1.

(a)

to absorb / remove carbon dioxide or prevent build-up of carbon dioxide ;

(b)

fill spirometer with oxygen ;

reference to use of a nose clip ;
person breathes in as fully as possible ;
then out as fully as possible ;
pen records movement of lid on chart ;
vital capacity read from chart / recorded on chart ;

(c)

(i)

(ii)

(iii)

volume of air breathed in or out ;

in one breath / at rest / eq ;

500 18 ;
= 9000 cm3 / 9 dm3 ;

tidal volume increases ;

breathing rate increases ;
carbon dioxide increases in the blood ;
carbon dioxide stimulates breathing ;

3
[12]

2.

(a)

(b)

(c)

(d)

(0.60 + 0.65 + 0.65 + 0.65 + 0.75) 5 ;

= 0.66 dm3 ;

Breaths per minute = 4 or 5 6 = 24 / 30, volume of each breath = 1.25 to

1.5 ;
Ventilation rate = 24 / 30 1.25 to 1.5 = 30.0 to 45.0
(depends on values used) dm3 min-1 ;

Tidal volume increases ;

Rate of breathing increases ;
Greater variation in volume ;
Credit comparative manipulation use of figures ;

(i)

(ii)

Increase in tidal volume after exercise not as great ;

Increase in ventilation rate after exercise not as great ;
Faster return to normal breathing pattern ;
Respiratory muscles stronger ;
Alveolar capillary network increased ;
Gaseous exchange more efficient ;

(Because) volume pumped per beat / stroke volume, increased ;

Maximum / potential, cardiac output increased ;

2
[13]

Ringwood School

3.

(a)

(b)
(c)

Maximum volume of air breathed out;

Following maximum inspiration;
VC = IRV + TV + ERV;;

660 230;
3
= 430 cm

Increased rate of breathing;

Increased depth of breathing /tidal volume increases;

2
[6]

4.

(a)

{Sequence / series) of reactions;

Each reaction {catalysed / controlled) by a (specific) enzyme;
Product of one reaction is substrate for the next;

(b)

Oxidised;
+

Back to NAD( );
Transfers {hydrogen electrons} to the electron transport chain;
(c)

1.

It will {reduce / prevent} production of ATP / eq;

2.

Reduced activity of aconitase;

3.

(Therefore) less NADH+H produced / NAD not reduced;

4.

{Reduced NAD / NADH+H } are required for the production of ATP;

5.

In the electron transport chain / by oxidative phosphorylation;

4
[8]

5.

(a)

(b)

-1

-1

(i)

{0.4 0.55} 12; = {4.8 6.6} (dm min );

(ii)

{1.1 1.3} 36 = {39.6 - 46.8} (dm min );

Increase of {33.0 / 42.0} / increased by about 6 times;

Heart rate x stroke volume / volume of blood pumped

out of {heart / ventricles} in one minute / eq;

(i)

Ringwood School

(ii)

(As minute volume increases) {volume of oxygen

breathed in / gas exchange / tidal volume} increases / eq;
Increased diffusion of oxygen into {blood / muscle};
(Increase in cardiac output) increases volume of
(oxygenated) blood reaching muscles / eq;

2
[7]

6.

(a)

(b)

1.

Reference to local currents;

2.

Depolarisation of {adjacent / next} section of axon;

3.

Sodium channels open / sodium ions move in (to axon);

4.

More sodium ions move in so more sodium channels

open / positive feedback idea;

5.

Correct reference to +40 mV / {becomes positive / less negative}

inside the axon;

6.

Potassium channels open / potassium ions move out (of the axon);

7.

Membrane repolarises;

8.

Wave of depolarisation / depolarisation repolarisation process

repeats itself along the axon / eq;

9.

Refractory period / hyperpolarised / more negative than resting potential;

10.

Idea of impulse moves in one direction only;

11.

Myelin sheath speeds up conduction;

12.

Current jumps between {nodes of Ranvier / gaps in

the myelin sheath} / saltatory effect;

1.

Less calcium (ions) enter into neurone / fewer calcium channels open;

2.

Fewer neurotransmitter vesicles {move to / fuse with}

(presynaptic / neurone 1) membrane / less neurotransmitter
released (into synaptic cleft);

3.

Less neurotransmitter diffuses (across the synaptic cleft);

4.

Less neurotransmitter binds to {receptor / sodium channel}

on (postsynaptic / neurone 2) membrane;

5.

Fewer sodium (ion) channels open / less sodium (ions) enter;

6.

Less membrane depolarisation / {fewer / no} action potentials

initiated (in neurone 2);

4
[10]

7.

(a)

(i)

Ringwood School

Absorbs carbon dioxide ;

(ii)

(b)

1.

Reference to calibrating chart ;

2.

Switch on chart recorder ;

3.

Nose clip / eq on person ;

4.

Person breathes in and out / eq through mouthpiece ;

5.

Reference to {resting / quiet breathing / adjustment (of person)} ;

6.

Measure / calculate volume on chart / eq ;

3

Vital capacity = 4.25(dm ) ;

1
[5]

8.

(a)

Volume of air inspired (or expired) in one minute ;

(b)

(i)

1.

30 (% increase above normal) ;

2.

100 + 30 (= 130%) ;

3.

130 100 x 8 (=10.4 dm min

);

Or

(ii)

(c)

1.

30 (% increase above normal) ;

2.

30 8
100 ( = 2.4dm3 min1) ;

3.

+8 (= 10.4 dm min

);

1.

{Increased levels of carbon dioxide / fall in pH}(in blood) ;

2.

Detected by chemoreceptors ;

3.

In {aorta / carotid artery / medulla} ;

4.

Nerve impulses to intercostals and diaphragm muscles ;

5.

