzyme called luciferase.The glow is produced when this enzyme catalyses a reaction between oxygenand a protein.(i) Describe the next two steps that should be in this plan to obtain results forthis investigation.(2)(ii) Which procedure would improve the investigation?(1)A change the concentration of the protein solution in each flaskDO NOT WRITE IN THIS AREA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .DO NOT WRITE IN THIS AREAStep 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .DO NOT WRITE IN THIS AREA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .DO NOT WRITE IN THIS AREAStep 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .B change the volume of the protein solution added to each flaskC keep the concentration of dissolved oxygen the same in each flaskD keep the volume of each solution the same in each flask16*P52367A01636*
DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA(iii) The enzyme luciferase works best at pH 8.Explain why the activity of the enzyme decreases at pH 5.(2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Biology Paper 2 Foundation Tier Monday 11 June 2018 – Morning Time: 1 hour 45 minutes 1BI0/2F You must have: Calculator, ruler P52367A *P52367A0136* 2018 Pearson Education Ltd. . Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) 2 *P52367A
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