Specimen Papers
- 2016 Specimen Paper 2 (334Kb)
- 2016 Specimen Paper 3 (267Kb)
- 2016 Specimen Paper 4 (388Kb)
- 2016 Specimen Paper 5 (266Kb)
Paper overview
Paper 1 – Multiple Choice
Duration: 1 hour Marks: 40
This paper consists of 40 multiple choice questions, all with four options. All questions will be based on the AS Level syllabus content. Candidates will answer all questions. Candidates will answer on an answer sheet.
For examples of Paper 1 questions, please see the teacher support site for past paper 1 examination papers.
Paper 2 – AS Level Structured Questions
Duration: 1 hour 15 minutes Marks: 60
Question 1a
Theme = mitosis: organising diagrammatic information to identify a sequence (mitotic stages); using knowledge of a scientific definition (telomere) ; applying principles (microscopy) to knowledge (microtubules); recalling facts(microtubules); applying knowledge of scientific terms (biological molecules).
Question 1b
Theme = mitosis: organising diagrammatic information to identify a sequence (mitotic stages); using knowledge of a scientific definition (telomere) ; applying principles (microscopy) to knowledge (microtubules); recalling facts(microtubules); applying knowledge of scientific terms (biological molecules).
Question 1c
Theme = mitosis: organising diagrammatic information to identify a sequence (mitotic stages); using knowledge of a scientific definition (telomere) ; applying principles (microscopy) to knowledge (microtubules); recalling facts(microtubules); applying knowledge of scientific terms (biological molecules).
Question 2a
Theme = root of dicotyledonous plant: problem solving using a photomicrograph as stimulus (identify a water transport route); demonstrating knowledge of facts and concepts from different topic areas and using scientific vocabulary to produce an extended response (water transport); decision-making (solutions used in biochemical testing); producing a reasoned account to demonstrate understanding of the concept of structure to function (starch).
Question 2b
Theme = root of dicotyledonous plant: problem solving using a photomicrograph as stimulus (identify a water transport route); demonstrating knowledge of facts and concepts from different topic areas and using scientific vocabulary to produce an extended response (water transport); decision-making (solutions used in biochemical testing); producing a reasoned account to demonstrate understanding of the concept of structure to function (starch).
Question 2c
Theme = root of dicotyledonous plant: problem solving using a photomicrograph as stimulus (identify a water transport route); demonstrating knowledge of facts and concepts from different topic areas and using scientific vocabulary to produce an extended response (water transport); decision-making (solutions used in biochemical testing); producing a reasoned account to demonstrate understanding of the concept of structure to function (starch).
Question 3a
Theme = cardiovascular and pulmonary systems: identifying structures on a diagram (heart); recall facts and phenomena to link structures to roles (heart contraction); defining a scientific term (closed circulation); using facts, principles and laws to produce a written description (oxygen uptake in the lungs); applying knowledge and understanding of a social implication (carbon monoxide and smoking).
Question 3b
Theme = cardiovascular and pulmonary systems: identifying structures on a diagram (heart); recall facts and phenomena to link structures to roles (heart contraction); defining a scientific term (closed circulation); using facts, principles and laws to produce a written description (oxygen uptake in the lungs); applying knowledge and understanding of a social implication (carbon monoxide and smoking).
Question 3c
Theme = cardiovascular and pulmonary systems: identifying structures on a diagram (heart); recall facts and phenomena to link structures to roles (heart contraction); defining a scientific term (closed circulation); using facts, principles and laws to produce a written description (oxygen uptake in the lungs); applying knowledge and understanding of a social implication (carbon monoxide and smoking).
Question 3d
Theme = cardiovascular and pulmonary systems: identifying structures on a diagram (heart); recall facts and phenomena to link structures to roles (heart contraction); defining a scientific term (closed circulation); using facts, principles and laws to produce a written description (oxygen uptake in the lungs); applying knowledge and understanding of a social implication (carbon monoxide and smoking).
Question 4a
Theme = roles of phosphates and phosphatase: applying knowledge and understanding of phenomena and concepts (transport across membranes and cell signalling); extracting graphical information and producing a written description and explanation (pH and enzymes); using and applying knowledge and principles to a new biotechnological situation (immobilised enzymes); comparison exercise to demonstrate understanding of molecular structures (ATP and DNA nucleotide).
Question 4b
Theme = roles of phosphates and phosphatase: applying knowledge and understanding of phenomena and concepts (transport across membranes and cell signalling); extracting graphical information and producing a written description and explanation (pH and enzymes); using and applying knowledge and principles to a new biotechnological situation (immobilised enzymes); comparison exercise to demonstrate understanding of molecular structures (ATP and DNA nucleotide).
Question 4c
Theme = roles of phosphates and phosphatase: applying knowledge and understanding of phenomena and concepts (transport across membranes and cell signalling); extracting graphical information and producing a written description and explanation (pH and enzymes); using and applying knowledge and principles to a new biotechnological situation (immobilised enzymes); comparison exercise to demonstrate understanding of molecular structures (ATP and DNA nucleotide).