Rate of contraction increases ;

1.

Detects degree of stretch during inhalation ;

2.

Prevents over inflation of the lungs ;

3.

Impulses along {sensory neurones / vagus nerve} to {medulla /

respiratory centre} ;

4.

Reflex action initiated / impulses along motor neurone(in response) ;

5.

Internal intercostal muscles contract / inhibition of respiratory

centre / external intercostal muscles no longer stimulated
(to contract) ;

3
[11]

Ringwood School

9.

(a)

Breathing rate: number of breaths in unit time / one minute;

Tidal volume: volume of air breathed {in / out};

(b)

(i)

1.

both the breathing rate and tidal volume increase;

2.

breathing rate gradually increases up to 125 a.u. and then

increases more sharply;

3.

tidal volume increases steeply up to 75 a.u. and then

increases less steeply;

4.

idea that the point at which the gradient changes for the
breathing rate is not the same as the tidal volume;

3
[5]

10.

(a)

(i)

(ii)

(b)

1.

(light hits) photoreceptors (on the retina);

2.

impulses pass to the brain;

3.

ref. to sensory neurone;

4.

ref. to innate / inborn / autonomic response;

5.

impulses along parasympathetic nerve;

6.

ref to motor neurone;

7.

circular muscles contract / radial muscles relax;

8.

pupil {contracts /constricts / becomes smaller};

1.

{faster / eq} impulses due to;

2.

myelin acting as an {electrical/ eq} insulator;

3.

ref to Schwann cells producing myelin;

4.

depolarisation only occurs at the nodes of Ranvier;

5.

ref. to saltatory conduction;

6.

need rapid response to protect retina;

1.

visual stimulation is essential for visual development;

2.

ref. to critical window / critical period / sensitive period;

3.

ref. to visual cortex;

4.

growth of axons / formation of synapses / inactive

synapses eliminated;

5.

kittens less than 4 weeks old have not developed (visual cortex)
{connections / synapses}
OR
kittens over 5weeks old have already developed (visual cortex)
{connections / synapses}

Ringwood School

(c)

1.

ref. to animal experiments helping to test {medicines / treatments} /

give greater understanding of the {human / animal} body;

2.

ref. to utilitarian philosophy;

3.

expected benefits greater than expected harms / eq;

4.

reduces chances of harm when testing on people;

2
[12]

11.

(a)

(b)

(c)

(i)

to {reset / level the} liquid in capillary tube / to calibrate the

scale / eq;

(ii)

to {absorb / take up / remove} carbon dioxide;

1.

to keep the temperature constant / eq;

2.

idea that temperature affects gas volumes;

3.

idea that temperature affects respiration / metabolic rates;

max 2

12 0.19 (or 2.28);

15;
= 0.15(2);

3
[7]

12.

(a)

(i)

(ii)

(b)

(i)

Ringwood School

1.

soda lime {absorbs / eq} carbon dioxide;

2.

prevents carbon dioxide accumulating / eq (in spirometer);

3.

reference to harmful effect of breathing increased

carbon dioxide;

4.

can also measure the volume of oxygen used;

1.

nose clip on person;

2.

reference to calibrating chart;

3.

switch on chart recorder;

4.

person breathes through mouthpiece;

5.

deep breath in then {fully out/ eq} / VC = IRV + TV + ERV;

6.

read volume from chart;

1.

calculation;

2.

answer (= 92.9);

max 2

max 3

(ii)

1.
(as cycling speed increases) more carbon dioxide
produced;
2.

{carbon dioxide / low pH} stimulates breathing / eq;

3.

increased need for oxygen / eq;

max 2
[9]

13.

(a)

(b)

(c)

1.

reference to columns being {smaller / narrower /eq}(in

visual cortex for left eye) /converse;

2.

(sensory) {neurone / axon} {shorter neurone / reduced

growth} (for left / deprived eye) converse;

3.

{fewer / shorter dendrites} / fewer {synapses /

branches} (in left/deprived eye) / eq / converse;

1.

reference to {critical/ sensitive} period / critical

window (in visual development);

2.

idea that if one eye is deprived of {stimulation/light},

{neurones /dendrites/synapses / columns} do not
develop / eq;

max 2

reference to visual deprivation studies e.g. cataract removal

from children, bandaging of eyes / reference to development
of distance perception e.g. Muller-Lyer

1
[5]

14.

(a)

(i)

Ringwood School

Award one mark for each of the following points in context

to a maximum of two marks.
1.

Ventilation rates at rest are similar;

2.

Ventilation rate of trained individual rises higher than that

of the untrained individual during the 5 minute exercise period;

3.

After 1 minute ventilation rate of trained individual

continues to rise rapidly whereas untrained rises
gently/becomes constant;

(ii)

(b)

Award one mark for each of the following points in context

to a maximum of three marks
1.

gender;

2.

age;

3.

level of rest;

4.

drugs;

5.

were the exercises the same;

6.

repeat the study with these two individuals;

7.

repeat the study with more individuals;

8.

allow other valid factors;

(i)

(ii)

(iii)

(iv)

1
[9]

15.

(a)

(b)

Award one mark for each of the following points in context to a

maximum of three marks.
1.

Recovery time falls steeply initially

2.

Stays low

3.

Fluctuations

4.

ref to reinforcement

5.

credit appropriate manipulation of data ref to anomalous

point 3

habituation

Ringwood School

3
1

(c)

Award one mark for each of the following points in context to a

maximum of four marks.
1.

Ignore unimportant stimuli

2.

More receptive to important stimuli

3.

Less time wasted with gill covered

4.

More time for oxygen uptake

5.

Can remain active when being touched

6.

Such as by wave action

4
[8]

Ringwood School