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2J Coordination

Time: 1 hour 5 minutes

Total marks available: 65

Total marks achieved: ______

Andy Todd
Q1.

(a) Complete the table to show the characteristic features of the three groups of organisms.
Use a tick if the group has the characteristic and a cross if the group does
not have the characteristic. The first box has been done for you.
(4)

(b) The table below shows some characteristics shared by most animals.
Complete the table by giving the missing characteristics and examples.
(4)

(c) Another characteristic shown by animals is the ability to respond to their surroundings.
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For example, a person may withdraw their hand from a hot object.
Describe the sequence of events that cause this response.
(5)
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(Total for question = 13 marks)

Andy Todd
Q2.

The diagram shows a section through the human eye.

(a) Name the structures labelled A, B and C.

(3)
A ...............................................................................................
B ...............................................................................................
C ...............................................................................................

(b) Explain the changes that take place in structures B and C when a person focuses
on a nearby object.
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(c) Structures in the eye respond to stimuli by means of reflex actions.

(i) Describe one reflex action that occurs in the eye.
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(ii) Give a reason for this reflex action.

(1)
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(iii) Human responses are also controlled by hormones.

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For one named example of a hormone, give its site of production and its effect.
(3)
Hormone
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Site of production
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Effect
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(Total for question = 11 marks)

Andy Todd
Q3.

Students carried out a simple investigation to show how the sensitivity of the skin
differs on the finger tips, the back of the hand and the wrist.

 Students worked in pairs.

 The two prongs of a hairpin were fixed 0.5 cm apart.
 This hairpin was then used by one student to touch the skin of another student, who was
looking away.
 The first student used both prongs or one prong as a stimulus.
 The second student then indicated whether he thought both prongs or just prong was used.
 His response was recorded as correct or incorrect .
 This was repeated 10 times for each area of the skin.
The procedure was then repeated using prongs 1 cm apart and 2 cm apart.
Students could then identify the most sensitive area of the skin.

(a) Some of the percentages of correct responses at each distance have been
recorded in the table. Complete the table by writing in the missing percentages.
(2)
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(b) On the grid provided, plot a bar graph to show how sensitivity changes with each
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area of the skin.
(5)

(c) Which area of the skin is the most sensitive? Explain your answer.
(3)
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(d) Suggest a reason for the difference in sensitivity between the areas of the skin.
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(e) The teacher told the students to touch the skin with the prongs using the same
pressure each time. Suggest a reason for this.
(1)
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(Total for question = 13 marks)

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Q4.

The diagram shows the difference in the pupil diameter of the eye in bright light and
after moving into dim light. The difference is caused by a reflex action.

(a) The table gives descriptions of parts of the reflex arc involved with the reflex action.

Complete the table by naming each part.

One has been done for you.

(3)

(b) Explain how the lens changes when you view a near object.
(4)
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(Total for question = 7 marks)

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Q5.

Antiperspirants are used to reduce sweating under the arms.

An investigation was carried out to find out the effectiveness of an antiperspirant.

Ten students put antiperspirant on the skin of their left armpit. No antiperspirant was
put on the skin of their right armpit. Each student then weighed two pieces of cotton
wool and placed one piece under each armpit. The cotton wool was used to absorb
any sweat that was produced.

The ten students exercised at the same intensity for five minutes and then reweighed
each piece of cotton wool.
They calculated the percentage increase in the mass of the cotton wool. Their results
are shown in the table.

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 (a) The results for the left armpits with antiperspirant contain one anomalous result.
Calculate the correct average for the percentage increase in mass of the cotton
wool with antiperspirant. Show your working.
(2)

Answer ...........................................................

(b) The results for the right armpits without antiperspirant are not all the same.
Suggest two reasons to explain this.
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(c) Which of the following formulae, A, B, C or D, should be used to calculate the

percentage increase in the mass of each piece of cotton wool.
Put a cross in the correct box.
(1)

(d) Exercise increases the rate of sweating, but people also sweat at rest.
(i) Explain how the rate of sweating of a person at rest is affected if that person is
in hot air.
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(ii) Explain how the rate of sweating of a person at rest is affected if that person is
in air with a high humidity.
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(Total for question = 9 marks)

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Q6.

One of the characteristics of living organisms is the ability to respond to a change in

their surroundings.

In mammals, such as humans, responses are controlled by nervous or hormonal communication.

(a) ADH is an example of a hormone.
(i) Where is ADH produced?
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(ii) Describe the effects of ADH in the body.