Question 4d
Theme = roles of phosphates and phosphatase: applying knowledge and understanding of phenomena and concepts (transport across membranes and cell signalling); extracting graphical information and producing a written description and explanation (pH and enzymes); using and applying knowledge and principles to a new biotechnological situation (immobilised enzymes); comparison exercise to demonstrate understanding of molecular structures (ATP and DNA nucleotide).
Question 5
Theme = infectious diseases and antibiotics: table completion (causes, transmission, control); demonstrate understanding of principles (antibiotics and treatment of viral diseases).
Question 6a
Theme = B-lymphocytes and antibodies: using a diagram as stimulus material to recall knowledge (B-lymphocyte activation); completion of flow diagram illustrating sequential biological process (antibody production); application and use of factual knowledge and understanding of principles from different areas (antibody and protein structure); using biotechnological knowledge (monoclonal antibody production).
Question 6b
Theme = B-lymphocytes and antibodies: using a diagram as stimulus material to recall knowledge (B-lymphocyte activation); completion of flow diagram illustrating sequential biological process (antibody production); application and use of factual knowledge and understanding of principles from different areas (antibody and protein structure); using biotechnological knowledge (monoclonal antibody production).
Question 6c
Theme = B-lymphocytes and antibodies: using a diagram as stimulus material to recall knowledge (B-lymphocyte activation); completion of flow diagram illustrating sequential biological process (antibody production); application and use of factual knowledge and understanding of principles from different areas (antibody and protein structure); using biotechnological knowledge (monoclonal antibody production).
Question 6dTheme = B-lymphocytes and antibodies: using a diagram as stimulus material to recall knowledge (B-lymphocyte activation); completion of flow diagram illustrating sequential biological process (antibody production); application and use of factual knowledge and understanding of principles from different areas (antibody and protein structure); using biotechnological knowledge (monoclonal antibody production).
Paper 3 – Advanced Practical Skills
Duration: 2 hours Marks: 40
Yeast respiration, effect of temperature: (a) Decision-making: variables; record results; identifying errors; improvements; (b) Glucose concentration and yeast respiration; anomalous results; display data; explain results
Question 2
TS plant root: (a) Plan diagram; identify water transport tissues; (b) Detailed drawing of cortex cells; (c) Use eyepiece graticule to calculate; width ratio; (d) Compare slide of root with micrograph of stem
Question 01a
apply kingdom characteristics to coral versus plant
Question 01b
outline term ecosystem
Question 01c
calculate percentage from table of conservation data
Question 02a
ways of making ATP and cellular uses of it, complete diagram, ATP break down by hydrolysis reaction, name co-reactant, recall name of ATP-synthesising enzyme
Question 02b
recall fate of glucose in liver cell, with diagram context, compare efficiency of aerobic and anaerobic repiration, diagram context, relate metabolic pathway diagram to cell locations, relate metabolic pathway diagram to transport of molecules across membranes, understanding of term oxygen debt within diagram context
Question 03a
kidney filtration calculation, structure adaptation glomerulus explanation
Question 03b
cell specialisation absorption explanation
Question 03c
recall selective reabsorption small polar molecules
Question 04a
observe difference in leaf epidermal cells from diagram
Question 04b
recall mechanism stomatal closure, cell signalling, ion movement, water potential
Question 04c
analyse experiment, results graph, light intensity on Elodea photosynthesis
Question 04d
apply recall of photosynthesis biochemistry in new diagram context
Question 05a
explain genetic terms
Question 05b
dihybird cross problem-solving with gene interaction, budgerigar
Question 06a
explain natural selection, speciation, Desert Pupfish
Question 06b
suggest, population dynamics, competition, niche partitioning, extinction, interbreeding
Question 07a
explain, recall, rapid plant response, acid growth theory
Question 07b
apply knowledge of ecological sampling technique, apply knowledge of sampling and formula to calculate biodiversity, choose correct statistical technique
Question 08a
describe change on graph, area of GM crops grown, name vector to make GM plant, GM marker technology, GUS colour change
Question 08b
analyse two graphs to justify statement, evolution of herbicide resistance, explain, select and deduce from graph, outline natural selection, herbicide resistace in agricultural weeds
Question 08c
limitations of data to assess signifiicance of resistant pests
Question 09a
glucagon mode of action at liver cell surface membrane, gluconeogenesis, GLUT2 transporters
Question 09b
dipstick colour change explanation, advantages of electronic digital biosensors
Question 10a
transcriptional control of gene expression in prokaryote, enzyme induction, lactose metabolism
Question 10b
transcriptional control of gene expression in barley, enzyme induction for germination
Paper 5 – Planning, Analysis and Evaluation
Duration: 1 hour 15 minutesMarks: 30
Relationship between seaweed and mollusc numbers: Q1(a) Independent and dependent variables; standardising variables; Q1(b) Anomalous results; graphical display and analysis of results; Q1(c) Spearmans’ rank correlation; use and interpret; Q1(d) Identify biotic and abiotic factors
Question 2
Methylene blue as redox indicator; measure respiration rate: Q2(a) Describe procedure; Q2(b) Mean value; anomalous results; alternative methods; Q2(c) Draw conclusions from data provided
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sample papers based on the new syllabus