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(b) Describe two ways in which nervous communication differs from hormonal communication.
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(c) Plants are also able to respond to their surroundings. The diagram shows young
cereal shoots (coleoptiles) which are placed in different light conditions.
Complete the diagram to suggest how each of the shoots would appear after two days.
(3)

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 (d) Plant roots also respond to external stimuli.
Describe the response of roots to gravity and explain how this response benefits
the plant.
(3)
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(Total for question = 12 marks)

Q1.

Part (b) asked candidates to complete a table to show the features of

bacteria fungi and viruses. Most scored well on this item and on (b) which
required linking characteristics of life with examples. In part (c) candidates
had the opportunity to describe the events in the withdrawal reflex. Most
who had learnt the components scored well.

Q2.

This question examined student understanding of the eye. The conjunctiva was
correctly recalled by only the best candidates, with most responses naming part
A as the cornea. Part B, the lens, was easily recognised by most but, part C, the
ciliary muscle, was often wrongly recognised as the suspensory ligaments. The
examiners were looking for references to the ciliary muscles contracting and the
lens shape changing to be more convex in order for credit to be given in part
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(b). Many candidates gained full marks, though their choice of terminology was
often lacking in precision. Part (c) (i) and (ii) were done well with the most
popular description being the pupil reflex in bright light. It was pleasing to note
that the candidates were very knowledgeable about the hormones listed in the
specification and, as such, part (iii) was well answered. However, there were
some who were confused about the respective roles of progesterone and
oestrogen when referring to the uterus wall, and about FSH and LH with regard
to the timing of ovulation.

Q3.

This question described an investigation and presented data from a simple

experiment to show how the sensitivity of the skin differs on the finger tips,
back of hand and wrist. A similar experiment is described in the teachers'
guide and in many textbooks. In part a) candidates had to compute the
percentage correct from the raw data and almost all did this correctly. They
then had to plot a bar graph in part b) to show the results of the
investigation. Most did this very well and gained full marks. Some chose to
combine data for the different distances and others chose to plot a line
graph. In part c) most could use the data to identify that the finger tips are
the most sensitive and then go on in part d) to suggest why. Many
candidates suggested that on the finger tips one would find more receptors
or that the nerve endings are closer together. In part e) most could suggest
that if one varied the pressure then the experiment would not be a fair test
and the better candidates explained why this would be the case.

Q4.

This question gave details of the reflex arc involved with pupil reflex. In part (a) students had to
match parts of the reflex arc to the correct description. Most students were able to name the
retina and the synapse but less identified the sensory neurone and the iris. In part (b) most
students scored 3 or 4 marks for describing how the lens changes when viewing a near object.

Q5.

This question tested candidates on their understanding of a novel investigation

and explored understanding of data analysis. The correct average in (a) should
have been calculated by adding up all the values except any anomalous result
and dividing by the number of these values. The result for student 9 was
anomalous, so the total of 16 should have been divided by 9, not 10. The best
candidates were aware of this. Wrong answers could still gain one mark if the
examiners saw the number 16 in the working, showing correct addition of the
values. Most gave at least one acceptable response in (b). Candidates who
simply stated that sweat production differs in different people were not
credited unless they gave a valid explanation. Part (c) revealed that weaker
candidates are unaware of the correct way to calculate a percentage increase.
In (d) (i), most candidates appreciated that sweat production increases in hot

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air in an attempt to cool the body. Part (d) (ii) was more challenging with only
the best candidates appreciating that there is less evaporation in humid air,
which leads to less heat loss and the response to sweat more in an attempt to
cool the body. There was much confusion between the terms sweating and
evaporation.

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Q6.

In this question candidates needed to recall where ADH is produced. Most

candidates stated the pituitary glands and some the hypothalamus. On this
occasion at International GCSE we were prepared to accept the site of release
and the site of production. In part (a) (ii) candidates had to describe the
effects of ADH on the body. The best responses described how ADH increases
the permeability of the collecting duct wall. This leads to more water being
reabsorbed into the blood by osmosis resulting in a smaller volume of more
concentrated urine being released. Some candidates tried to describe the effect
of less ADH and generally confused themselves.
In part (b) most could recall two differences between nervous and hormonal
communication. In part (c) candidates had to predict the outcome of an
experiment on coleoptiles and light. Almost all could draw the correct response
for the light from all around and most for unidirectional light few gained the mark
for coleoptile in darkness. In (d) most candidates could describe the response of
roots as positively geotropic and helping the plant by absorbing water and
mineral ions. Fewer mentioned the role of the roots in anchoring the plant.

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Q1.

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Q2.

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Q3.

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Q4.

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Q5.

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Q6.

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